Items

• Tensions in Equity- and Reform-Oriented Learning in Teachers' Collaborative Conversations

  Louie, N. L. (2016). Tensions in Equity- and Reform-Oriented Learning in Teachers’ Collaborative Conversations. Teaching and Teacher Education, 53, 10–19. https://doi.org/10.1016/j.tate.2015.10.001
• Technical Curriculum Form and American Elementary School Art Education

  Bullough, R. V., & Goldstein, S. L. (1984). Technical Curriculum Form and American Elementary School Art Education. Journal of Curriculum Studies, 16(2), 143–154. https://doi.org/10.1080/0022027840160204
• Teaching, Multimedia, and Mathematics: Investigations of Real Practice

  Lampert, M., & Ball, D. L. (1998). Teaching, Multimedia, and Mathematics: Investigations of Real Practice. Teachers College Press.
• 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
• Teaching as a Design Science: Building Pedagogical Patterns for Learning and Technology

  Laurillard, D. (2012). Teaching as a Design Science: Building Pedagogical Patterns for Learning and Technology. Routledge. https://doi.org/10.4324/9780203125083
• Teaching and Betrayal

  Hargreaves, A. (2002). Teaching and Betrayal. Teachers and Teaching, 8(3), 393–407. https://doi.org/10.1080/135406002100000521
• Teachers’ Use of Data: Loose Coupling, Agenda Setting, and Team Norms

  Young, V. M. (2006). Teachers’ Use of Data: Loose Coupling, Agenda Setting, and Team Norms. American Journal of Education, 112(4), 521–548. https://doi.org/10.1086/505058
• Teachers’ Spaces for Coping with Change in the Context of a Reform Effort

  Zembylas, M., & Barker, H. B. (2007). Teachers’ Spaces for Coping with Change in the Context of a Reform Effort. Journal of Educational Change, 8(3), 235–256. https://doi.org/10.1007/s10833-007-9025-y
• Teachers’ Professional Development: A Solitary or Collegial (ad)venture?

  Clement, M., & Vandenberghe, R. (2000). Teachers’ Professional Development: A Solitary or Collegial (ad)venture? Teaching and Teacher Education, 16(1), 81–101. https://doi.org/10.1016/S0742-051X(99)00051-7
• Teachers’ Professional Development in a Climate of Educational Reform

  Little, J. W. (1993). Teachers’ Professional Development in a Climate of Educational Reform. Educational Evaluation and Policy Analysis, 15(2), 129–151. https://doi.org/10.3102/01623737015002129
• 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
• Teachers’ Emotions in Educational Reforms: Self-Understanding, Vulnerable Commitment and Micropolitical Literacy

  Kelchtermans, G. (2005). Teachers’ Emotions in Educational Reforms: Self-Understanding, Vulnerable Commitment and Micropolitical Literacy. Teaching and Teacher Education, 21(8), 995–1006. https://doi.org/10.1016/j.tate.2005.06.009
• Teachers Leading Educational Reform: The Power of Professional Learning Communities

  Harris, A., Jones, M., & Huffman, J. B. (Eds.). (2017). Teachers Leading Educational Reform: The Power of Professional Learning Communities. Routledge. https://doi.org/10.4324/9781315630724
• Teacher Teams and Distributed Leadership: A Study of Group Discourse and Collaboration

  Scribner, J. P., Sawyer, R. K., Watson, S. T., & Myers, V. L. (2007). Teacher Teams and Distributed Leadership: A Study of Group Discourse and Collaboration. Educational Administration Quarterly, 43(1), 67–100. https://doi.org/10.1177/0013161X06293631
• Teacher Professional Learning and Development: Best Evidence Synthesis Iteration (BES)

  Timperley, H., Wilson, A., Barrar, H., & Fung, I. (2007). Teacher Professional Learning and Development: Best Evidence Synthesis Iteration (BES). Ministry of Education.
• Teacher Learning, Instructional Considerations and Principal Communication: Lessons from a Longitudinal Study of Collaborative Data Use by Teachers

  Cosner, S. (2011). Teacher Learning, Instructional Considerations and Principal Communication: Lessons from a Longitudinal Study of Collaborative Data Use by Teachers. Educational Management Administration & Leadership, 39(5), 568–589. https://doi.org/10.1177/1741143211408453
• Teacher Learning and Leadership: Of, By, and For Teachers

  Lieberman, A., Campbell, C., & Yashkina, A. (2016). Teacher Learning and Leadership: Of, By, and For Teachers. Routledge. https://doi.org/10.4324/9781315673424
• Teacher Learning and Instructional Change: How Formal and On-the-Job Learning Opportunities Predict Change in Elementary School Teachers' Practice

  Parise, L. M., & Spillane, J. P. (2010). Teacher Learning and Instructional Change: How Formal and On-the-Job Learning Opportunities Predict Change in Elementary School Teachers’ Practice. The Elementary School Journal, 110(3), 323–346. https://doi.org/10.1086/648981
• Teacher Collaboration: A Systematic Review

  Vangrieken, K., Dochy, F., Raes, E., & Kyndt, E. (2015). Teacher Collaboration: A Systematic Review. Educational Research Review, 15, 17–40. https://doi.org/10.1016/j.edurev.2015.04.002
• Teacher Collaboration, Differing Expectations, and Emotions in School Improvement: “It’s Always Take, Take, Take”

  Weddle, H., Lockton, M., & Datnow, A. (2019). Teacher collaboration, differing expectations, and emotions in school improvement: “It’s always take, take, take.” Journal of Professional Capital and Community, 4(4), 325–343. https://doi.org/10.1108/JPCC-03-2019-0005
• Teacher Collaboration in School Improvement

  Weddle, H., Lockton, M., & Datnow, A. (2020). Teacher Collaboration in School Improvement. In H. Weddle, M. Lockton, & A. Datnow, Oxford Bibliographies: Education. Oxford University Press. https://doi.org/10.1093/obo/9780199756810-0248
• Teacher Collaboration in Instructional Teams and Student Achievement

  Ronfeldt, M., Farmer, S. O., McQueen, K., & Grissom, J. A. (2015). Teacher Collaboration in Instructional Teams and Student Achievement. American Educational Research Journal, 52(3), 475–514. https://doi.org/10.3102/0002831215585562
• Teacher Collaboration and Collegiality as Workplace Conditions. a Review

  Kelchtermans, G. (2006). Teacher Collaboration and Collegiality as Workplace Conditions. A Review. Zeitschrift für Pädagogik, 52(2), 220–237. https://doi.org/10.25656/01:4454
• Taking the Pulse of Early Career Teachers: BTEN on-Track Survey

  Takahashi S., Bryk A., Hausman H., Yamada H. (2015). Taking the pulse of early career teachers: BTEN On-Track survey technical report. Unpublished manuscript, Carnegie Foundation for the Advancement of Teaching, Palo Alto, CA.
• Taking Design Thinking to School: How the Technology of Design Can Transform Teachers, Learners, and Classrooms

  Goldman, S., & Kabayadondo, Z. (2017). Taking Design Thinking to School: How the Technology of Design Can Transform Teachers, Learners, and Classrooms. Routledge.
• Systems Thinking in the Public Sector

  Seddon, J. (2008). Systems Thinking in the Public Sector. Triarchy Press.
• 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
• Systems for Instructional Improvement: Creating Coherence from the Classroom to the District Office

  Cobb, P., Jackson, K., Henrick, E., & Smith, T. M. (2018). Systems for Instructional Improvement: Creating Coherence from the Classroom to the District Office. Harvard Education Press. https://www.hepg.org/hep-home/books/systems-for-instructional-improvement#
• Systemic School Reform

  Smith, M. S., & O’Day, J. (1990). Systemic School Reform. Journal of Education Policy, 5(5), 233–267. https://doi.org/10.1080/02680939008549074
• Systematic Review of the Application of the Plan–Do–Study–Act Method to Improve Quality in Healthcare

  Taylor, M. J., McNicholas, C., Nicolay, C., Darzi, A., Bell, D., & Reed, J. E. (2014). Systematic Review of the Application of the Plan–Do–Study–Act Method to Improve Quality in Healthcare. BMJ Quality & Safety, 23(4), 290–298. https://doi.org/10.1136/bmjqs-2013-001862
• Systematic Review of the Application of Quality Improvement Methodologies from the Manufacturing Industry to Surgical Healthcare

  Nicolay, C. R., Purkayastha, S., Greenhalgh, A., Benn, J., Chaturvedi, S., Phillips, N., & Darzi, A. (2012). Systematic Review of the Application of Quality Improvement Methodologies from the Manufacturing Industry to Surgical Healthcare. British Journal of Surgery, 99(3), 324–335. https://doi.org/10.1002/bjs.7803
• System-Wide Improvement at the Instructional Core: Changing Reading Teaching in South Africa

  Fleisch, B. (2016). System-Wide Improvement at the Instructional Core: Changing Reading Teaching in South Africa. Journal of Educational Change, 17(4), 437–451. https://doi.org/10.1007/s10833-016-9282-8
• 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
• Sustaining School–University Partnerships: Threats, Challenges and Critical Success Factors

  Herbert, S., Redman, C., & Speldewinde, C. (2018). Sustaining School–University Partnerships: Threats, Challenges and Critical Success Factors. In L. Hobbs, C. Campbell, & M. Jones (Eds.), School-based Partnerships in Teacher Education: A Research Informed Model for Universities, Schools and Beyond (pp. 169–189). Springer. https://doi.org/10.1007/978-981-13-1795-8_9
• Sustaining Research–Practice Partnerships: Benefits and Challenges of a Long-Term Research and Development Agenda

  Donovan, M. S., & Snow, C. (2017). Sustaining Research–Practice Partnerships: Benefits and Challenges of a Long-Term Research and Development Agenda. In B. Bevan & W. R. Penuel (Eds.), Connecting Research and Practice for Educational Improvement (pp. 33–50). Routledge.
• Sustaining continued acceleration in reading comprehension achievement following an intervention

  Lai, M. K., McNaughton, S., Timperley, H., & Hsiao, S. (2009). Sustaining continued acceleration in reading comprehension achievement following an intervention. Educational Assessment, Evaluation and Accountability, 21(1), 81–100. https://doi.org/10.1007/s11092-009-9071-5
• Sustained Positive Deviant Child Care Practices and Their Effects on Child Growth in Viet Nam

  Mackintosh, U. A. T., Marsh, D. R., & Schroeder, D. G. (2002). Sustained Positive Deviant Child Care Practices and Their Effects on Child Growth in Viet Nam. Food and Nutrition Bulletin, 23(4_suppl_1), 16–25. https://doi.org/10.1177/15648265020234S104
• Sustainability of Educational Change: The Role of Social Geographies

  Hargreaves, A. (2002). Sustainability of Educational Change: The Role of Social Geographies. Journal of Educational Change, 3(3), 189–214. https://doi.org/10.1023/A:1021218711015
• Survey Design From the Ground Up: Collaboratively Creating the Toronto Teen Survey

  Flicker, S., Guta, A., Larkin, J., Flynn, S., Fridkin, A., Travers, R., Pole, J. D., & Layne, C. (2010). Survey Design From the Ground Up: Collaboratively Creating the Toronto Teen Survey. Health Promotion Practice, 11(1), 112–122. https://doi.org/10.1177/1524839907309868
• Supporting the Effective Implementation of a New Mathematics Curriculum: A Case Study of School-Based Lesson Study at a Japanese Public Elementary School

  Takahashi, A. (2014). Supporting the Effective Implementation of a New Mathematics Curriculum: A Case Study of School-Based Lesson Study at a Japanese Public Elementary School. In Y. Li & G. Lappan (Eds.), Mathematics Curriculum in School Education (pp. 417–441). Springer Netherlands. https://doi.org/10.1007/978-94-007-7560-2_20
• Supporting Sustainability: Teachers’ Advice Networks and Ambitious Instructional Reform

  Coburn, C. E., Russell, J. L., Kaufman, J. H., & Stein, M. K. (2012). Supporting Sustainability: Teachers’ Advice Networks and Ambitious Instructional Reform. American Journal of Education, 119(1), 137–182. https://doi.org/10.1086/667699
• 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
• Success for all: Improving the Quality of Implementation of Whole-School Change Through the Use of a National Reform Network

  Cooper, R., Slavin, R. E., & Madden, N. A. (1998). Success for all: Improving the Quality of Implementation of Whole-School Change Through the Use of a National Reform Network. Education and Urban Society, 30(3), 385–408. https://doi.org/10.1177/0013124598030003006
• Studying Implementation within a Continuous-Improvement Process: What Happens When We Design with Adaptations in Mind?

  Tichnor-Wagner, A., Allen, D., Socol, A., Cohen-Vogel, L., Rutledge, S., & Xing, Q. W. (2018). Studying Implementation Within a Continuous-Improvement Process: What Happens When We Design With Adaptations in Mind? Teachers College Record, 120(5), 1–52.
• 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.
• Student-Led Improvement Science Projects: A Praxiographic, Actor-Network Theory Study

  Mitchell, B. (2020). Student-Led Improvement Science Projects: A Praxiographic, Actor-Network Theory Study. Studies in Continuing Education, 42(1), 133–146. https://doi.org/10.1080/0158037X.2019.1577234
• Student Teams in Search of Design Thinking

  Goldman, S., Kabayadondo, Z., Royalty, A., Carroll, M. P., & Roth, B. (2014). Student Teams in Search of Design Thinking. In L. Leifer, H. Plattner, & C. Meinel (Eds.), Design Thinking Research: Building Innovation Eco-Systems (pp. 11–34). Springer International Publishing. https://doi.org/10.1007/978-3-319-01303-9_2
• Student Surveys Inform and Improve Classroom Discussion

  Nieman, H. J., Kochmanski, N. M., Jackson, K. J., Paul A. Cobb, & Henrick, E. C. (2020). Student Surveys Inform and Improve Classroom Discussion. Mathematics Teacher: Learning and Teaching PK-12, 113(12), e91–e99. https://doi.org/10.5951/MTLT.2019.0141
• Student Progress to Graduation in New York City High Schools: Part I: Core Components

  Fairchild, S., Gunton, B., Donohue, B., Berry, C., Genn, R., & Knevals, J. (2011). Student Progress to Graduation in New York City High Schools: Part I: Core Components. New Visions for Public Schools. https://files.eric.ed.gov/fulltext/ED521689.pdf
• Structures of Mediation: A Formal Approach to Brokerage in Transaction Networks

  Gould, R. V., & Fernandez, R. M. (1989). Structures of Mediation: A Formal Approach to Brokerage in Transaction Networks. Sociological Methodology, 19, 89–126. https://doi.org/10.2307/270949