Improvement Research in Education · Search · University of Michigan CoRE Project

What Does it Take to Scale up and Sustain Evidence-Based Practices?

Klingner, J. K., Boardman, A. G., & McMaster, K. L. (2013). What Does it Take to Scale up and Sustain Evidence-Based Practices? Exceptional Children, 79(3), 195–211. https://doi.org/10.1177/001440291307900205

Large Scale Pedagogical Transformation as Widespread Cultural Change in Mexican Public Schools

Rincón-Gallardo, S. (2016). Large Scale Pedagogical Transformation as Widespread Cultural Change in Mexican Public Schools. Journal of Educational Change, 17(4), 411–436. https://doi.org/10.1007/s10833-016-9286-4

Bringing Effective Instructional Practice to Scale: An Introduction

Rincón-Gallardo, S., & Fleisch, B. (2016). Bringing Effective Instructional Practice to Scale: An Introduction. Journal of Educational Change, 17(4), 379–383. https://doi.org/10.1007/s10833-016-9288-2

Introduction: Scaling Up School Restructuring Designs in Urban Schools

Stringfield, S., & Datnow, A. (1998). Introduction: Scaling Up School Restructuring Designs in Urban Schools. Education and Urban Society, 30(3), 269–276. https://doi.org/10.1177/0013124598030003001

Adapting Innovations to Particular Contexts of Use: A Collaborative Framework

Fishman, B. J. (2005). Adapting Innovations to Particular Contexts of Use: A Collaborative Framework. In C. Dede, J. P. Honan, & L. C. Peters (Eds.), Scaling Up Success: Lessons from Technology-Based Educational Improvement (pp. 48–66). Wiley.

Designing for Scalable Educational Improvement: Processes of Inquiry in Practice

Goldman, S. R. (2005). Designing for Scalable Educational Improvement: Processes of Inquiry in Practice. In C. Dede, J. P. Honan, & L. C. Peters (Eds.), Scaling Up Success: Lessons from Technology-Based Educational Improvement (pp. 67–96). Wiley.

Scaffolding Fidelity and Adaptation in Educational Program Implementation: Experimental Evidence From a Literacy Intervention

Quinn, D. M., & Kim, J. S. (2017). Scaffolding Fidelity and Adaptation in Educational Program Implementation: Experimental Evidence From a Literacy Intervention. American Educational Research Journal, 54(6), 1187–1220. https://doi.org/10.3102/0002831217717692

Cultivating Safe and Supportive Schools: The Implementation and Institutionalization of Restorative Justice Practices

Anderson, E. R. (2017). Cultivating Safe and Supportive Schools: The Implementation and Institutionalization of Restorative Justice Practices [Ph.D., Northwestern University]. https://arch.library.northwestern.edu/concern/generic_works/kd17ct10k

Sustainability of Educational Change: The Role of Social Geographies

Hargreaves, A. (2002). Sustainability of Educational Change: The Role of Social Geographies. Journal of Educational Change, 3(3), 189–214. https://doi.org/10.1023/A:1021218711015

Theory-based Change and Change-based Theory: Going Deeper, Going Broader

McLaughlin, M. W., & Mitra, D. (2001). Theory-based Change and Change-based Theory: Going Deeper, Going Broader. Journal of Educational Change, 2(4), 301–323. https://doi.org/10.1023/A:1014616908334

The Role of Innovation in Scaling Up Educational Innovations

Sabelli, N. H., & Harris, C. J. (2015). The Role of Innovation in Scaling Up Educational Innovations. In C.-K. Looi & L. W. Teh (Eds.), Scaling Educational Innovations (pp. 13–30). Springer. https://doi.org/10.1007/978-981-287-537-2_2

Constancy and Change in Work Practice in Schools: The Role of Organizational Routines

Sherer, J. Z., & Spillane, J. P. (2011). Constancy and Change in Work Practice in Schools: The Role of Organizational Routines. Teachers College Record, 113(3), 611–657. https://doi.org/10.1177/016146811111300302

Teacher Professional Learning and Development: Best Evidence Synthesis Iteration (BES)

Timperley, H., Wilson, A., Barrar, H., & Fung, I. (2007). Teacher Professional Learning and Development: Best Evidence Synthesis Iteration (BES). Ministry of Education.

The Sustainability of a National Reading Reform Initiative in Two States

Bean, R. M., Dole, J. A., Nelson, K. L., Belcastro, E. G., & Zigmond, N. (2015). The Sustainability of a National Reading Reform Initiative in Two States. Reading & Writing Quarterly, 31(1), 30–55. https://doi.org/10.1080/10573569.2013.857947

Federal Programs Supporting Educational Change: Vol. VIII, Implementing and Sustaining Innovations

Berman, P., & McLaughlin, M. W. (1978). Federal Programs Supporting Educational Change: Vol. VIII, Implementing and Sustaining Innovations. RAND Corporation. https://www.rand.org/pubs/reports/R1589z8.html

Comprehensive School Reform and Achievement: A Meta-Analysis

Borman, G. D., Hewes, G. M., Overman, L. T., & Brown, S. (2003). Comprehensive School Reform and Achievement: A Meta-Analysis. Review of Educational Research, 73(2), 125–230. https://doi.org/10.3102/00346543073002125

Researching the Sustainability of Reform

Century, J. R., Levy, A. J., Tibbitts, F., Lamberti, M. J., Pine, J., Aschbacher, P., Roth, E. J., Jurist, M., Ferrini, C., Osmundson, E., & Foley, B. (2002). Researching the Sustainability of Reform. Center for Science Education (CSE); Education Development Center, Inc. (EDC); Caltech Pre-College Science Initiative (CAPSI).

The Sustainability of Comprehensive School Reform Models in Changing District and State Contexts

Datnow, A. (2005). The Sustainability of Comprehensive School Reform Models in Changing District and State Contexts. Educational Administration Quarterly, 41(1), 121–153. https://doi.org/10.1177/0013161X04269578

Educational Change Over Time? The Sustainability and Nonsustainability of Three Decades of Secondary School Change and Continuity

Hargreaves, A., & Goodson, I. (2006). Educational Change Over Time? The Sustainability and Nonsustainability of Three Decades of Secondary School Change and Continuity. Educational Administration Quarterly, 42(1), 3–41. https://doi.org/10.1177/0013161X05277975

Factors Contributing to Teachers’ Sustained Use of Kindergarten Peer-Assisted Learning Strategies

Kearns, D. M., Fuchs, D., McMaster, K. L., Sáenz, L., Fuchs, L. S., Yen, L., Meyers, C., Stein, M., Compton, D., Berends, M., & Smith, T. M. (2010). Factors Contributing to Teachers’ Sustained Use of Kindergarten Peer-Assisted Learning Strategies. Journal of Research on Educational Effectiveness, 3(4), 315–342. https://doi.org/10.1080/19345747.2010.491151

The Sustainability of Inclusive School Reform

Sindelar, P. T., Shearer, D. K., Yendol-Hoppey, D., & Liebert, T. W. (2006). The Sustainability of Inclusive School Reform. Exceptional Children, 72(3), 317–331. https://doi.org/10.1177/001440290607200304

Research–Practice Partnerships in Education: Outcomes, Dynamics, and Open Questions

Coburn, C. E., & Penuel, W. R. (2016). Research–Practice Partnerships in Education: Outcomes, Dynamics, and Open Questions. Educational Researcher, 45(1), 48–54. https://doi.org/10.3102/0013189X16631750

Sustaining Research–Practice Partnerships: Benefits and Challenges of a Long-Term Research and Development Agenda

Donovan, M. S., & Snow, C. (2017). Sustaining Research–Practice Partnerships: Benefits and Challenges of a Long-Term Research and Development Agenda. In B. Bevan & W. R. Penuel (Eds.), Connecting Research and Practice for Educational Improvement (pp. 33–50). Routledge.

Understanding Teachers’ Self-Sustaining, Generative Change in the Context of Professional Development

Franke, M. L., Carpenter, T., Fennema, E., Ansell, E., & Behrend, J. (1998). Understanding Teachers’ Self-Sustaining, Generative Change in the Context of Professional Development. Teaching and Teacher Education, 14(1), 67–80. https://doi.org/10.1016/S0742-051X(97)00061-9

Moving the Learning of Teaching Closer to Practice: Teacher Education Implications of School‐Based Inquiry Teams

Gallimore, R., Ermeling, B., Saunders, W., & Goldenberg, C. (2009). Moving the Learning of Teaching Closer to Practice: Teacher Education Implications of School‐Based Inquiry Teams. The Elementary School Journal, 109(5), 537–553. https://doi.org/10.1086/597001

Sustaining School–University Partnerships: Threats, Challenges and Critical Success Factors

Herbert, S., Redman, C., & Speldewinde, C. (2018). Sustaining School–University Partnerships: Threats, Challenges and Critical Success Factors. In L. Hobbs, C. Campbell, & M. Jones (Eds.), School-based Partnerships in Teacher Education: A Research Informed Model for Universities, Schools and Beyond (pp. 169–189). Springer. https://doi.org/10.1007/978-981-13-1795-8_9

Sustaining continued acceleration in reading comprehension achievement following an intervention

Lai, M. K., McNaughton, S., Timperley, H., & Hsiao, S. (2009). Sustaining continued acceleration in reading comprehension achievement following an intervention. Educational Assessment, Evaluation and Accountability, 21(1), 81–100. https://doi.org/10.1007/s11092-009-9071-5

Is Sustainability of Schooling Improvement an Article of Faith, or Can It Be Deliberately Crafted?

O’Connell, P. J. (2010). Is Sustainability of Schooling Improvement an Article of Faith, or Can It Be Deliberately Crafted? [Ph.D., The University of Auckland]. https://researchspace.auckland.ac.nz/handle/2292/5795

Capacity Building for School Improvement or Creating Capacity for Learning? A Changing Landscape

Stoll, L. (2009). Capacity Building for School Improvement or Creating Capacity for Learning? A Changing Landscape. Journal of Educational Change, 10(2), 115–127. https://doi.org/10.1007/s10833-009-9104-3

Lessons From New American Schools' Scale-Up Phase: Prospects for Bringing Designs to Multiple Schools

Bodilly, S. J., Keltner, B. R., Purnell, S. W., Reichardt, R., & Ikemoto, G. S. (1998). Lessons From New American Schools’ Scale-Up Phase: Prospects for Bringing Designs to Multiple Schools. RAND Corporation. https://www.rand.org/pubs/monograph_reports/MR942.html

Success for all: Improving the Quality of Implementation of Whole-School Change Through the Use of a National Reform Network

Cooper, R., Slavin, R. E., & Madden, N. A. (1998). Success for all: Improving the Quality of Implementation of Whole-School Change Through the Use of a National Reform Network. Education and Urban Society, 30(3), 385–408. https://doi.org/10.1177/0013124598030003006

Implementation Theory and Practice: Toward a Third Generation

Goggin, M. L., Bowman, A., Lester, J., & O’Toole, L. (1990). Implementation Theory and Practice: Toward a Third Generation. Scott, Foresman/Little, Brown Higher Education.

School System (re)design: Developing Educational Infrastructures to Support School Leadership and Teaching Practice

Hopkins, M., & Woulfin, S. L. (2015). School System (re)design: Developing Educational Infrastructures to Support School Leadership and Teaching Practice. Journal of Educational Change, 16(4), 371–377. https://doi.org/10.1007/s10833-015-9260-6

Teachers’ Professional Development in a Climate of Educational Reform

Little, J. W. (1993). Teachers’ Professional Development in a Climate of Educational Reform. Educational Evaluation and Policy Analysis, 15(2), 129–151. https://doi.org/10.3102/01623737015002129

The Rand Change Agent Study Revisited: Macro Perspectives and Micro Realities

McLaughlin, M. W. (1990). The Rand Change Agent Study Revisited: Macro Perspectives and Micro Realities. Educational Researcher, 19(9), 11–16. https://doi.org/10.3102/0013189X019009011

Reform Ideology and the Locus of Development Problem in Educational Restructuring: Enduring Lessons from Studies of Educational Innovation

Nunnery, J. A. (1998). Reform Ideology and the Locus of Development Problem in Educational Restructuring: Enduring Lessons from Studies of Educational Innovation. Education and Urban Society, 30(3), 277–295. https://doi.org/10.1177/0013124598030003002

The Memphis Restructuring Initiative: Analysis of Activities and Outcomes that Affect Implementation Success

Smith, L., Ross, S., Mcnelis, M., Squires, M., Wasson, R., Maxwell, S., Weddle, K., Nath, L., Grehan, A., & Buggey, T. (1998). The Memphis Restructuring Initiative: Analysis of Activities and Outcomes that Affect Implementation Success. Education and Urban Society, 30(3), 296–325. https://doi.org/10.1177/0013124598030003003

Rallying the Whole Village: The Comer Process for Reforming Education

Comer, J. P., Haynes, N. M., Joyner, E. T., & Ben-Avie, M. (1996). Rallying the Whole Village: The Comer Process for Reforming Education. Teachers College Press.

Socio-Cultural and Within-School Factors That Affect the Quality of Implementation of School-Wide Programs

Cooper, R. (1998). Socio-Cultural and Within-School Factors That Affect the Quality of Implementation of School-Wide Programs (Report No. 28). Center for Research on the Education of Students Placed At Risk. https://eric.ed.gov/?id=ED426173

Making Comprehensive School Reform Work

Desimone, L. (2000). Making Comprehensive School Reform Work (No. 112; Urban Diversity Series). https://eric.ed.gov/?id=ED441915

Change Forces: Probing the Depths of Educational Reform

Fullan, M. (1993). Change Forces: Probing the Depths of Educational Reform. Routledge.

Accelerated Schools: A Decade of Evolution

Levin, H. M. (1998). Accelerated Schools: A Decade of Evolution. In A. Hargreaves, A. Lieberman, M. Fullan, & D. Hopkins (Eds.), International Handbook of Educational Change: Part One (pp. 807–830). Springer Netherlands. https://doi.org/10.1007/978-94-011-4944-0_40

Improving the Urban High School: What Works and Why

Louis, K. S., & Miles, M. B. (1991). Improving the Urban High School: What Works and Why. NASSP Bulletin, 75(534), 117–119. https://doi.org/10.1177/019263659107553420

Reform and Resistance in Schools and Classrooms: An Ethnographic View of the Coalition of Essential Schools

Muncey, D. E., & McQuillan, P. J. (1996). Reform and Resistance in Schools and Classrooms: An Ethnographic View of the Coalition of Essential Schools. Yale University Press.

External Reform Initiatives and Teachers' Efforts to Reconstruct Their Practice: The Mediating Role of Teachers' Zones of Enactment

Spillane, J. P. (1999). External Reform Initiatives and Teachers’ Efforts to Reconstruct Their Practice: The Mediating Role of Teachers’ Zones of Enactment. Journal of Curriculum Studies, 31(2), 143–175. https://doi.org/10.1080/002202799183205

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