Items

• YPAR: Exploring New Literacies and Critical Literacy Pedagogy in a Virtual Teaching and Learning Environment
  Basile, A. E. (2021). YPAR: Exploring New Literacies and Critical Literacy Pedagogy in a Virtual Teaching and Learning Environment [Ed.D., University of Rochester]. https://www.proquest.com/dissertations/docview/2572537031/abstract/B8F006AC8B446CBPQ/26
• Youth Critical Data Practices in the COVID-19 Multipandemic
  Calabrese Barton, A., Greenberg, D., Turner, C., Riter, D., Perez, M., Tasker, T., ... & Davis, E. A. (2021). Youth Critical Data Practices in the COVID-19 Multipandemic. AERA Open, 7(1), pp. 1-16. https://doi.org/10.1177/23328584211041631
• Young Children Demystifying and Remaking the University Through Critical Play
  Campano, G., Ngo, L., Low, D. E., & Bartow Jacobs, K. (2016). Young Children Demystifying and Remaking the University Through Critical Play. Journal of Early Childhood Literacy, 16(2), 199–227. https://doi.org/10.1177/1468798415577875
• Working to Improve: Seven Approaches to Improvement Science in Education
  LeMahieu, P. G., Bryk, A. S., Grunow, A., & Gomez, L. M. (2017). Working to Improve: Seven Approaches to Improvement Science in Education. Quality Assurance in Education, 25(1), 2–4. https://doi.org/10.1108/QAE-12-2016-0086
• With Scale in Mind: A Continuous Improvement Model for Implementation
  Redding, C., Cannata, M., & Taylor Haynes, K. (2017). With Scale in Mind: A Continuous Improvement Model for Implementation. Peabody Journal of Education, 92(5), 589–608. https://doi.org/10.1080/0161956X.2017.1368635
• Where's the Playbook? Common Curriculum and High School Turnaround
  Larbi-Cherif, A. M., Lenhoff, S. W., & Glazer, J. L. (2019). Where’s the Playbook? Common Curriculum and High School Turnaround. AERA Annual Meeting, Toronto, ON.
• Where is the Land of Opportunity? The Geography of Intergenerational Mobility in the United States
  Chetty, R., Hendren, N., Kline, P., & Saez, E. (2014). Where is the Land of Opportunity? The Geography of Intergenerational Mobility in the United States (Working Paper No. 19843). National Bureau of Economic Research. https://doi.org/10.3386/w19843
• When They Go Low, We Go High: Scholars of Color, Activism, and Educational Research in a Post-Truth Era
  Childs, J., & Johnson, S. (2018). When They Go Low, We Go High: Scholars of Color, Activism, and Educational Research in a Post-truth Era. Education Policy Analysis Archives, 26, 146–146. https://doi.org/10.14507/epaa.26.3342
• When Should I Use a Measure to Support Instructional Improvement at Scale? The Importance of Considering Both Intended and Actual Use in Validity Arguments
  Ing, M., Chinen, S., Jackson, K., & Smith, T. M. (2021). When Should I Use a Measure to Support Instructional Improvement at Scale? The Importance of Considering Both Intended and Actual Use in Validity Arguments. Educational Measurement: Issues and Practice, 40(1), 92–100. https://doi.org/10.1111/emip.12393
• What’s the Evidence on Districts’ Use of Evidence?
  Coburn, C. E., Honig, M. I., & Stein, M. K. (2009). What’s the Evidence on Districts’ Use of Evidence? In J. D. Bransford, D. J. Stipek, N. J. Vye, L. M. Gomez, & D. Lam (Eds.), The Role of Research in Educational Improvement (pp. 67–86). Harvard Education Press.
• 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
• What's Your Theory? Driver Diagram Serves as Tool for Building and Testing Theories for Improvement
  Bennett, B., & Provost, L. (2015). What’s Your Theory? Driver Diagram Serves as Tool for Building and Testing Theories for Improvement. Quality Progress, 48(7), 36–43.
• What is Social Informatics and Why Does it Matter?
  Kling, R. (1999). What is Social Informatics and Why Does it Matter? D-Lib Magazine, 5(1). https://doi.org/10.1045/january99-kling
• Westminster School Dist. of Orange County v. Mendez, 161 F.2d 774 (9th Cir. 1947)
  Westminster School Dist. of Orange County v. Mendez, 161 F.2d 774 (9th Cir. 1947), (US Court of Appeals for the Ninth Circuit August 1, 1947). https://law.justia.com/cases/federal/appellate-courts/F2/161/774/1566460/
• We Are Our Own Best Advocates: Latinx Immigrants Teaching And Learning For Their Rights
  Rusoja, A. (2017). We Are Our Own Best Advocates: Latinx Immigrants Teaching And Learning For Their Rights [Ph.D., University of Pennsylvania]. https://repository.upenn.edu/edissertations/2559
• Video: The Role of Families and Communities in Education
  Krupnick, A. (2014). The Role of Families and Communities in Education [Interview]. https://www.parentmap.com/article/video-the-role-of-families-and-communities-in-education
• Validity in Educational Assessment
  Moss, P. A., Girard, B. J., & Haniford, L. C. (2006). Validity in Educational Assessment. Review of Research in Education, 30, 109–162.
• Validity in Action: Lessons From Studies of Data Use
  Moss, Pamela A. (2013). Validity in Action: Lessons From Studies of Data Use. Journal of Educational Measurement, 50(1), 91-98.
• Using Student-Assessment Results to Improve Instruction: Lessons From a Workshop
  Murnane, R. J., Sharkey, N. S., & Boudett, K. P. (2005). Using Student-Assessment Results to Improve Instruction: Lessons From a Workshop. Journal of Education for Students Placed at Risk (JESPAR), 10(3), 269–280. https://doi.org/10.1207/s15327671espr1003_3
• Using Designed Instructional Activities to Enable Novices to Manage Ambitious Mathematics Teaching
  Lampert, M., Beasley, H., Ghousseini, H., Kazemi, E., & Franke, M. (2010). Using Designed Instructional Activities to Enable Novices to Manage Ambitious Mathematics Teaching. In M. K. Stein & L. Kucan (Eds.), Instructional Explanations in the Disciplines (pp. 129–141). Springer US. https://doi.org/10.1007/978-1-4419-0594-9_9
• 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
• Using a Phenomenological Approach to Understand the Research-Practice Gap Contextualized Within a Research-Practice Partnership
  Seccia, A. (2021). Using a Phenomenological Approach to Understand the Research-Practice Gap Contextualized Within a Research-Practice Partnership [Ph.D., State University of New York at Buffalo]. https://www.proquest.com/dissertations/docview/2582054795/abstract/734A4F87E4814B8FPQ/1
• Unpacking Tracking: The Role of Instruction, Teacher Beliefs and Supplemental Courses in the Relationship Between Tracking and Student Achievement
  Schmidt, R. A. (2013). Unpacking Tracking: The Role of Instruction, Teacher Beliefs and Supplemental Courses in the Relationship Between Tracking and Student Achievement [Ph.D., Vanderbilt University]. https://ir.vanderbilt.edu/handle/1803/10767
• Understanding Goals, Pedagogical Frameworks, and Relationships in Community-based Participatory Design
  Chew, P., Lin, Y., Bermudez, V. N., Bustamante, A. S., & Ahn, J. (2021). Understanding Goals, Pedagogical Frameworks, and Relationships in Community-based Participatory Design. https://repository.isls.org//handle/1/7519
• Two Numbers Together: Compose and Decompose Numbers Up to 10
• Try Math Journals in Your Classroom [Lesson Study Group Course]
• Trust, Caring and Organizational Learning: The Leader’s Role
  Louis, K. S., & Murphy, J. (2017). Trust, Caring and Organizational Learning: The Leader’s Role. Journal of Educational Administration, 55(1), 103–126. https://doi.org/10.1108/JEA-07-2016-0077
• Trust in Schools: A Core Resource for Improvement
  Bryk, A. S., & Schneider, B. (2002). Trust in Schools: A Core Resource for Improvement. Russell Sage Foundation. https://www.russellsage.org/publications/trust-schools-0
• Transcending Conventional Credentialing and Assessment Paradigms With Information-Rich Digital Badges
  Casilli, C., & Hickey, D. (2016). Transcending Conventional Credentialing and Assessment Paradigms With Information-Rich Digital Badges. The Information Society, 32(2), 117–129. https://doi.org/10.1080/01972243.2016.1130500
• Toward Information Infrastructure Studies: Ways of Knowing in a Networked Environment
  Bowker, G. C., Baker, K., Millerand, F., & Ribes, D. (2010). Toward Information Infrastructure Studies: Ways of Knowing in a Networked Environment. In J. Hunsinger, L. Klastrup, & M. Allen (Eds.), International Handbook of Internet Research (pp. 97–117). Springer Netherlands. https://doi.org/10.1007/978-1-4020-9789-8_5
• Toward Community Research and Coalitional Literacy Practices for Educational Justice
  Campano, G., Ghiso, M. P., Yee, M., & Pantoja, A. (2013). Toward Community Research and Coalitional Literacy Practices for Educational Justice. Language Arts, 90(5), 314–326.
• Third Space with Dr. Kris Gutiérrez
  Baker, E. A., & Gutierrez, K. (2008, November 17). Third Space. Voice of Literacy. Podcast retrieved from http://voiceofliteracy.org
• Theoretical Foundations for the Study of Sociomateriality
  Leonardi, P. M. (2013). Theoretical Foundations for the Study of Sociomateriality. Information and Organization, 23(2), 59–76. https://doi.org/10.1016/j.infoandorg.2013.02.002
• The Uses of Argument
  Toulmin, S. E. (2003). The Uses of Argument (2nd ed.). Cambridge University Press. https://doi.org/10.1017/CBO9780511840005
• The Undercommons: Fugitive Planning & Black Study
  Harney, S., & Moten, F. (2013). The Undercommons: Fugitive Planning & Black Study. Minor Compositions.
• The Ties That Bind: Building Civic Capacity for the Tennessee Achievement School District
  Glazer, J. L., & Egan, C. (2018). The Ties That Bind: Building Civic Capacity for the Tennessee Achievement School District. American Educational Research Journal, 55(5), 928–964. https://doi.org/10.3102/0002831218763088
• The Social Production of Adolescent Risk and the Promise of Adolescent Literacies
  Vasudevan, L., & Campano, G. (2009). The Social Production of Adolescent Risk and the Promise of Adolescent Literacies. Review of Research in Education, 33(1), 310–353. https://doi.org/10.3102/0091732X08330003
• The Social Processes of Organizational Sensemaking
  Maitlis, S. (2005). The Social Processes of Organizational Sensemaking. Academy of Management Journal, 48(1), 21–49. https://doi.org/10.5465/amj.2005.15993111
• The Scholarship of Improvement: Building Community Around an Emerging Tradition of Practice-Focused Research
  Peurach, D. J., & Russell, J. L. (2019). The Scholarship of Improvement: Building Community Around an Emerging Tradition of Practice-Focused Research. AERA Annual Meeting. http://tinyurl.com/y7hm68ar
• The Role of Children in the Design of New Technology
  Druin, A. (2002). The Role of Children in the Design of New Technology. Behaviour & Information Technology, 21(1), 1–25. https://doi.org/10.1080/01449290110108659
• The Role of Assessment in a Learning Culture
  Shepard, L. A. (2000). The Role of Assessment in a Learning Culture. Educational Researcher, 29(7), 4–14. https://doi.org/10.3102/0013189X029007004
• The Right to Research
  Appadurai, A. (2006). The Right to Research. Globalisation, Societies and Education, 4(2), 167–177. https://doi.org/10.1080/14767720600750696
• The Rapid Demographic Shift of American Public Schools
  Badger, E. (2014). The Rapid Demographic Shift of American Public Schools. Washington Post. https://www.washingtonpost.com/news/wonk/wp/2014/08/18/the-rapid-demographic-shift-of-american-public-schools/
• The Nature of Social Action
  Weber, M. (1978). The Nature of Social Action. In E. Matthews (Trans.), Max Weber: Selections in Translation. Cambridge University Press.
• The Measure of Youth Policy Arguments: An Approach to Supporting Democratic Participation and Student Voice
  Kirshner, B., Zion, S., DiGiacomo, D., & Logan, G. (2020). The Measure of Youth Policy Arguments: An Approach to Supporting Democratic Participation and Student Voice. Democracy and Education, 28(2). https://democracyeducationjournal.org/home/vol28/iss2/4
• The Material and Social Constitution of Interest
  DiGiacomo, D. K., Van Horne, K., Van Steenis, E., & Penuel, W. R. (2018). The Material and Social Constitution of Interest. Learning, Culture and Social Interaction, 19, 51–60. https://doi.org/10.1016/j.lcsi.2018.04.010
• The Institutional Logics Perspective
  Thornton, P. H., Ocasio, W., & Lounsbury, M. (2015). The Institutional Logics Perspective. In Emerging Trends in the Social and Behavioral Sciences (pp. 1–22). John Wiley & Sons, Ltd. https://doi.org/10.1002/9781118900772.etrds0187
• The Future of P-12 Education
  UCI School of Education. (2021, March 1). The Future of P-12 Education. https://www.youtube.com/watch?v=sCGZo1u7M1w
• The Evolution of Engagements and Social Bonds During Child-Parent Co-design [Presentation Recording]
  The Evolution of Engagements and Social Bonds During Child-Parent Co-design. (2016, May 31). https://www.youtube.com/watch?v=Pdc2Nc_5OwM
• The Evolution of Engagements and Social Bonds During Child-Parent Co-design
  Yip, J. C., Clegg, T., Ahn, J., Uchidiuno, J. O., Bonsignore, E., Beck, A., Pauw, D., & Mills, K. (2016). The Evolution of Engagements and Social Bonds During Child-Parent Co-design. Proceedings of the 2016 CHI Conference on Human Factors in Computing Systems, 3607–3619. https://doi.org/10.1145/2858036.2858380