2219 items

• Adapting Total Quality Management (TQM) to Government
  Swiss, J. E. (1992). Adapting Total Quality Management (TQM) to Government. Public Administration Review, 52(4), 356–362.
• Learning to Walk Before We Try to Run: Adapting Lean for the Public Sector
  Radnor, Z., & Walley, P. (2008). Learning to Walk Before We Try to Run: Adapting Lean for the Public Sector. Public Money & Management, 28(1), 13–20. https://doi.org/10.1111/j.1467-9302.2008.00613.x
• Lean Health Care: What Can Hospitals Learn from a World-Class Automaker?
  Kim, C. S., Spahlinger, D. A., Kin, J. M., & Billi, J. E. (2006). Lean Health Care: What Can Hospitals Learn from a World-Class Automaker? Journal of Hospital Medicine, 1(3), 191–199. https://doi.org/10.1002/jhm.68
• Continuous Improvement as an Ideal in Health Care
  Berwick, D. M. (1989). Continuous Improvement as an Ideal in Health Care. New England Journal of Medicine, 320(1), 53–56. https://doi.org/10.1056/NEJM198901053200110
• How to Root Out Waste and Pursue Perfection
  Womack, J. P., & Jones, D. T. (1996, September 1). How to Root Out Waste and Pursue Perfection. Harvard Business Review, 74(5), 140–158.
• Systems Thinking and Organizational Learning: Acting Locally and Thinking Globally in the Organization of the Future
  Senge, P. M., & Sterman, J. D. (1992). Systems Thinking and Organizational Learning: Acting Locally and Thinking Globally in the Organization of the Future. European Journal of Operational Research, 59(1), 137–150. https://doi.org/10.1016/0377-2217(92)90011-W
• Six Sigma: A Goal-Theoretic Perspective
  Linderman, K., Schroeder, R. G., Zaheer, S., & Choo, A. S. (2003). Six Sigma: A Goal-Theoretic Perspective. Journal of Operations Management, 21(2), 193–203. https://doi.org/10.1016/S0272-6963(02)00087-6
• The Toyota Way in Services: The Case of Lean Product Development
  Liker, J. K., & Morgan, J. M. (2006). The Toyota Way in Services: The Case of Lean Product Development. Academy of Management Perspectives, 20(2), 5–20. https://doi.org/10.5465/amp.2006.20591002
• Transforming the Balanced Scorecard from Performance Measurement to Strategic Management: Part I
  Kaplan, R. S., & Norton, D. P. (2001). Transforming the Balanced Scorecard from Performance Measurement to Strategic Management: Part I. Accounting Horizons, 15(1), 87–104. https://doi.org/10.2308/acch.2001.15.1.87
• Building a Learning Organization
  Garvin, D. A. (1993, July 1). Building a Learning Organization. Harvard Business Review, 71(4), 78–91.
• Systems Thinking in the Public Sector
  Seddon, J. (2008). Systems Thinking in the Public Sector. Triarchy Press.
• Measure What Matters: How Google, Bono, and the Gates Foundation Rock the World with OKRs
  Doerr, J. (2018). Measure What Matters: How Google, Bono, and the Gates Foundation Rock the World with OKRs. Penguin Publishing Group.
• Juran's Quality Handbook: The Complete Guide to Performance Excellence, Seventh Edition
  Defeo, J. A. (2016). Juran’s Quality Handbook: The Complete Guide to Performance Excellence, Seventh Edition. McGraw Hill Professional.
• Total Quality Management In The Public Sector: An International Perspective
  Colin, M., & Stephen, M. (1994). Total Quality Management In The Public Sector: An International Perspective. McGraw-Hill Education (UK).
• Raising Test Scores through the Continuous Improvement Model
  Weller, L. D., & Weller, S. J. (1998). Raising Test Scores through the Continuous Improvement Model. The Clearing House, 71(3), 159–164. https://doi.org/10.1080/00098659809599351
• Involving Teachers in Data-Driven Decision Making: Using Computer Data Systems to Support Teacher Inquiry and Reflection
  Wayman, J. C. (2005). Involving Teachers in Data-Driven Decision Making: Using Computer Data Systems to Support Teacher Inquiry and Reflection. Journal of Education for Students Placed at Risk (JESPAR), 10(3), 295–308. https://doi.org/10.1207/s15327671espr1003_5
• Co-Constructors of Data, Co-Constructors of Meaning: Teacher Professional Development in an Age of Accountability
  Schnellert, L. M., Butler, D. L., & Higginson, S. K. (2008). Co-Constructors of Data, Co-Constructors of Meaning: Teacher Professional Development in an Age of Accountability. Teaching and Teacher Education, 24(3), 725–750. https://doi.org/10.1016/j.tate.2007.04.001
• How Leaders Can Support Teachers with Data-Driven Decision Making: A Framework for Understanding Capacity Building
  Marsh, J. A., & Farrell, C. C. (2015). How Leaders Can Support Teachers with Data-Driven Decision Making: A Framework for Understanding Capacity Building. Educational Management Administration & Leadership, 43(2), 269–289. https://doi.org/10.1177/1741143214537229
• Lesson Study in Mathematics: Three Cases from Singapore
• Learning in Practice: Exploring the Use of Plan-Do-Study-Act Cycles to Support Professional Learning
  Lozano, M. (2017). Learning in Practice: Exploring the Use of Plan-Do-Study-Act Cycles to Support Professional Learning [Ph.D., UCLA]. https://escholarship.org/uc/item/3mn1j51b
• Lesson Study to Scale Up Research-Based Knowledge: A Randomized, Controlled Trial of Fractions Learning
  Lewis, C., & Perry, R. (2017). Lesson Study to Scale Up Research-Based Knowledge: A Randomized, Controlled Trial of Fractions Learning. Journal for Research in Mathematics Education, 48(3), 261–299. https://doi.org/10.5951/jresematheduc.48.3.0261
• University Support of Secondary STEM Teachers Through Professional Development.
  Beaudoin, C. R., Johnston, P. C., Jones, L. B., & Waggett, R. J. (2013). University Support of Secondary STEM Teachers Through Professional Development. Education, 133(3), 330–340.
• Lesson Study: An Approach to Increase the Competency of Out-of-Field Mathematics Teacher in Building the Students Conceptual Understanding in Learning Mathematics
  Amirullah, A. H. (2018). Lesson Study: An Approach to Increase the Competency of Out-of-Field Mathematics Teacher in Building the Students Conceptual Understanding in Learning Mathematics. Journal of Educational Sciences, 2(2), Article 2. https://doi.org/10.31258/jes.2.2.p.1-13
• Wise Feedback as a Timely Intervention for At-Risk Students Transitioning Into High School
  Thayer, A. J., Cook, C. R., Fiat, A. E., Bartlett-Chase, M. N., & Kember, J. M. (2018). Wise Feedback as a Timely Intervention for At-Risk Students Transitioning Into High School. School Psychology Review, 47(3), 275–290. https://doi.org/10.17105/SPR-2017-0021.V47-3
• Engaging Families in the High School Transition: Initial Findings From a Continuous Improvement Initiative
  Iver, M. A. M., Sheldon, S., Epstein, J., Rice, E., Iver, D. M., & Simmons, A. (2018). Engaging Families in the High School Transition: Initial Findings From a Continuous Improvement Initiative. School Community Journal, 28(1), 37–66.
• The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions
  Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions. Child Development, 82(1), 405–432. https://doi.org/10.1111/j.1467-8624.2010.01564.x
• Creating a Culture of Data Use for Continuous Improvement: A Case Study of an Edison Project School
  Sutherland, S. (2004). Creating a Culture of Data Use for Continuous Improvement: A Case Study of an Edison Project School. The American Journal of Evaluation, 25(3), 277–293. https://doi.org/10.1016/j.ameval.2004.05.009
• Using Research to Improve College Readiness: A Research Partnership Between the Los Angeles Unified School District and the Los Angeles Education Research Institute
  Phillips, M., Yamashiro, K., Farrukh, A., Lim, C., Hayes, K., Wagner, N., White, J., & Chen, H. (2015). Using Research to Improve College Readiness: A Research Partnership Between the Los Angeles Unified School District and the Los Angeles Education Research Institute. Journal of Education for Students Placed at Risk (JESPAR), 20(1–2), 141–168. https://doi.org/10.1080/10824669.2014.990562
• Examining Capacity for “Cross-Pollination” in a Rural School District: A Social Network Analysis Case Study
  Woodland, R. H., & Mazur, R. (2019). Examining Capacity for “Cross-Pollination” in a Rural School District: A Social Network Analysis Case Study. Educational Management Administration & Leadership, 47(5), 815–836. https://doi.org/10.1177/1741143217751077
• Poco a Poco: Leadership Practices Supporting Productive Communities of Practice in Schools Serving the New Mainstream
  Scanlan, M., Kim, M., Burns, M. B., & Vuilleumier, C. (2016). Poco a Poco: Leadership Practices Supporting Productive Communities of Practice in Schools Serving the New Mainstream. Educational Administration Quarterly, 52(1), 3–44. https://doi.org/10.1177/0013161X15615390
• System Learning in an Urban School District: A Case Study of Intra-District Learning
  Redding, C., Cannata, M., & Miller, J. M. (2018). System Learning in an Urban School District: A Case Study of Intra-District Learning. Journal of Educational Change, 19(1), 77–101. https://doi.org/10.1007/s10833-017-9310-3
• Teaching Versus Teachers as a Lever for Change: Comparing a Japanese and a U.S. Perspective on Improving Instruction
  Hiebert, J., & Stigler, J. W. (2017). Teaching Versus Teachers as a Lever for Change: Comparing a Japanese and a U.S. Perspective on Improving Instruction. Educational Researcher, 46(4), 169–176. https://doi.org/10.3102/0013189X17711899
• Reassessing the Principal's Role in School Effectiveness: A Review of Empirical Research, 1980-1995
  Hallinger, P., & Heck, R. H. (1996). Reassessing the Principal’s Role in School Effectiveness: A Review of Empirical Research, 1980-1995. Educational Administration Quarterly, 32(1), 5–44. https://doi.org/10.1177/0013161X96032001002
• Implementing Japanese Lesson Study in Foreign Countries: Misconceptions Revealed
  Fujii, T. (2014). Implementing Japanese Lesson Study in Foreign Countries: Misconceptions Revealed. Mathematics Teacher Education and Development, 16(1), Article 1.
• Japanese Lesson Study: Teacher Professional Development through Communities of Inquiry
  Doig, B., & Groves, S. (2011). Japanese Lesson Study: Teacher Professional Development through Communities of Inquiry. Mathematics Teacher Education and Development, 13(1), Article 1.
• Using Design-Based Research to Improve the Lesson Study Approach to Professional Development in Camden (London)
  Brown, C., Taylor, C., & Ponambalum, L. (2016). Using Design-Based Research to Improve the Lesson Study Approach to Professional Development in Camden (London). London Review of Education. https://doi.org/10.18546/LRE.14.2.02
• Lesson Study: A Japanese Approach To Improving Mathematics Teaching and Learning
  Fernandez, C., & Yoshida, M. (2004). Lesson Study: A Japanese Approach To Improving Mathematics Teaching and Learning. Routledge. https://doi.org/10.4324/9781410610867
• Strengthening Developmental Education Reforms: Evidence on Implementation Efforts From the Scaling Innovation Project
  Edgecombe, N., Cormier, M. S., Bickerstaff, S., & Barragan, M. (2013). Strengthening Developmental Education Reforms: Evidence on Implementation Efforts From the Scaling Innovation Project (Working Paper No. 6; pp. 1–48). Community College Research Center.
• The Critical Role of a Well-Articulated, Coherent Design in Professional Development: An Evaluation of a State-Wide Two-Week Program for Mathematics and Science Teachers
  Saderholm, J., Ronau, R. N., Rakes, C. R., Bush, S. B., & Mohr-Schroeder, M. (2017). The Critical Role of a Well-Articulated, Coherent Design in Professional Development: An Evaluation of a State-Wide Two-Week Program for Mathematics and Science Teachers. Professional Development in Education, 43(5), 789–818. https://doi.org/10.1080/19415257.2016.1251485
• Carnegie Math Pathways 2015-2016 Impact Report: A Five-Year Review
  Hoang, H., Huang, M., Sulcer, B., & Yesilyurt, S. (2017). Carnegie Math Pathways 2015-2016 Impact Report: A Five-Year Review. Carnegie Foundation for the Advancement of Teaching. https://www.carnegiefoundation.org/resources/publications/carnegie-math-pathways-2015-2016-impact-report-a-five-year-review/
• Learning and Practicing Continuous Improvement: Lessons from the CORE Districts
  Gallagher, H. A., & Cottingham, B. W. (2019). Learning and Practicing Continuous Improvement: Lessons from the CORE Districts. Policy Analysis for California Education. https://edpolicyinca.org/publications/learning-and-practicing-continuous-improvement-lessons-core-districts
• Study Designs for PDSA Quality Improvement Research
  Speroff, T., & O’Connor, G. T. (2004). Study Designs for PDSA Quality Improvement Research. Quality Management in Healthcare, 13(1), 17.
• Within and Beyond Communities of Practice: Making Sense of Learning Through Participation, Identity and Practice
  Handley, K., Sturdy, A., Fincham, R., & Clark, T. (2006). Within and Beyond Communities of Practice: Making Sense of Learning Through Participation, Identity and Practice. Journal of Management Studies, 43(3), 641–653. https://doi.org/10.1111/j.1467-6486.2006.00605.x
• Accessing, Documenting, and Communicating Practical Wisdom: The Phronesis of School Leadership Practice
  Halverson, R. (2004). Accessing, Documenting, and Communicating Practical Wisdom: The Phronesis of School Leadership Practice. American Journal of Education, 111(1), 90–121. https://doi.org/10.1086/424721
• Managing Knowledge in Organizations: An Integrative Framework and Review of Emerging Themes
  Argote, L., McEvily, B., & Reagans, R. (2003). Managing Knowledge in Organizations: An Integrative Framework and Review of Emerging Themes. Management Science, 49(4), 571–582. https://doi.org/10.1287/mnsc.49.4.571.14424
• A Toolkit for Analyzing Corporate Cultural Toolkits
  Weber, K. (2005). A Toolkit for Analyzing Corporate Cultural Toolkits. Poetics, 33(3), 227–252. https://doi.org/10.1016/j.poetic.2005.09.011
• Culture in Action: Symbols and Strategies
  Swidler, A. (1986). Culture in Action: Symbols and Strategies. American Sociological Review, 51(2), 273–286. https://doi.org/10.2307/2095521
• Institutional Change in Toque Ville: Nouvelle Cuisine as an Identity Movement in French Gastronomy
  Rao, H., Monin, P., & Durand, R. (2003). Institutional Change in Toque Ville: Nouvelle Cuisine as an Identity Movement in French Gastronomy. American Journal of Sociology, 108(4), 795–843. https://doi.org/10.1086/367917
• Teachers’ Professional Community in Restructuring Schools
  Louis, K. S., Marks, H. M., & Kruse, S. (1996). Teachers’ Professional Community in Restructuring Schools. American Educational Research Journal, 33(4), 757–798. https://doi.org/10.3102/00028312033004757
• The Study of Identity As Cultural, Institutional, Organizational, and Personal Narratives: Theoretical and Empirical Integrations
  Loseke, D. R. (2007). The Study of Identity As Cultural, Institutional, Organizational, and Personal Narratives: Theoretical and Empirical Integrations. The Sociological Quarterly, 48(4), 661–688. https://doi.org/10.1111/j.1533-8525.2007.00096.x