2219 items

• The Relevance of Improvement Research to Mathematics Education
  Cobb, P. (2018). The Relevance of Improvement Research to Mathematics Education. Éducation et Didactique, 12–1, 129–132.
• A Cross-Cultural Comparison of the Self-Efficacy of Middle-School Mathematics Teachers Across Turkey and the United States
  Sevgi, S., Berberoglu, G., Cobb, P., & Smith, T. M. (2021). A Cross-Cultural Comparison of the Self-Efficacy of Middle-School Mathematics Teachers Across Turkey and the United States. International Journal of Mathematical Education in Science and Technology, 0(0), 1–18. https://doi.org/10.1080/0020739X.2020.1861348
• Different Ways to Implement Innovative Teaching Approaches at Scale
  Maass, K., Cobb, P., Krainer, K., & Potari, D. (2019). Different Ways to Implement Innovative Teaching Approaches at Scale. Educational Studies in Mathematics, 102(3), 303–318. https://doi.org/10.1007/s10649-019-09920-8
• An Empirically Grounded System of Supports for Improving the Quality of Mathematics Teaching on a Large Scale
  Cobb, P., & Jackson, K. (2021). An Empirically Grounded System of Supports for Improving the Quality of Mathematics Teaching on a Large Scale. Implementation and Replication Studies in Mathematics Education, 1(1), 77–110. https://doi.org/10.1163/26670127-01010004
• The SchoolWeavers Tool: Supporting School Leaders to Weave Learning Ecosystems
  Díaz-Gibson, J., Daly, A., Miller-Balslev, G., & Zaragoza, M. C. (2021). The SchoolWeavers Tool: Supporting School Leaders to Weave Learning Ecosystems. School Leadership & Management, 41(4–5), 429–446. https://doi.org/10.1080/13632434.2020.1770210
• Broken Bridges: The Role of Brokers in Connecting Educational Leaders Around Research Evidence
  Finnigan, K. S., Daly, A. J., Caduff, A., & Leal, C. C. (2021). Broken Bridges: The Role of Brokers in Connecting Educational Leaders Around Research Evidence. In M. S. Weber & I. Yanovitzky (Eds.), Networks, Knowledge Brokers, and the Public Policymaking Process (pp. 129–153). Springer International Publishing. https://doi.org/10.1007/978-3-030-78755-4_6
• A Network Case of Knowledge Brokering
  Rodway, J., MacGregor, S., Daly, A., Liou, Y.-H., Yonezawa, S., & Pollock, M. (2021). A Network Case of Knowledge Brokering. Journal of Professional Capital and Community, 6(2), 148–163. https://doi.org/10.1108/JPCC-11-2020-0089
• When Seekers Reap Rewards and Providers Pay a Price: The Role of Relationships and Discussion in Improving Practice in a Community of Learning
  Sinnema, C., Liou, Y.-H., Daly, A., Cann, R., & Rodway, J. (2021). When Seekers Reap Rewards and Providers Pay a Price: The Role of Relationships and Discussion in Improving Practice in a Community of Learning. Teaching and Teacher Education, 107, 103474. https://doi.org/10.1016/j.tate.2021.103474
• Key Actors Leading Knowledge Brokerage for Sustainable School Improvement With PLCs: Who Brokers What?
  van den Boom-Muilenburg, S. N., Poortman, C. L., Daly, A. J., Schildkamp, K., de Vries, S., Rodway, J., & van Veen, K. (2022). Key Actors Leading Knowledge Brokerage for Sustainable School Improvement With PLCs: Who Brokers What? Teaching and Teacher Education, 110, 103577. https://doi.org/10.1016/j.tate.2021.103577
• Restructuring Instructional Leadership: How Multiple-Measure Teacher Evaluation Systems Are Redefining the Role of the School Principal
  Neumerski, C. M., Grissom, J. A., Goldring, E., Drake, T. A., Rubin, M., Cannata, M., & Schuermann, P. (2018). Restructuring Instructional Leadership: How Multiple-Measure Teacher Evaluation Systems Are Redefining the Role of the School Principal. The Elementary School Journal, 119(2), 270–297. https://doi.org/10.1086/700597
• Building Student Ownership and Responsibility: Examining Student Outcomes from a Research-Practice Partnership
  Cannata, M., Redding, C., & Nguyen, T. D. (2019). Building Student Ownership and Responsibility: Examining Student Outcomes from a Research-Practice Partnership. Journal of Research on Educational Effectiveness, 12(3), 333–362. https://doi.org/10.1080/19345747.2019.1615157
• Continuous Improvement and "High Leverage" Educational Problems
  Closson-Pitts, B., Gilliam, E., Rutledge, S., & Cannata, M. (2020). Continuous Improvement and “High Leverage” Educational Problems. In B. Closson-Pitts, E. Gilliam, S. Rutledge, & M. Cannata, Oxford Bibliographies: Education. Oxford University Press. https://doi.org/10.1093/obo/9780199756810-0236
• Collaboration versus Concreteness: Tensions in Designing for Scale
  Cannata, M., & Nguyen, T. D. (2020). Collaboration versus Concreteness: Tensions in Designing for Scale. Teachers College Record, 122(12), 1–34. https://doi.org/10.1177/016146812012201207
• In the NIC of Time: How Sustainable Are Networked Improvement Communities?
  Joshi, E., Redding, C., & Cannata, M. (2021). In the NIC of Time: How Sustainable Are Networked Improvement Communities? American Journal of Education, 127(3), 369–397. https://doi.org/10.1086/713826
• Design Thinking, Leadership, and the Grammar of Schooling: Implications for Educational Change
  Hubbard, L., & Datnow, A. (2020). Design Thinking, Leadership, and the Grammar of Schooling: Implications for Educational Change. American Journal of Education, 126(4), 499–518. https://doi.org/10.1086/709510
• When Data Don’t Drive: Teacher Agency in Data Use Efforts in Low-Performing Schools
  Lockton, M., Weddle, H., & Datnow, A. (2020). When Data Don’t Drive: Teacher Agency in Data Use Efforts in Low-Performing Schools. School Effectiveness and School Improvement, 31(2), 243–265. https://doi.org/10.1080/09243453.2019.1647442
• Teacher Collaboration in School Improvement
  Weddle, H., Lockton, M., & Datnow, A. (2020). Teacher Collaboration in School Improvement. In H. Weddle, M. Lockton, & A. Datnow, Oxford Bibliographies: Education. Oxford University Press. https://doi.org/10.1093/obo/9780199756810-0248
• Research In, Research Out: The Role of Research in the Development and Scale-Up of Success for All
  Slavin, R. E., Madden, N. A., & Datnow, A. (2007). Research In, Research Out: The Role of Research in the Development and Scale-Up of Success for All. In The State of Education Policy Research. Routledge.
• Mediated Diffusion: Translating Professional Practice Across Schools in a High-Stakes System
  Eddy-Spicer, D. H. (2017). Mediated Diffusion: Translating Professional Practice Across Schools in a High-Stakes System. Journal of Educational Change, 18(2), 235–256. https://doi.org/10.1007/s10833-017-9296-x
• School Inspections in Low- and Middle-Income Countries: Explaining Impact and Mechanisms of Impact
  Ehren, M. C. M., Eddy-Spicer, D., Bangpan, M., & Reid, A. (2017). School Inspections in Low- and Middle-Income Countries: Explaining Impact and Mechanisms of Impact. Compare: A Journal of Comparative and International Education, 47(4), 468–482. https://doi.org/10.1080/03057925.2016.1239188
• Headteacher Performance Management in England: Balancing Internal and External Accountability Through Performance Leadership
  Eddy-Spicer, D., Bubb, S., Earley, P., Crawford, M., & James, C. (2019). Headteacher Performance Management in England: Balancing Internal and External Accountability Through Performance Leadership. Educational Management Administration & Leadership, 47(2), 170–188. https://doi.org/10.1177/1741143217739361
• Monitoring and Data Use in Developing Countries: Findings From a Systematic Literature Review
  Eddy-Spicer, D., Ehren, M., & Bangpan, M. (2019). Monitoring and Data Use in Developing Countries: Findings From a Systematic Literature Review. Journal of Professional Capital and Community, 4(3), 172–197. https://doi.org/10.1108/JPCC-11-2018-0028
• System Leadership for Continuous Improvement: The Role of District-Level Leaders in Creating the Conditions for System-Wide Improvement
  Dixon, C. J., & Eddy-Spicer, D. (2018). System Leadership for Continuous Improvement: The Role of District-Level Leaders in Creating the Conditions for System-Wide Improvement. In H. Shaked, C. Schechter, & A. J. Daly (Eds.), Leading Holistically: How Schools, Districts, and States Improve Systemically (pp. 141–157). Routledge. https://doi.org/10.4324/9780203712184-8
• Mixing Metaphors: Building Infrastructure for Large Scale School Turnaround
  Peurach, D. J., & Neumerski, C. M. (2015). Mixing Metaphors: Building Infrastructure for Large Scale School Turnaround. Journal of Educational Change, 16(4), 379–420. https://doi.org/10.1007/s10833-015-9259-z
• Democratizing Educational Innovation and Improvement: The Policy Contexts of Improvement Research in Education
  Peurach, D. J., Foster, A. T., Lyle, A., & Seeber, E. (2021). Democratizing Educational Innovation and Improvement: The Policy Contexts of Improvement Research in Education. CPRE Working Papers. https://repository.upenn.edu/cpre_workingpapers/27
• Learning From Adaptation to Support Instructional Improvement at Scale: Understanding Coach Adaptation in the TN Mathematics Coaching Project
  Russell, J. L., Correnti, R., Stein, M. K., Bill, V., Hannan, M., Schwartz, N., Booker, L. N., Pratt, N. R., & Matthis, C. (2020). Learning From Adaptation to Support Instructional Improvement at Scale: Understanding Coach Adaptation in the TN Mathematics Coaching Project. American Educational Research Journal, 57(1), 148–187. https://doi.org/10.3102/0002831219854050
• Using Data for Improvement to Support Implementation At Scale: Adaptive Integration in the TN Mathematics Coaching Project
  Russell, J. L., Correnti, R., Stein, M. K., Hannan, M., Bill, V., Schwartz, N., Booker, L. N., & Pratt, N. R. (2015, October 7). Using Data for Improvement to Support Implementation At Scale: Adaptive Integration in the TN Mathematics Coaching Project. Using Continuous Improvement to Integrating Design, Implementation, and Scale Up, Nashville, TN. https://my.vanderbilt.edu/scalingupcenter/files/2016/12/Using-Data-for-Improvement-to-Support-Implementation-At-Scale-Adaptive-Integration-in-the-TN-Mathematics-Coaching-Project-.pdf
• Improving Low-Achieving Schools: Building State Capacity to Support School Improvement Through Race to the Top
  Childs, J., & Russell, J. L. (2017). Improving Low-Achieving Schools: Building State Capacity to Support School Improvement Through Race to the Top. Urban Education, 52(2), 236–266. https://doi.org/10.1177/0042085916656899
• Organizing for School Improvement: The Dilemmas of Research-Practice Partnerships
  Cohen-Vogel, L., Allen, D., Rutledge, S., Cannata, M., Harrison, C., & Smith, T. M. (2018). Organizing for School Improvement: The Dilemmas of Research-Practice Partnerships. Journal of Research on Organization in Education, 2, 1–24.
• Studying Implementation within a Continuous-Improvement Process: What Happens When We Design with Adaptations in Mind?
  Tichnor-Wagner, A., Allen, D., Socol, A., Cohen-Vogel, L., Rutledge, S., & Xing, Q. W. (2018). Studying Implementation Within a Continuous-Improvement Process: What Happens When We Design With Adaptations in Mind? Teachers College Record, 120(5), 1–52.
• Evidence-Based Staffing in High Schools: Using Student Achievement Data in Teacher Hiring, Evaluation, and Assignment
  Cohen-Vogel, L., Little, M., & Fierro, C. (2019). Evidence-Based Staffing in High Schools: Using Student Achievement Data in Teacher Hiring, Evaluation, and Assignment. Leadership and Policy in Schools, 18(1), 1–34. https://doi.org/10.1080/15700763.2017.1326146
• Developing Research-Based Instructional Materials to Support Large-Scale Transformation of Science Teaching and Learning: The Approach of the OpenSciEd Middle School Program
  Edelson, D. C., Reiser, B. J., McNeill, K. L., Mohan, A., Novak, M., Mohan, L., Affolter, R., McGill, T. A. W., Buck Bracey, Z. E., Deutch Noll, J., Kowalski, S. M., Novak, D., Lo, A. S., Landel, C., Krumm, A., Penuel, W. R., Van Horne, K., González-Howard, M., & Suárez, E. (2021). Developing Research-Based Instructional Materials to Support Large-Scale Transformation of Science Teaching and Learning: The Approach of the OpenSciEd Middle School Program. Journal of Science Teacher Education, 32(7), 780–804. https://doi.org/10.1080/1046560X.2021.1877457
• Fostering Educational Improvement With Research-Practice Partnerships
  Coburn, C. E., Penuel, W. R., & Farrell, C. C. (2021). Fostering Educational Improvement With Research-Practice Partnerships. Phi Delta Kappan, 102(7), 14–19. https://doi.org/10.1177/00317217211007332
• Supporting Use of Data and Evidence from Early Warning Indicator Systems in Research–Practice Partnerships
  Penuel, W. R., Farrell, C. C., & Daniel, J. (2020). Supporting Use of Data and Evidence from Early Warning Indicator Systems in Research–Practice Partnerships. Teachers College Record, 122(14), 1–24. https://doi.org/10.1177/016146812012201410
• A Comparative, Descriptive Study of Three Research–Practice Partnerships: Goals, Activities, and Influence on District Policy, Practice, and Decision Making [Technical Report No. 4]
  Penuel, W. R., Farrell, C. C., Anderson, E. R., Coburn, C. E., Allen, A.-R., Bohannon, A. X., Hopkins, M., & Brown, S. (2020). A Comparative, Descriptive Study of Three Research–Practice Partnerships (Technical Report No. 4). National Center for Research in Policy and Practice.
• Teachers' Views of Students' Mathematical Capabilities: Challenges and Possibilities for Ambitious Reform
  Jackson, K., Gibbons, L., & Sharpe, C. J. (2017). Teachers’ Views of Students’ Mathematical Capabilities: Challenges and Possibilities for Ambitious Reform. Teachers College Record, 119(7), 1–43.
• Using Informal Classroom Observations to Improve Instruction
  Ing, M. (2010). Using Informal Classroom Observations to Improve Instruction. Journal of Educational Administration, 48(3), 337–358. https://doi.org/10.1108/09578231011041053
• What Is Improvement Science? Do We Need It in Education?
  Lewis, C. (2015). What Is Improvement Science? Do We Need It in Education? Educational Researcher, 44(1), 54–61. https://doi.org/10.3102/0013189X15570388
• Youth Participatory Action Research as an Approach to Sociopolitical Development and the New Academic Standards: Considerations for Educators
  Kornbluh, M., Ozer, E. J., Allen, C. D., & Kirshner, B. (2015). Youth Participatory Action Research as an Approach to Sociopolitical Development and the New Academic Standards: Considerations for Educators. The Urban Review, 47(5), 868–892. https://doi.org/10.1007/s11256-015-0337-6
• Understanding Effective High Schools: Evidence for Personalization for Academic and Social Emotional Learning
  Rutledge, S., Cohen-Vogel, L., Osborne-Lampkin, L., & Roberts, R. L. (2015). Understanding Effective High Schools: Evidence for Personalization for Academic and Social Emotional Learning. American Educational Research Journal, 52(6), 1060–1092. https://doi.org/10.3102/0002831215602328
• The Educational Leader's Guide to Improvement Science: Data, Design and Cases for Reflection
  Crow, R., Hinnant-Crawford, B. N., & Spaulding, D. T. (Eds.). (2019). The Educational Leader’s Guide to Improvement Science: Data, Design and Cases for Reflection. Myers Education Press. https://myersedpress.presswarehouse.com/browse/book/9781975500948/The-Educational-Leader-s-Guide-to-Improvement-Science
• Examining Relations between Teachers’ Explanations of Sources of Students’ Difficulty in Mathematics and Students’ Opportunities to Learn
  Wilhelm, A. G., Munter, C., & Jackson, K. (2017). Examining Relations between Teachers’ Explanations of Sources of Students’ Difficulty in Mathematics and Students’ Opportunities to Learn. The Elementary School Journal, 117(3), 345–370. https://doi.org/10.1086/690113
• The Policy Context of United States Educational Innovation and Improvement
  Peurach, D. J., & Foster, A. T. (2020). The Policy Context of United States Educational Innovation and Improvement. Oxford Bibliographies. https://doi.org/10.1093/OBO/9780199756810-0249
• Research-Practice Partnership to Support Social–Emotional Learning in Schools
  Herrenkohl, T. I., Herrenkohl, L. R., Proulx, M. A., Benner, J., & Calvo, N. (2016). Research-Practice Partnership to Support Social–Emotional Learning in Schools. SAGE Publications, Ltd. https://doi.org/10.4135/978144627305015595372
• Relationships in Reform: The Role of Teachers’ Social Networks
  Daly, A. J., Moolenaar, N. M., Bolivar, J. M., & Burke, P. (2010). Relationships in Reform: The Role of Teachers’ Social Networks. Journal of Educational Administration, 48(3), 359–391. https://doi.org/10.1108/09578231011041062
• What Do Teachers Share Within Socialized Knowledge Communities: A Case of Pinterest
  Hu, S., Torphy, K. T., Opperman, A., Jansen, K., & Yun-Jia, L. (2018). What Do Teachers Share Within Socialized Knowledge Communities: A Case of Pinterest. Journal of Professional Capital and Community, 3(2), 97–122. https://doi.org/10.1108/JPCC-11-2017-0025
• What’s in a Grade? The Multidimensional Nature of What Teacher-Assigned Grades Assess in High School
  Bowers, A. J. (2011). What’s in a Grade? The Multidimensional Nature of What Teacher-Assigned Grades Assess in High School. Educational Research and Evaluation, 17(3), 141–159. https://doi.org/10.1080/13803611.2011.597112
• A View from Within: Lessons Learned from Partnering for Continuous Improvement
  Harrison, C., Wachen, J., Brown, S. L., & Cohen-Vogel, L. (2019). A View from Within: Lessons Learned from Partnering for Continuous Improvement. Teachers College Record, 121(9):1-38. https://www.tcrecord.org/Content.asp?ContentId=22782
• Hierarchy, Markets and Networks: Analysing the 'Self-Improving School-Led System' Agenda in England and the Implications for Schools
  Greany, T., & Higham, R. (2018). Hierarchy, Markets and Networks: Analysing the “self-improving school-led system” agenda in England and the implications for schools. UCL Institute of Education Press. https://discovery.ucl.ac.uk/id/eprint/10053501/1/Hierarchy%20Markets%20and%20Networks%20FINAL.pdf
• Managing Networks for School Improvement: 7 Lessons from the Field
  Duff, M., Buckley Flack, C., Wohlstetter, P., Massell, D., & Lyle, A. G. (2019). Managing Networks for School Improvement: 7 Lessons from the Field. https://repository.upenn.edu/cpre_workingpapers/21