Items

• The Envisioning Cards: A Toolkit for Catalyzing Humanistic and Technical Imaginations
  Friedman, B., & Hendry, D. (2012). The Envisioning Cards: A Toolkit for Catalyzing Humanistic and Technical Imaginations. Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, 1145–1148. https://doi.org/10.1145/2207676.2208562
• The Effects of School Turnaround in Tennessee’s Achievement School District and Innovation Zones
  Zimmer, R., Henry, G. T., & Kho, A. (2017). The Effects of School Turnaround in Tennessee’s Achievement School District and Innovation Zones. Educational Evaluation and Policy Analysis, 39(4), 670–696. https://doi.org/10.3102/0162373717705729
• The Coronavirus Spring: The Historic Closing of U.S. Schools
  Decker, S., Peele, H., Riser-Kositsky, M., Kim, H.-Y., & Harris, E. P. (2020, July 2). The Coronavirus Spring: The Historic Closing of U.S. Schools. Education Week. http://www.edweek.org/leadership/the-coronavirus-spring-the-historic-closing-of-u-s-schools-a-timeline/2020/07
• The Contemporary Resonances of Classical Pragmatism for Studying Organization and Organizing
  Simpson, B., & den Hond, F. (2022). The Contemporary Resonances of Classical Pragmatism for Studying Organization and Organizing. Organization Studies, 43(1), 127–146. https://doi.org/10.1177/0170840621991689
• The Accountability Era in Us Teacher Education: Looking Back, Looking Forward
  Cochran-Smith, M., Baker, M., Burton, S., Chang, W.-C., Cummings Carney, M., Fernández, M. B., Stringer Keefe, E., Miller, A. F., & Sánchez, J. G. (2017). The Accountability Era in Us Teacher Education: Looking Back, Looking Forward. European Journal of Teacher Education, 40(5), 572–588. https://doi.org/10.1080/02619768.2017.1385061
• Tempered Radicals: Elementary Teachers’ Narratives of Teaching Science Within and Against Prevailing Meanings of Schooling
  Carlone, H. B., Haun-Frank, J., & Kimmel, S. C. (2010). Tempered Radicals: Elementary Teachers’ Narratives of Teaching Science Within and Against Prevailing Meanings of Schooling. Cultural Studies of Science Education, 5(4), 941–965. https://doi.org/10.1007/s11422-010-9282-6
• Teenchangers, Adolescent Accounts of Their Executive Functioning Skills in Participatory Action Research
  Ramsey, R. M. B. (2020). Teenchangers, Adolescent Accounts of Their Executive Functioning Skills in Participatory Action Research [Ed.D., New England College]. https://www.proquest.com/dissertations/docview/2449504850/abstract/B8F006AC8B446CBPQ/46
• Technological Support for Teachers Transitioning to Project-Based Science Practices
  Soloway, E., Krajcik, J. S., Blumenfeld, P., & Marx, R. (1996). Technological Support for Teachers Transitioning to Project-Based Science Practices. In T. Koschmann (Ed.), CSCL: Theory and Practice of an Emerging Paradigm. Routledge.
• Teaching Through Problem-solving (TTP) [Lesson Study Group Course]
• Teaching Routines to Enhance Collaboration Using Classroom Network Technology
  DeBarger, A. H., Penuel, W. R., Harris, C. J., & Schank, P. (2011). Teaching Routines to Enhance Collaboration Using Classroom Network Technology. In F. Pozzi & D. Persico (Eds.), Techniques for Fostering Collaboration in Online Learning Communities: Theoretical and Practical Perspectives (pp. 224–244). IGI Global. https://doi.org/10.4018/978-1-61692-898-8
• Teaching Kincentric Ecology in an Urban Environment
  Salmon, E. (2015). Teaching Kincentric Ecology in an Urban Environment. Journal of Sustainability Education, 10, 1–10.
• Symphony: A Case Study in Extending Learner-Centered Design Through Process Space Analysis
  Quintana, C., Eng, J., Carra, A., Wu, H.-K., & Soloway, E. (1999). Symphony: A Case Study in Extending Learner-Centered Design Through Process Space Analysis. Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, 473–480. https://doi.org/10.1145/302979.303136
• Sustaining Model Systems of Educational Activity: Designing for the Long Haul
  Cole, M. (2007). Sustaining Model Systems of Educational Activity: Designing for the Long Haul. In J. Campione, K. Metz, & A. S. Palincsar (Eds.), Children’s Learning in Laboratory and Classroom Contexts: Essays in Honor of Ann Brown (0 ed.). Routledge. https://doi.org/10.4324/9780203826966
• Supporting Equity in Schools: Using Visual Learning Analytics to Understand Learners’ Classroom Experiences
  Raza, A., Penuel, W. R., Jacobs, J., & Sumner, T. (2020). Supporting Equity in Schools: Using Visual Learning Analytics to Understand Learners’ Classroom Experiences. In M. Schmidt, A. A. Tawfik, I. Jahnke, & Y. Earnshaw (Eds.), Learner and User Experience Research: An Introduction for the Field of Learning Design & Technology. EdTech Books. https://edtechbooks.org/ux/supporting_school_equity
• Supporting Continuous Improvement in California's Education System
  Darling-Hammond, L., & Plank, D. N. (2015). Supporting Continuous Improvement in California’s Education System. Policy Analysis for California Education. https://edpolicyinca.org/publications/supporting-continuous-improvement-californias-education-system
• Studying the Use of Research Evidence: A Review of Methods
  Gitomer, D. H., & Crouse, K. (2019, February). Studying the Use of Research Evidence: A Review of Methods. William T. Grant Foundation. https://wtgrantfoundation.org/studying-the-use-of-research-evidence-a-review-of-methods
• Studies of Expansive Learning: Foundations, Findings and Future Challenges
  Engeström, Y., & Sannino, A. (2010). Studies of Expansive Learning: Foundations, Findings and Future Challenges. Educational Research Review, 5(1), 1–24. https://doi.org/10.1016/j.edurev.2009.12.002
• Students’ Responses to Curricular Activities as Indicator of Coherence in Project-Based Science
  Penuel, W., Van Horne, K., Severance, S., Quigley, D., & Sumner, T. (2016, July). Students’ Responses to Curricular Activities as Indicator of Coherence in Project-Based Science. ICLS 2016 Proceedings. ICLS 2016, Singapore. https://repository.isls.org//handle/1/327
• Strong Districts and Their Leadership Project: Executive Summary of Research
  Leithwood, K., & Mccullough, C. (2017). Strong Districts and Their Leadership Project: Executive Summary of Research. Council of Ontario Directors of Education.
• Strategies for School Turnaround: Synergies and Complications of a State Government and Nongovernmental Collaboration to Support Large-scale Improvement of Priority schools
  Beuche, B. E. (2019). Strategies for School Turnaround: Synergies and Complications of a State Government and Nongovernmental Collaboration to Support Large-scale Improvement of Priority schools [Ph.D., University of Michigan]. https://hdl.handle.net/2027.42/151490
• Strategic Framing: How Leaders Craft the Meaning of Data Use for Equity and Learning
  Park, V., Daly, A. J., & Guerra, A. W. (2013). Strategic Framing: How Leaders Craft the Meaning of Data Use for Equity and Learning. Educational Policy, 27(4), 645–675. https://doi.org/10.1177/0895904811429295
• Strategic Education Research Partnership
  Donovan, M. S., Wigdor, A. K., & Snow, C. E. (Eds.). (2003). Strategic Education Research Partnership (p. 10670). National Academies Press. https://doi.org/10.17226/10670
• Steps Towards an Ecology of Infrastructure: Complex Problems in Design and Access for Large-Scale Collaborative Systems
  Star, S. L., & Ruhleder, K. (1994). Steps towards an ecology of infrastructure: Complex problems in design and access for large-scale collaborative systems. Proceedings of the 1994 ACM Conference on Computer Supported Cooperative Work, 253–264. https://doi.org/10.1145/192844.193021
• Steps Toward an Ecology of Infrastructure: Design and Access for Large Information Spaces
  Star, S. L., & Ruhleder, K. (1996). Steps Toward an Ecology of Infrastructure: Design and Access for Large Information Spaces. Information Systems Research, 7(1), 111–134. https://doi.org/10.1287/isre.7.1.111
• STEM-Rich and Equitable Making: Lessons from a Museum-Based Research- Practice Partnership
  Ryoo, J. J., & Kekelis, L. (2016). STEM-Rich and Equitable Making: Lessons from a Museum-Based Research- Practice Partnership. Dimensions, 45, 45–51.
• STEM Learning Ecologies: Relevant, Responsive, Connected
  Bevan, B. (2016). STEM Learning Ecologies: Relevant, Responsive, Connected. Connected Science Learning, 1(1). https://www.nsta.org/connected-science-learning/connected-science-learning-march-2016/stem-learning-ecologies
• Standardized Test Outcomes for Students Engaged in Inquiry-Based Science Curricula in the Context of Urban Reform
  Geier, R., Blumenfeld, P. C., Marx, R. W., Krajcik, J. S., Fishman, B., Soloway, E., & Clay-Chambers, J. (2008). Standardized Test Outcomes for Students Engaged in Inquiry-Based Science Curricula in the Context of Urban Reform. Journal of Research in Science Teaching, 45(8), 922–939. https://doi.org/10.1002/tea.20248
• SQUIRE 2.0 (Standards for QUality Improvement Reporting Excellence): Revised Publication Guidelines from a Detailed Consensus Process
  Ogrinc, G., Davies, L., Goodman, D., Batalden, P., Davidoff, F., & Stevens, D. (2015). SQUIRE 2.0 (Standards for QUality Improvement Reporting Excellence): Revised Publication Guidelines From a Detailed Consensus Process. American Journal of Medical Quality, 30(6), 543–549. https://doi.org/10.1177/1062860615605176
• SQUIRE (Standards for QUality Improvement Reporting Excellence)
  SQUIRE (Standards for QUality Improvement Reporting Excellence). (n. d.). Retrieved May 1, 2022 from http://www.squire-statement.org/
• Social Structures and their Threats to Moral Agency
  MacIntyre, A. (1999). Social Structures and their Threats to Moral Agency. Philosophy, 74(3), 311–329. https://doi.org/10.1017/S0031819199000431
• Social Capital, Intellectual Capital, and the Organizational Advantage
  Nahapiet, J., & Ghoshal, S. (1998). Social Capital, Intellectual Capital, and the Organizational Advantage. Academy of Management Review, 23(2), 242–266. https://doi.org/10.5465/amr.1998.533225
• Shared Leadership for Learning in Denver’s Portfolio Management Model
  Torres, A. C., Bulkley, K., & Kim, T. (2020). Shared Leadership for Learning in Denver’s Portfolio Management Model. Educational Administration Quarterly, 56(5), 819–855. https://doi.org/10.1177/0013161X20906546
• Shared Cognition: Thinking As Social Practice
  Resnick, L. B. . (1991). Shared Cognition: Thinking As Social Practice. In Perspectives on socially shared cognition (pp. 1–20). American Psychological Association. https://doi.org/10.1037/10096-018
• Sensemaking in Crisis and Change: Inspiration and Insights From Weick (1988)
  Maitlis, S., & Sonenshein, S. (2010). Sensemaking in Crisis and Change: Inspiration and Insights From Weick (1988). Journal of Management Studies, 47(3), 551–580. https://doi.org/10.1111/j.1467-6486.2010.00908.x
• Scratch: Programming for All
  Resnick, M., Maloney, J., Monroy-Hernández, A., Rusk, N., Eastmond, E., Brennan, K., Millner, A., Rosenbaum, E., Silver, J., Silverman, B., & Kafai, Y. (2009). Scratch: Programming for All. Communications of the ACM, 52(11), 60–67. https://doi.org/10.1145/1592761.1592779
• Science Everywhere: Designing Public, Tangible Displays to Connect Youth Learning Across Settings
  Ahn, J., Clegg, T., Yip, J., Bonsignore, E., Pauw, D., Cabrera, L., Hernly, K., Pitt, C., Mills, K., Salazar, A., Griffing, D., Rick, J., & Marr, R. (2018). Science Everywhere: Designing Public, Tangible Displays to Connect Youth Learning Across Settings. Proceedings of the 2018 CHI Conference on Human Factors in Computing Systems, 1–12. https://doi.org/10.1145/3173574.3173852
• Schooling as a Knowledge Profession
  Mehta, J., Gomez, L. M., & Bryk, A. S. (2011, March 28). Schooling as a Knowledge Profession. Education Week. http://www.edweek.org/leadership/opinion-schooling-as-a-knowledge-profession/2011/03
• 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
• Scaling Personalization: Exploring the Implementation of an Academic and Social-Emotional Innovation in High Schools
  Rutledge, S. A., Brown, S., & Petrova, K. (2017). Scaling Personalization: Exploring the Implementation of an Academic and Social-Emotional Innovation in High Schools. Peabody Journal of Education, 92(5), 627–648. https://doi.org/10.1080/0161956X.2017.1368650
• Scaling Down: A Modest Proposal for Practice-based Policy Research in Teaching
  Erickson, F. (2014). Scaling Down: A Modest Proposal for Practice-based Policy Research in Teaching. Education Policy Analysis Archives, 22, 9–9. https://doi.org/10.14507/epaa.v22n9.2014
• SAIC Principals Discuss the Benefits of Improvement Science and the Power of Networks
  Carnevale, N. L., & Savage, M. (2015, November 16). SAIC Principals Discuss the Benefits of Improvement Science and the Power of Networks. Carnegie Foundation for the Advancement of Teaching. https://www.carnegiefoundation.org/our-work/case-studies/saic-principals-discuss-the-benefits-of-improvement-science-and-the-power-of-networks/
• Ruminations on Reinventing an R&D Capacity for Educational Improvement
  Ruminations on Reinventing an R&D Capacity for Educational Improvement. (2007, October 27). Carnegie Foundation for the Advancement of Teaching. https://www.carnegiefoundation.org/resources/publications/ruminations-reinventing-rd-capacity-educational-improvement/
• RPPS Don’t Exist in a Vacuum: A Case Study of the Influence of the Institutional Environment on a Research Alliance
  Freed, A. D. (2021). RPPS Don’t Exist in a Vacuum: A Case Study of the Influence of the Institutional Environment on a Research Alliance [Ed.D., The George Washington University]. https://www.proquest.com/dissertations/docview/2471454456/abstract/99F8961E2C95448EPQ/45
• Rethinking the Research-Practice Connection
  Rethinking the Research-Practice Connection. (2018, December 20). https://www.youtube.com/watch?v=W2cBFqv9py8
• Rethinking Race and Power in Design-Based Research: Reflections from the Field
  Vakil, S., McKinney de Royston, M., Suad Nasir, N., & Kirshner, B. (2016). Rethinking Race and Power in Design-Based Research: Reflections from the Field. Cognition and Instruction, 34(3), 194–209. https://doi.org/10.1080/07370008.2016.1169817
• Rethinking Prefiguration: Alternatives, Micropolitics and Goals in Social Movements
  Yates, L. (2015). Rethinking Prefiguration: Alternatives, Micropolitics and Goals in Social Movements. Social Movement Studies, 14(1), 1–21. https://doi.org/10.1080/14742837.2013.870883
• Rethinking High-Leverage Practices in Justice-Oriented Ways
  Calabrese Barton, A., Tan, E., & Birmingham, D. J. (2020). Rethinking High-Leverage Practices in Justice-Oriented Ways. Journal of Teacher Education, 71(4), 477–494. https://doi.org/10.1177/0022487119900209
• Rethinking Connections between Research and Practice in Education: A Conceptual Framework
  Farley-Ripple, E., May, H., Karpyn, A., Tilley, K., & McDonough, K. (2018). Rethinking Connections Between Research and Practice in Education: A Conceptual Framework. Educational Researcher, 47(4), 235–245. https://doi.org/10.3102/0013189X18761042
• 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
• Research-Practice Partnerships: Approaches To Collaborative Design, Inquiry & Change (EDUC 3505) [Fall 2021]
  Anderson, E. R., & Woodberry-Shaw, D. (2021). Research-Practice Partnerships: Approaches To Collaborative Design, Inquiry & Change. University of Pittsburgh. https://app.education.pitt.edu/courses/index?dept=EDUC&cn=3505