Items

• Research-Practice Partnerships: A Strategy for Leveraging Research for Educational Improvement in School Districts
  Coburn, C. E., Penuel, W. R., & Geil, K. E. (2013). Research-Practice Partnerships: A Strategy for Leveraging Research for Educational Improvement in School Districts. William T. Grant Foundation. https://eric.ed.gov/?id=ED568396
• Research-Practice Partnerships for Racially Just School Communities
  Wilson, C. M. (2019, July 19). Research-Practice Partnerships for Racially Just School Communities [Blog Post]. Research-Practice Partnerships in Education: The State of the Field. William T. Grant Foundation. https://wtgrantfoundation.org/research-practice-partnerships-for-racially-just-school-communities
• Research on Data Use: A Framework and Analysis
  Coburn, C. E., & Turner, E. O. (2011). Research on Data Use: A Framework and Analysis. Measurement: Interdisciplinary Research and Perspectives, 9(4), 173–206. https://doi.org/10.1080/15366367.2011.626729
• Research on Continuous Improvement: Exploring the Complexities of Managing Educational Change
  Yurkofsky, M. M., Peterson, A. J., Mehta, J. D., Horwitz-Willis, R., & Frumin, K. M. (2020). Research on Continuous Improvement: Exploring the Complexities of Managing Educational Change. Review of Research in Education, 44(1), 403–433. https://doi.org/10.3102/0091732X20907363
• Repositioning Ethical Commitments: Participatory Action Research as a Relational Praxis of Social Change
  Cahill, C. (2007). Repositioning Ethical Commitments: Participatory Action Research as a Relational Praxis of Social Change. ACME: An International Journal for Critical Geographies, 6(3), Article 3.
• Repatriating Indigenous Technologies in an Urban Indian Community
  Bang, M., Marin, A., Faber, L., & Suzukovich, E. S. (2013). Repatriating Indigenous Technologies in an Urban Indian Community. Urban Education, 48(5), 705–733. https://doi.org/10.1177/0042085913490555
• Rejecting a Politics of Inclusion
  Patel, L. (2017, July 27). Rejecting a Politics of Inclusion. Leigh Patel. https://decolonizing.net/2017/07/27/rejecting-a-politics-of-inclusion/
• Reimagining the Education Research Commons: Toward Epistemic Justice [Presidential Session]
  Moss, P. A., & Hammond, J. W. (Chairs). (2022, April 22). Reimagining the Education Research Commons: Toward Epistemic Justice [Presidential Session]. AERA Annual Meeting. San Diego, CA.
• Refusing Detroit’s Public School Failure: African American Women’s Educational Advocacy and Critical Care Versus the Politics of Disposability
  Wilson, C. M. (2015). Refusing Detroit’s Public School Failure: African American Women’s Educational Advocacy and Critical Care Versus the Politics of Disposability. Education Policy Analysis Archives, 23, 125–125. https://doi.org/10.14507/epaa.v23.1777
• Redressing Inequities: An Aspiration in Search of a Method
  Bryk, A. S. (2017, April 21). Redressing Inequities: An Aspiration in Search of a Method [Keynote address]. Fourth Annual Carnegie Foundation Summit on Improvement in Education, San Francisco, CA. https://www.carnegiefoundation.org/resources/publications/redressing-inequities-an-aspiration-in-search-of-a-method/
• Reconstruction in Philosophy
  Dewey, J. (2019). Reconstruction in Philosophy. Good Press.
• Reconceptualizing Organizational Routines as a Source of Flexibility and Change
  Feldman, M. S., & Pentland, B. T. (2003). Reconceptualizing Organizational Routines as a Source of Flexibility and Change. Administrative Science Quarterly, 48(1), 94–118. https://doi.org/10.2307/3556620
• Recasting Families and Communities as Co-Designers of Education in Tumultuous Times
  Ishimaru, A. M., Bang, M., Valladares, M. R., Nolan, C. M., Tavares, H., Rajendra, A., & Chang, K. (2019). Recasting Families and Communities as Co-Designers of Education in Tumultuous Times. National Policy Center and Family Leadership Design Collaborative. https://nepc.colorado.edu/publication/family-leadership
• Re-mediating Literacy: Culture, Difference, and Learning for Students From Nondominant Communities
  Gutiérrez, K. D., Morales, P. Z., & Martinez, D. C. (2009). Re-mediating Literacy: Culture, Difference, and Learning for Students From Nondominant Communities. Review of Research in Education, 33(1), 212–245. https://doi.org/10.3102/0091732X08328267
• Re-Imagining and Humanizing Parent-Teacher Conversations and Interactions through Role-Play
  Tavares, H. (2020). Re-Imagining and Humanizing Parent-Teacher Conversations and Interactions through Role-Play. Family Leadership Design Collaborative. https://familydesigncollab.org/2020/07/17/roleplay/
• Rational Choice and the Structure of the Environment
  Simon, H. A. (1956). Rational Choice and the Structure of the Environment. Psychological Review, 63(2), 129–138. https://doi.org/10.1037/h0042769
• Racialized Formations of Learning In and Across Contexts
  Dixón-Roman, E. (2020). Racialized Formations of Learning In and Across Contexts – Family Leadership Design Collaborative. Family Leadership Design Collaborative. https://familydesigncollab.org/2020/04/27/racialized-formations-of-learning-in-and-across-contexts/
• Quality Improvement: Deliverology
  McKay, S. (2017, March 2). Quality Improvement: Deliverology. Carnegie Foundation for the Advancement of Teaching. https://www.carnegiefoundation.org/blog/quality-improvement-deliverology/
• Quality Improvement Approaches: The Networked Improvement Model
  McKay, S. (2017, February 24). Quality Improvement Approaches: The Networked Improvement Model. Carnegie Foundation for the Advancement of Teaching. https://www.carnegiefoundation.org/blog/quality-improvement-approaches-the-networked-improvement-model/
• Quality Improvement Approaches: Six Sigma
  McKay, S. (2017, April 25). Quality Improvement Approaches: Six Sigma. Carnegie Foundation for the Advancement of Teaching. https://www.carnegiefoundation.org/blog/quality-improvement-approaches-six-sigma/
• Quality Improvement Approaches: Positive Deviance
  McKay, S. (2017, September 20). Quality Improvement Approaches: Positive Deviance. Carnegie Foundation for the Advancement of Teaching. https://www.carnegiefoundation.org/blog/quality-improvement-approaches-positive-deviance/
• Quality Improvement Approaches: Lean for Education
  McKay, S. (2017, April 20). Quality Improvement Approaches: Lean for Education. Carnegie Foundation for the Advancement of Teaching. https://www.carnegiefoundation.org/blog/quality-improvement-approaches-lean-for-education/
• Quality Improvement Approaches: Implementation Science
  McKay, S. (2017, March 15). Quality Improvement Approaches: Implementation Science. Carnegie Foundation for the Advancement of Teaching. https://www.carnegiefoundation.org/blog/quality-improvement-approaches-implementation-science/
• Quality Improvement Approaches: Design-Based Implementation Research
  McKay, S. (2017, March 9). Quality Improvement Approaches: Design-Based Implementation Research. Carnegie Foundation for the Advancement of Teaching. https://www.carnegiefoundation.org/blog/quality-improvement-approaches-design-based-implementation-research/
• Quality Assurance in Education: Working to Improve: Seven Approaches to Quality Improvement in Education [Special Issue]
  LeMahieu, P. G., & Bryk, A. S. (Eds.). (2017). Quality Assurance in Education: Working to Improve: Seven Approaches to Quality Improvement in Education [Special Issue]. Quality Assurance in Education,
• Project Based Learning Virtual Instructional Coaching Networked Improvement Community
  Krumm, A., Boyce, J., D’Angelo, C., Podkul, T., Feng, M., Christiano, E., & Snow, E. (2016). Project Based Learning Virtual Instructional Coaching Networked Improvement Community (p. 17). SRI Education.
• Professional Development Seminar – Program Evaluation and Improvement Research (EDUC 570)
  Peurach, D. J. (n.d.). Professional Development Seminar in Education. University of Michigan School of Education. Retrieved August 20, 2022, from https://soe.umich.edu/academics-admissions/course-syllabi/educ-570
• Principles to Actions: Ensuring Mathematical Success for All
  Leinwand, S., Brahier, D., & Huinker, D. (2014). Principles to Actions: Ensuring Mathematical Success for All. National Council of Teachers of Mathematics.
• Preparing Researchers to Participate in Collaborative Research
  Davidson, K., Bell, A., Riedy, R., Sandoval, C., Wegemer, C., Clark, T., Farrell, C., Fishman, B., Russell, J., Penuel, W. R., & Marin, A. (2020). Preparing Researchers to Participate in Collaborative Research. https://repository.isls.org//handle/1/6621
• Practitioner Inquiry 1: The Science of Improvement (EDUC 3001) [Summer 2021]
  Avika, T., Kokka, K., Osai, E., & Ross, S. E. (2021). Practitioner Inquiry 1: The Science of Improvement. https://app.education.pitt.edu/courses/index?dept=EDUC&cn=3001
• Practitioner Inquiry 1: The Science of Improvement (EDUC 3001) [Summer 2020]
  Avika, T., Perry, J., Osai, E., & Abruzzo, E. (2020). Practitioner Inquiry 1: The Science of Improvement. https://app.education.pitt.edu/courses/index?dept=EDUC&cn=3001
• Practical Measurement
  Yeager, D., Bryk, A., Muhich, J., Hausman, H., & Morales, L. (2013). Practical Measurement. Carnegie Foundation for the Advancement of Teaching.
• Placing Equity Concerns at the Center of Knowledge Development
  Farrow, F., & Morrison, S. A. (2019). Placing Equity Concerns at the Center of Knowledge Development. Center for the Study of Social Policy. https://cssp.org/resource/equity-at-the-center/
• Place-Based Governance and Leadership in Decentralised School Systems: Evidence from England
  Greany, T. (2022). Place-Based Governance and Leadership in Decentralised School Systems: Evidence from England. Journal of Education Policy, 37(2), 247–268. https://doi.org/10.1080/02680939.2020.1792554
• Perceived Professional Knowledge and Competence of Mathematics Specialists and Its Development in China
  Huang, R., Zhang, J., Mok, I. A. C., Zhao, W., Zhou, Y., & Wu, Z. (2017). Perceived Professional Knowledge and Competence of Mathematics Specialists and Its Development in China. International Journal for Lesson and Learning Studies, 6(4), 321–335. https://doi.org/10.1108/IJLLS-12-2016-0056
• Pathways Post-Participation Outcomes: Preliminary Findings
  Norman, J. (2017). Pathways Post-Participation Outcomes: Preliminary Findings (Carnegie Math Pathways Research Brief, p. 14) [Research Brief]. Carnegie Foundation for the Advancement of Teaching.
• Partnerships in Action: A New RPP Highlights the Field’s Evolution
  Easton, J., & Bates, M. (2021). Partnerships in Action: A New RPP Highlights the Field’s Evolution [Blog Post]. RPPs in Education: The State of the Field. William T. Grant Foundation. https://wtgrantfoundation.org/partnerships-in-action-a-new-rpp-highlights-the-fields-evolution
• Partnering for Improvement: Improvement Communities and Their Role in Scale Up
  Cannata, M., Cohen-Vogel, L., & Sorum, M. (2017). Partnering for Improvement: Improvement Communities and Their Role in Scale Up. Peabody Journal of Education, 92(5), 569–588. https://doi.org/10.1080/0161956X.2017.1368633
• Participatory Research in Prisons
  Farrell, L., Young, B., Willison, J. B., & Fine, M. (2021). Participatory Research in Prisons (p. 15). Urban Institute.
• Participatory Design Research as a Practice for Systemic Repair: Doing Hand-in-Hand Math Research with Families
  Booker, A., & Goldman, S. (2016). Participatory Design Research as a Practice for Systemic Repair: Doing Hand-in-Hand Math Research with Families. Cognition and Instruction, 34(3), 222–235. https://doi.org/10.1080/07370008.2016.1179535
• 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
• Organizing for Teacher Agency in Curricular Co-Design
  Severance, S., Penuel, W. R., Sumner, T., & Leary, H. (2016). Organizing for Teacher Agency in Curricular Co-Design. Journal of the Learning Sciences, 25(4), 531–564. https://doi.org/10.1080/10508406.2016.1207541
• Organizing and Managing Instruction in US Public School Districts: Considerations for Families, Communities, and States
  Peurach, D. J., & Yurkofsky, M. (2018). Organizing and Managing Instruction in US Public School Districts: Considerations for Families, Communities, and States. National Education Policy Center. https://nepc.colorado.edu/publication/instruction
• Organizational Routines as Coupling Mechanisms: Policy, School Administration, and the Technical Core
  Spillane, J. P., Parise, L. M., & Sherer, J. Z. (2011). Organizational Routines as Coupling Mechanisms: Policy, School Administration, and the Technical Core. American Educational Research Journal, 48(3), 586–619. https://doi.org/10.3102/0002831210385102
• On Two Metaphors for Learning and the Dangers of Choosing Just One
  Sfard, A. (1998). On Two Metaphors for Learning and the Dangers of Choosing Just One. Educational Researcher, 27(2), 4–13. https://doi.org/10.3102/0013189X027002004
• On the Power of the Collective in Community-based Educational Research
  Thakurta, A., Kannan, C., Setiawan, D., Kosasih, M., Ghiso, M. P., & Campano, G. (2020). On the Power of the Collective in Community-based Educational Research. Penn GSE Perspectives on Urban Education, 17(1).
• Not to be “Destoried”: How an Academically Marginalized Student Employs Comics and Multimodal Authorship to Claim a Counter-Identity | Ubiquity
  Low, D. E. (2017). Not to be “Destoried”: How an Academically Marginalized Student Employs Comics and Multimodal Authorship to Claim a Counter-Identity | Ubiquity. Ubiquity: The Journal of Literature, Literacy, and the Arts, 4, 6–56.
• Not Just a Blip in Someone’s Life: Integrating Brokering Practices Into Out-of-School Programming as a Means of Supporting and Expanding Youth Futures
  Ching, D., Santo, R., Hoadley, C., & Peppler, K. (2016). Not Just a Blip in Someone’s Life: Integrating Brokering Practices Into Out-of-School Programming as a Means of Supporting and Expanding Youth Futures. On the Horizon, 24(3), 296–312. https://doi.org/10.1108/OTH-05-2016-0026
• None of Us Are As Good As All of Us: Early Lessons From the CORE Districts
  Knudson, J., & Garibaldi, M. (2015). None of Us Are as Good as All of Us: Early Lessons From the CORE Districts. American Institutes for Research. https://www.air.org/resource/report/none-us-are-good-all-us-early-lessons-core-districts
• New Directions for the Design and Study of Professional Development: Attending to the Coevolution of Teachers' Participation Across Contexts
  Kazemi, E., & Hubbard, A. (2008). New Directions for the Design and Study of Professional Development: Attending to the Coevolution of Teachers’ Participation Across Contexts. Journal of Teacher Education, 59(5), 428–441. https://doi.org/10.1177/0022487108324330