Items

• Wicked Problems, Knowledge Challenges, and Collaborative Capacity Builders in Network Settings
  Weber, E. P., & Khademian, A. M. (2008). Wicked Problems, Knowledge Challenges, and Collaborative Capacity Builders in Network Settings. Public Administration Review, 68(2), 334–349. https://doi.org/10.1111/j.1540-6210.2007.00866.x
• What We Need in Education is More Integrity (and Less Fidelity) of Implementation
  LeMahieu, P. G. (2011, October 11). What We Need in Education is More Integrity (and Less Fidelity) of Implementation. Carnegie Commons Blog. https://www.carnegiefoundation.org/blog/what-we-need-in-education-is-more-integrity-and-less-fidelity-of-implementation/
• Tying Knots: Participatory Infrastructuring at Work
  Bødker, S., Dindler, C., & Iversen, O. S. (2017). Tying Knots: Participatory Infrastructuring at Work. Computer Supported Cooperative Work (CSCW), 26(1), 245–273. https://doi.org/10.1007/s10606-017-9268-y
• Toward a Deeper Understanding of the Diversity Rationale
  Moses, M. S., & Chang, M. J. (2006). Toward a Deeper Understanding of the Diversity Rationale. Educational Researcher, 35(1), 6–11. https://doi.org/10.3102/0013189X035001006
• The Social Organization of Networked Improvement Communities
  Russell, J. L., Bryk, A. S., Dolle, J. R., Gomez, L. M., LeMahieu, P. G., & Grunow, A. (2019, April). The Social Organization of Networked Improvement Communities. American Educational Research Association Annual Meeting, Toronto, ON.
• 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 Learning Sciences in a New Era of U.S. Nationalism
  Politics of Learning Writing Collective. (2017). The Learning Sciences in a New Era of U.S. Nationalism. Cognition and Instruction, 35(2), 91–102. https://doi.org/10.1080/07370008.2017.1282486
• The Design Tensions Framework
  Tatar, D. (2007). The Design Tensions Framework. Human–Computer Interaction, 22(4), 413–451. https://doi.org/10.1080/07370020701638814
• Teacher Agency and Professional Learning: Rethinking Fidelity of Implementation as Multiplicities of Enactment
  Buxton, C. A., Allexsaht-Snider, M., Kayumova, S., Aghasaleh, R., Choi, Y.-J., & Cohen, A. (2015). Teacher Agency and Professional Learning: Rethinking Fidelity of Implementation as Multiplicities of Enactment. Journal of Research in Science Teaching, 52(4), 489–502. https://doi.org/10.1002/tea.21223
• 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 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
• Social Design-Based Experiments: A Utopian Methodology for Understanding New Possibilities for Learning
  Gutiérrez, K. D., Jurow, A. S., & Vakil, S. (2020). Social Design-Based Experiments: A Utopian Methodology for Understanding New Possibilities for Learning. In Handbook of the Cultural Foundations of Learning. Routledge.
• Social Capital and the Reproduction of Inequality: Information Networks among Mexican-Origin High School Students
  Stanton-Salazar, R. D., & Dornbusch, S. M. (1995). Social Capital and the Reproduction of Inequality: Information Networks among Mexican-Origin High School Students. Sociology of Education, 68(2), 116–135. https://doi.org/10.2307/2112778
• Six Sigma in Education
  LeMahieu, P. G., Nordstrum, L. E., & Cudney, E. A. (2017). Six Sigma in education. Quality Assurance in Education, 25(1), 91–108. https://doi.org/10.1108/QAE-12-2016-0082
• 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 Critical Theory and Qualitative Research
  Kincheloe, J. L., & McLaren, P. (2011). Rethinking Critical Theory and Qualitative Research. In K. Hayes, S. R. Steinberg, & K. Tobin (Eds.), Key Works in Critical Pedagogy (pp. 285–326). SensePublishers. https://doi.org/10.1007/978-94-6091-397-6_23
• Research–Practice Partnerships in Education
  Arce-Trigatti, P., Chukhray, I., & López Turley, R. N. (2018). Research–Practice Partnerships in Education. In B. Schneider (Ed.), Handbook of the Sociology of Education in the 21st Century (pp. 561–579). Springer International Publishing. https://doi.org/10.1007/978-3-319-76694-2_25
• Research-Practice Partnerships: Building Two-Way Streets of Engagement
  Tseng, V., Easton, J. Q., & Supplee, L. H. (2017). Research-Practice Partnerships: Building Two-Way Streets of Engagement. Social Policy Report, 30(4), 1–17. https://doi.org/10.1002/j.2379-3988.2017.tb00089.x
• Research on Schools, Neighborhoods, and Communities: Toward Civic Responsibility
  Tate, W. F. (2012). Research on Schools, Neighborhoods, and Communities: Toward Civic Responsibility. Rowman & Littlefield.
• Rematriating Curriculum Studies
  Tuck, E. (2011). Rematriating Curriculum Studies. Journal of Curriculum and Pedagogy, 8(1), 34–37. https://doi.org/10.1080/15505170.2011.572521
• Re-designing Infrastructure as a Strategy for Crafting Coherence Across Three Networks Focused on the Implementation of the Next Generation Science Standards
  Hall, J. L., Campbell, T., & Lundgren, L. (2021). Re-designing Infrastructure as a Strategy for Crafting Coherence Across Three Networks Focused on the Implementation of the Next Generation Science Standards. Journal of Research in Science Teaching, 58(7), 956–979. https://doi.org/10.1002/tea.21688
• Radical Change through Radical Means: Learning Power
  Oakes, J., & Rogers, J. (2007). Radical Change through Radical Means: Learning Power. Journal of Educational Change, 8(3), 193–206. https://doi.org/10.1007/s10833-007-9031-0
• 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
• Practice-Driven Data: Lessons from Chicago's Approach to Research, Data, and Practice in Education
  Moeller, E., Seeskin, A., & Nagaoka, J. (2018). Practice-Driven Data: Lessons from Chicago’s Approach to Research, Data, and Practice in Education. UChicago Consortium on School Research.
• Philosophical Investigations
  Wittgenstein, L. (1953). Philosophical Investigations. Blackwell.
• Pedagogy of the Oppressed
  Freire, P. (2000). Pedagogy of the Oppressed: 30th Anniversary Edition (M. B. Ramos, Trans.). Continuum.
• Participatory Action Research
  Whyte, W. F. (1991). Participatory Action Research. SAGE Publications.
• Negotiating Problems of Practice in Research–Practice Design Partnerships
  Penuel, W. R., Phillips, R. S., & Harris, C. J. (2014). Analysing teachers’ curriculum implementation from integrity and actor-oriented perspectives. Journal of Curriculum Studies, 46(6), 751–777. https://doi.org/10.1080/00220272.2014.921841
• Institutional Complexity and Policy Implementation: How Underlying Logics Drive Teacher Interpretations of Reform
  Bridwell-Mitchell, E. N., & Sherer, D. G. (2017). Institutional Complexity and Policy Implementation: How Underlying Logics Drive Teacher Interpretations of Reform. Educational Evaluation and Policy Analysis, 39(2), 223–247. https://doi.org/10.3102/0162373716677567
• Improvement Versus Transformation
  Engeström, Y. (2017). Improvement Versus Transformation. Education didactique, 11(2), 31–34.
• Humanizing Research: Decolonizing Qualitative Inquiry With Youth and Communities
  Paris, D., & Winn, M. T. (2014). Humanizing Research: Decolonizing Qualitative Inquiry With Youth and Communities. SAGE.
• Fostering the Sustainability and Scalability of Curriculum Innovations Through Curriculum Design
  Bakah, M. B. A., Nihuka, K. A., & Anto, A. G. (2019). Fostering the Sustainability of Curriculum Innovations Through Curriculum Design. In J. Pieters, J. Voogt, & N. Pareja Roblin (Eds.), Collaborative Curriculum Design for Sustainable Innovation and Teacher Learning. Springer Nature. https://doi.org/10.1007/978-3-030-20062-6
• End-User Development and Meta-design: Foundations for Cultures of Participation
  Fischer, G. (2009). End-User Development and Meta-design: Foundations for Cultures of Participation. In V. Pipek, M. B. Rosson, B. de Ruyter, & V. Wulf (Eds.), End-User Development (pp. 3–14). Springer. https://doi.org/10.1007/978-3-642-00427-8_1
• Doing With Understanding: Lessons From Research on Problem- and Project-Based Learning
  Barron, B. J. S., Schwartz, D. L., Vye, N. J., Moore, A., Petrosino, A., Zech, L., & Bransford, J. D. (1998). Doing With Understanding: Lessons From Research on Problem- and Project-Based Learning. Journal of the Learning Sciences, 7(3–4), 271–311. https://doi.org/10.1080/10508406.1998.9672056
• Dignity Affirming Care: A Conceptual Framework for Understanding the Impact of Research-Practice Partnerships
  Riedy, R. (in progress). Dignity Affirming Care: A Conceptual Framework for Understanding the Impact of Research-Practice Partnerships.
• Diffusion of Innovations in Service Organizations: Systematic Review and Recommendations
  Greenhalgh, T., Robert, G., Macfarlane, F., Bate, P., & Kyriakidou, O. (2004). Diffusion of Innovations in Service Organizations: Systematic Review and Recommendations. The Milbank Quarterly, 82(4), 581–629. https://doi.org/10.1111/j.0887-378X.2004.00325.x
• Designing Formative Assessment Software With Teachers: An Analysis of the Co-design Process
  Penuel, W. R., Roschelle, J., & Shechtman, N. (2007). Designing Formative Assessment Software With Teachers: An Analysis of the Co-design Process. Research and Practice in Technology Enhanced Learning, 02(01), 51–74. https://doi.org/10.1142/S1793206807000300
• Designing for Productive Adaptations of Curriculum Interventions
  Debarger, A. H., Choppin, J., Beauvineau, Y., & Moorthy, S. (2013). Designing for Productive Adaptations of Curriculum Interventions. Teachers College Record, 115(14), 298–319. https://doi.org/10.1177/016146811311501407
• Design-Based Research Within the Constraints of Practice: AlgebraByExample
  Booth, J. L., Cooper, L. A., Donovan, M. S., Huyghe, A., Koedinger, K. R., & Paré-Blagoev, E. J. (2015). Design-Based Research Within the Constraints of Practice: AlgebraByExample. Journal of Education for Students Placed at Risk (JESPAR), 20(1–2), 79–100. https://doi.org/10.1080/10824669.2014.986674
• Design Experimentation and Mutual Appropriation: Two Strategies for University/Community Collaborative After-School Interventions
  Downing-Wilson, D., Lecusay, R., & Cole, M. (2011). Design Experimentation and Mutual Appropriation: Two Strategies for University/Community Collaborative After-School Interventions. Theory & Psychology, 21(5), 656–680. https://doi.org/10.1177/0959354311414456
• Defining, Conceptualizing, and Measuring Fidelity of Implementation and Its Relationship to Outcomes in K–12 Curriculum Intervention Research
  O’Donnell, C. L. (2008). Defining, Conceptualizing, and Measuring Fidelity of Implementation and Its Relationship to Outcomes in K–12 Curriculum Intervention Research. Review of Educational Research, 78(1), 33–84. https://doi.org/10.3102/0034654307313793
• Decolonizing Educational Research: From Ownership to Answerability
  Patel, L. (2015). Decolonizing Educational Research: From Ownership to Answerability. Routledge. https://doi.org/10.4324/9781315658551
• Contested Terrain: A History of Education Research in the United States, 1890–1990
  Lagemann, E. C. (1997). Contested Terrain: A History of Education Research in the United States, 1890–1990. Educational Researcher, 26(9), 5–17. https://doi.org/10.3102/0013189X026009005
• Community-Based Design Research: Learning Across Generations and Strategic Transformations of Institutional Relations Toward Axiological Innovations
  Bang, M., Faber, L., Gurneau, J., Marin, A., & Soto, C. (2016). Community-Based Design Research: Learning Across Generations and Strategic Transformations of Institutional Relations Toward Axiological Innovations. Mind, Culture, and Activity, 23(1), 28–41. https://doi.org/10.1080/10749039.2015.1087572
• Community-Based Design Partnerships: Examples from a New Generation of CHAT/DBR
  Melendez, J. W., Radinsky, J., Vossoughi, S., Marin, A. M., Bang, M., Nolan, C. M., Phillips, N. C., Lund, V. K., Gonzales, W., Allen, S., Bild, D., Bruton, I., Carmichae, J., Martell, E., Schmidt, A., Jurow, A. S., & Hall, R. (2018). Community-Based Design Partnerships: Examples from a New Generation of CHAT/DBR. Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 2, 1312–1319. https://repository.isls.org/handle/1/610
• Community Research Collaboratives
  York, A., Valladares, S., Valladares, M. R., Garcia, M., & Snyder, J. D. (2020). Community Research Collaboratives. National Education Policy Center & Stanford Center for Opportunity Policy in Education.
• Community Design Circles: Co-designing Justice and Wellbeing in Family-Community-Research Partnerships
  Ishimaru, A. M., Rajendran, A., Nolan, C. M., & Bang, M. (2018). Community Design Circles: Co-designing Justice and Wellbeing in Family-Community-Research Partnerships. Journal of Family Diversity in Education, 3(2), 38–63. https://doi.org/10.53956/jfde.2018.133
• Communities of Practice Across Institutions
  Laferrière, T., & Gervais, F. (2008). Communities of Practice Across Institutions. In C. Kimble, P. Hildreth, & I. Bourdon (Eds.), Communities of Practice: Creating Learning Environments for Educators (pp. 179–198). Information Age Publishing.
• Building Equity in Research-Practice Partnerships
  Ryoo, J. J., Choi, M., & McLeod, E. (2015). Building Equity in Research-Practice Partnerships. http://researchandpractice.org/wp-content/uploads/2015/10/BuildingEquity_Oct2015.pdf
• Building Coherence for Instructional Improvement Through Professional Development: A Design-Based Implementation Research Study
  Stosich, E. L., Bocala, C., & Forman, M. (2018). Building Coherence for Instructional Improvement Through Professional Development: A Design-Based Implementation Research Study. Educational Management Administration & Leadership, 46(5), 864–880. https://doi.org/10.1177/1741143217711193