2219 items

• Inter-Organizational Networks in Education
  Wohlstetter, P., & Lyle, A. G. (2019). Inter-Organizational Networks in Education. In M. Connolly, D. Eddy-Spicer, C. James, & S. Kruse (Eds.), The SAGE Handbook of School Organization. SAGE Publications Ltd. https://doi.org/10.4135/9781526465542.n12
• “Staffing to the Test”: Are Today’s School Personnel Practices Evidence Based?
  Cohen-Vogel, L. (2011). “Staffing to the Test”: Are Today’s School Personnel Practices Evidence Based? Educational Evaluation and Policy Analysis, 33(4), 483–505. https://doi.org/10.3102/0162373711419845
• A Descriptive Study of the IES Researcher–Practitioner Partnerships in Education Research Program: Final Report
  Farrell, C., Davidson, K. L., Repko-Erwin, M., Penuel, W. R., Quantz, M., Wong, H., Riedy, R., & Brink, Z. (2018). A Descriptive Study of the IES Researcher–Practitioner Partnerships in Education Research Program (Technical Report No. 3). National Center for Research in Policy and Practice.
• Conceptualizing Policy Implementation: Large-Scale Reform in an Era of Complexity
  Datnow, A., & Park, V. (2009). Conceptualizing Policy Implementation: Large-Scale Reform in an Era of Complexity. In Gary Sykes, B. Schneider, D. N. Plank, & T. G. Ford (Eds.), Handbook of Education Policy Research. Routledge. https://doi.org/10.4324/9780203880968.ch28
• Coordinating Leadership Supports for Teachers’ Instructional Improvement
  Gibbons, L. K., Wilhelm, A. G., & Cobb, P. (2019). Coordinating Leadership Supports for Teachers’ Instructional Improvement. Journal of School Leadership, 29(3), 248–268. https://doi.org/10.1177/1052684619836824
• Designing Inter-Organizational Networks to Implement Education Reform: An Analysis of State Race to the Top Applications
  Russell, J. L., Meredith, J., Childs, J., Stein, M. K., & Prine, D. W. (2015). Designing Inter-Organizational Networks to Implement Education Reform: An Analysis of State Race to the Top Applications. Educational Evaluation and Policy Analysis, 37(1), 92–112. https://doi.org/10.3102/0162373714527341
• Evidence for Improvement: An Integrated Analytic Approach for Supporting Networks in Education
  Sherer, D., Norman, J., Bryk, A. S., Peurach, D. J., Vasudeva, A., & McMahon, K. (2020). Evidence for improvement: An Integrated Analytic Approach for Supporting Networks in Education. Carnegie Foundation for the Advancement of Teaching,
• Educational Design Research to Support System-Wide Instructional Improvement
  Henrick, E., Cobb, P., & Jackson, K. (2015). Educational Design Research to Support System-Wide Instructional Improvement. In A. Bikner-Ahsbahs, C. Knipping, & N. Presmeg (Eds.), Approaches to Qualitative Research in Mathematics Education: Examples of Methodology and Methods (pp. 497–530). Springer Netherlands. https://doi.org/10.1007/978-94-017-9181-6_18
• From Family Engagement to Equitable Collaboration
  Ishimaru, A. M. (2019). From Family Engagement to Equitable Collaboration. Educational Policy, 33(2), 350–385. https://doi.org/10.1177/0895904817691841
• Getting Ideas into Action: Building Networked Improvement Communities in Education
  Bryk, A. S., Gomez, L. M., & Grunow, A. (2011). Getting Ideas into Action: Building Networked Improvement Communities in Education. In M. T. Hallinan (Ed.), Frontiers in Sociology of Education (pp. 127–162). Springer Netherlands. http://link.springer.com/10.1007/978-94-007-1576-9_7
• How Do US Teachers Align Instructional Resources to The Common Core State Standards: A Case of Pinterest
  Hu, S., Torphy, K. T., Chen, Z., & Eagan, B. (2018). How Do US Teachers Align Instructional Resources to The Common Core State Standards: A Case of Pinterest. Proceedings of the 9th International Conference on Social Media and Society - SMSociety ’18, 315–319. https://doi.org/10.1145/3217804.3217936
• Improving School Attendance through Collaboration: A Catalyst for Community Involvement and Change
  Childs, J., & Grooms, A. A. (2018). Improving School Attendance through Collaboration: A Catalyst for Community Involvement and Change. Journal of Education for Students Placed at Risk (JESPAR), 23(1–2), 122–138. https://doi.org/10.1080/10824669.2018.1439751
• Improving Teaching Does Improve Teachers: Evidence from Lesson Study
  Lewis, C. C., Perry, R. R., Friedkin, S., & Roth, J. R. (2012). Improving Teaching Does Improve Teachers: Evidence from Lesson Study. Journal of Teacher Education, 63(5), 368–375. https://doi.org/10.1177/0022487112446633
• Learning about Statistical Covariation
  Cobb, P., McClain, K., & Gravemeijer, K. (2003). Learning about Statistical Covariation. Cognition and Instruction, 21(1), 1–78. JSTOR. https://doi.org/10.1207/S1532690XCI2101_1
• Integrating Academic Press and Support by Increasing Student Ownership and Responsibility
  Cannata, M. A., Smith, T. M., & Taylor Haynes, K. (2017). Integrating Academic Press and Support by Increasing Student Ownership and Responsibility. AERA Open, 3(3), 1–13. https://doi.org/10.1177/2332858417713181
• Rewriting the Rules of Engagement: Elaborating a Model of District-Community Collaboration
  Ishimaru, A. M. (2014). Rewriting the Rules of Engagement: Elaborating a Model of District-Community Collaboration. Harvard Educational Review, 84(2), 188–216.
• School Improvement Networks as a Strategy for Large-Scale Education Reform: The Role of Educational Environments
  Glazer, J. L., & Peurach, D. J. (2013). School Improvement Networks as a Strategy for Large-Scale Education Reform: The Role of Educational Environments. Educational Policy, 27(4), 676–710. https://doi.org/10.1177/0895904811429283
• Shaping the School-wide Learning Environment Through Supervisory Leadership
  Anderson, E., & Pounder, D. G. (2018). Shaping the School-wide Learning Environment Through Supervisory Leadership. In S. J. Zepeda & J. A. Ponticell (Eds.), The Wiley Handbook of Educational Supervision (pp. 533–554). John Wiley & Sons, Ltd. https://doi.org/10.1002/9781119128304.ch22
• Social Network Theory and Educational Change
  Daly, A. J. (2010). Social Network Theory and Educational Change. Harvard Education Press.
• Occupational Control in Education: The Logic and Leverage of Epistemic Communities
  Glazer, J. L., & Peurach, D. J. (2015). Occupational Control in Education: The Logic and Leverage of Epistemic Communities. Harvard Educational Review, 85(2), 172–202. https://doi.org/10.17763/0017-8055.85.2.172
• Systems for Instructional Improvement: Creating Coherence from the Classroom to the District Office
  Cobb, P., Jackson, K., Henrick, E., & Smith, T. M. (2018). Systems for Instructional Improvement: Creating Coherence from the Classroom to the District Office. Harvard Education Press. https://www.hepg.org/hep-home/books/systems-for-instructional-improvement#
• Steps to Schoolwide Success: Systemic Practices for Connecting Social-Emotional and Academic Learning
  Rutledge, S., Cannata, M. A., Brown, S. L., & Traeger, D. G. (2020). Steps to Schoolwide Success: Systemic Practices for Connecting Social-Emotional and Academic Learning. Harvard Education Press. https://www.hepg.org/hep-home/books/steps-to-schoolwide-success
• The Developmental Evaluation of School Improvement Networks
  Peurach, D. J., Glazer, J. L., & Winchell Lenhoff, S. (2016). The Developmental Evaluation of School Improvement Networks. Educational Policy, 30(4), 606–648. https://doi.org/10.1177/0895904814557592
• Creating Research-Practice Partnerships in Education
  Penuel, W. R., & Gallagher, D. J. (2017). Creating Research-Practice Partnerships in Education. Harvard Education Press. https://www.hepg.org/hep-home/books/creating-research-practice-partnerships-in-educati
• Principles of Collaborative Education Research with Stakeholders: Toward Requirements for a New Research and Development Infrastructure
  Penuel, W. R., Riedy, R., Barber, M. S., Peurach, D. J., LeBouef, W. A., & Clark, T. (2020). Principles of Collaborative Education Research With Stakeholders: Toward Requirements for a New Research and Development Infrastructure. Review of Educational Research, 90(5), 627–674. https://doi.org/10.3102/0034654320938126
• Reconsidering Replication: New Perspectives on Large-Scale School Improvement
  Peurach, D. J., & Glazer, J. L. (2012). Reconsidering Replication: New Perspectives on Large-Scale School Improvement. Journal of Educational Change, 13(2), 155–190. https://doi.org/10.1007/s10833-011-9177-7
• Innovating at the Nexus of Impact and Improvement: Leading Educational Improvement Networks
  Peurach, D. J. (2016). Innovating at the Nexus of Impact and Improvement: Leading Educational Improvement Networks. Educational Policy, 30(7), 606–648. https://doi.org/10.3102/0013189X16670898
• Applying Realist Methodology to the Study of Collaborative Capacity in Networked Improvement Initiatives
  Eddy-Spicer, D. (2019). Applying Realist Methodology to the Study of Collaborative Capacity in Networked Improvement Initiatives. AERA Annual Meeting. http://tinyurl.com/y9zz3w2f
• Design-Based Implementation Research: An Emerging Model for Transforming the Relationship of Research and Practice
  Fishman, B. J., Penuel, W. R., Allen, A.-R., Cheng, B. H., & Sabelli, N. (2013). Design-Based Implementation Research: An Emerging Model for Transforming the Relationship of Research and Practice. National Society for the Study of Education, 112(2), 136–156.
• Capacity Building to Bridge Data Use and Instructional Improvement Through Evidence on Student Thinking
  Datnow, A., Lockton, M., & Weddle, H. (2020). Capacity Building to Bridge Data Use and Instructional Improvement Through Evidence on Student Thinking. Studies in Educational Evaluation, 100869. https://doi.org/10.1016/j.stueduc.2020.100869
• Improvement Leadership Education and Development (iLEAD) Research-Practice Preparation Partnership: The University of Virginia and Chesterfield County Public Schools
  Eddy-Spicer, D. H. (2019, April 8). Improvement Leadership Education and Development (iLEAD) Research-Practice Preparation Partnership: The University of Virginia and Chesterfield County Public Schools. AERA Annual Meeting. http://tinyurl.com/yb6l9n6l
• Defining Collaborative Problem Solving Research: Common Values and Distinctive Approaches
  
  Penuel, W. R., Peurach, D. J., LeBoeuf, W. A., Riedy, R., Barber, M., Clark, T., & Gabriele, K. (2017). Defining Collaborative Problem Solving Research: Common Values and Distinctive Approaches. University of Colorado.
• Design-Based School Improvement: A Practical Guide for Education Leaders
  Mintrop, R. (2016). Design-Based School Improvement: A Practical Guide for Education Leaders. In Harvard Education Press. Harvard Education Press.
• District-Led School Turnaround: Aiming for Ambitious and Equitable Instruction in Shelby County’s iZone
  Glazer, J. L., Massell, D., Larbi-Cherif, A., Egan, C., Taylor, J. E., Ison, A., Deleveaux, J., & Millington, Z. (2020). District-Led School Turnaround: Aiming for Ambitious and Equitable Instruction in Shelby County’s iZone. https://repository.upenn.edu/cpre_researchreports/114/
• Improvement Science in Education: A Primer
  
  Hinnant-Crawford, B. N. (2020). Improvement Science in Education: A Primer. Myers Education Press.
• Inquiry as Stance: Practitioner Research for the Next Generation
  Cochran-Smith, M., & Lytle, S. L. (2009). Inquiry as Stance: Practitioner Research for the Next Generation. Teachers College Press.
• 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
• The Role of Teachers in Educational Reform: A 20-Year Perspective
  Datnow, A. (2020). The Role of Teachers in Educational Reform: A 20-Year Perspective. Journal of Educational Change, 21(3), 431–441. https://doi.org/10.1007/s10833-020-09372-5
• The SERP Approach to Problem-Solving Research, Development, and Implementation
  Donovan, M. S., Snow, C., & Daro, P. (2013). The SERP Approach to Problem-Solving Research, Development, and Implementation. Yearbook of the National Society for the Study of Education, 112(2), 400–425.
• Mathematics Coaching for Conceptual Understanding: Promising Evidence Regarding the Tennessee Math Coaching Model
  Russell, J. L., Correnti, R., Stein, M. K., Thomas, A., Bill, V., & Speranzo, L. (2020). Mathematics Coaching for Conceptual Understanding: Promising Evidence Regarding the Tennessee Math Coaching Model. Educational Evaluation and Policy Analysis, 42(3), 439–466. https://doi.org/10.3102/0162373720940699
• Design-Based Implementation Research
  Fishman, B., & Penuel, W. (2018). Design-Based Implementation Research. In F. Fischer, C. E. Hmelo-Silver, S. R. Goldman, & P. Reimann (Eds.), International Handbook of the Learning Sciences (1st ed., pp. 393–400). Routledge. https://doi.org/10.4324/9781315617572-38
• Philadelphia Writing Project (PhilWP)
  The Philadelphia Writing Project—Philadelphia Writing Project. (n.d.). Retrieved January 12, 2021, from https://philwp.gse.upenn.edu/
• Accounting for How Practitioners Frame a Common Problem of Practice: Students’ Struggle in Mathematics
  Jackson, K., & Gibbons, L. (2014). Accounting for How Practitioners Frame a Common Problem of Practice: Students’ Struggle in Mathematics. Annual Meeting of National Council of Teachers of Mathematics.
• Aspects of High-Quality Mathematics Coaching: What Coaches Need to Know and Be Able to Do to Support Individual Teachers' Learning
  Kochmanski, N. (2020). Aspects of High-Quality Mathematics Coaching: What Coaches Need to Know and Be Able to Do to Support Individual Teachers’ Learning [Thesis]. https://ir.vanderbilt.edu/handle/1803/16114
• Participatory Design Research and Educational Justice: Studying Learning and Relations Within Social Change Making
  Bang, M., & Vossoughi, S. (2016). Participatory Design Research and Educational Justice: Studying Learning and Relations Within Social Change Making. Cognition and Instruction, 34(3), 173–193. https://doi.org/10.1080/07370008.2016.1181879
• Who Is Involved? Who Is Impacted? Teaching Improvement Science for Educational Justice
  Hinnant-Crawford, B. N., Nazario y Colón, R., & Davis, T. W. (2021). Who Is Involved? Who Is Impacted? Teaching Improvement Science for Educational Justice. In D. T. Spaulding, R. Crow, & B. N. Hinnant-Crawford (Eds.), Teaching Improvement Science in Educational Leadership (pp. 17–42). Myers Education Press. https://styluspub.presswarehouse.com/browse/book/9781975503758/Teaching-Improvement-Science-in-Educational-Leadership
• Learning to Improve: How America’s Schools Can Get Better at Getting Better
  Bryk, A. S., Gomez, L. M., Grunow, A., & LeMahieu, P. G. (2015). Learning to Improve: How America’s Schools Can Get Better at Getting Better. Harvard Education Press. https://www.hepg.org/hep-home/books/learning-to-improve
• Beyond Ritualized Rationality: Organizational Dynamics of Instructionally-Focused Continuous Improvement
  Peurach, D., Penuel, W., & Russell, J. (2018). Beyond Ritualized Rationality: Organizational Dynamics of Instructionally-Focused Continuous Improvement. The Sage Handbook of School Organization, Query date: 2020-06-13 16:13:41, 465–489.
• LearnDBIR.org
  
  Design Based Implementation Research. (n.d.). Retrieved December 18, 2020, from http://learndbir.org/
• Continuous Improvement in the Public School Context: Understanding How Educators Respond to Plan–Do–Study–Act Cycles
  Tichnor-Wagner, A., Wachen, J., Cannata, M., & Cohen-Vogel, L. (2017). Continuous Improvement in the Public School Context: Understanding How Educators Respond to Plan–Do–Study–Act Cycles. Journal of Educational Change, 18(4), 465–494. https://doi.org/10.1007/s10833-017-9301-4