Items

• Equity-Oriented Reform Amid Standards-Based Accountability: A Qualitative Comparative Analysis of an Intermediary’s Instructional Practices
  Trujillo, T. M., & Woulfin, S. L. (2014). Equity-Oriented Reform Amid Standards-Based Accountability: A Qualitative Comparative Analysis of an Intermediary’s Instructional Practices. American Educational Research Journal, 51(2), 253–293. https://doi.org/10.3102/0002831214527335
• Emerging Perspectives on the Co-Construction of Power and Learning in the Learning Sciences, Mathematics Education, and Science Education
  Philip, T. M., & Gupta, A. (2020). Emerging Perspectives on the Co-Construction of Power and Learning in the Learning Sciences, Mathematics Education, and Science Education. Review of Research in Education, 44(1), 195–217. https://doi.org/10.3102/0091732X20903309
• Education for Critical Consciousness
  Freire, P. (2003). Education for Critical Consciousness. Continuum.
• Doing Critical Policy Analysis in Education Research: An Emerging Paradigm
  Young, M. D., & Diem, S. (2018). Doing Critical Policy Analysis in Education Research: An Emerging Paradigm. In C. R. Lochmiller (Ed.), Complementary Research Methods for Educational Leadership and Policy Studies (pp. 79–98). Springer International Publishing. https://doi.org/10.1007/978-3-319-93539-3_5
• Disrupting and Displacing Methodologies in STEM Education: from Engineering to Tinkering with Theory for Eco-Social Justice
  Higgins, M., Wallace, M. F. G., & Bazzul, J. (2018). Disrupting and Displacing Methodologies in STEM Education: From Engineering to Tinkering with Theory for Eco-Social Justice. Canadian Journal of Science, Mathematics and Technology Education, 18(3), 187–192. https://doi.org/10.1007/s42330-018-0020-5
• Discursive Burdens: Negotiating Difference in an Education Movement
  Taylor-Heine, M., & Wilson, T. S. (2022). Discursive Burdens: Negotiating Difference in an Education Movement. Journal of Education Policy, 37(3), 379–398. https://doi.org/10.1080/02680939.2020.1829074
• Democratic School Turnarounds: Pursuing Equity and Learning from Evidence
  Trujillo, T., & Renee, M. (2012). Democratic School Turnarounds: Pursuing Equity and Learning from Evidence. In National Education Policy Center. National Education Policy Center. https://eric.ed.gov/?id=ED536004
• Critical Race Methodology: Counter-Storytelling as an Analytical Framework for Education Research
  Solórzano, D. G., & Yosso, T. J. (2002). Critical Race Methodology: Counter-Storytelling as an Analytical Framework for Education Research. Qualitative Inquiry, 8(1), 23–44. https://doi.org/10.1177/107780040200800103
• Contemporary Federal Education Policy and Rural Schools: A Critical Policy Analysis
  Johnson, J., & Howley, C. B. (2015). Contemporary Federal Education Policy and Rural Schools: A Critical Policy Analysis. Peabody Journal of Education, 90(2), 224–241. https://doi.org/10.1080/0161956X.2015.1022112
• Comprehensive School Reform in Culturally and Linguistically Diverse Contexts: Implementation and Outcomes from a Four-Year Study
  Datnow, A., Borman, G. D., Stringfield, S., Overman, L. T., & Castellano, M. (2003). Comprehensive School Reform in Culturally and Linguistically Diverse Contexts: Implementation and Outcomes from a Four-Year Study. Educational Evaluation and Policy Analysis, 25(2), 143–170. https://doi.org/10.3102/01623737025002143
• Community-Based Equity Audits: A Practical Approach for Educational Leaders to Support Equitable Community-School Improvements
  Green, T. L. (2017). Community-Based Equity Audits: A Practical Approach for Educational Leaders to Support Equitable Community-School Improvements. Educational Administration Quarterly, 53(1), 3–39. https://doi.org/10.1177/0013161X16672513
• Community Health Improvement and the Community Psychology Competencies
  Scaccia, J. P., Chávez, N. R., Hatchett, L., Byrd, K., Blanton, S., Alia, K., Brennan, L. J., Howard, P., Lewis, N., & Stout, S. (2017). Community Health Improvement and the Community Psychology Competencies. Global Journal of Community Psychology Practice, 8(1). https://www.gjcpp.org/en/article.php?issue=25&article=159
• Collective Impact and the New Generation of Cross-Sector Collaborations for Education: A Nationwide Scan
  Henig, J. R., Riehl, C. J., Houston, D. M., Rebell, M. A., & Wolff, J. R. (2016). Collective Impact and the New Generation of Cross-Sector Collaborations for Education: A Nationwide Scan (pp. 1–46). Columbia University Teachers College. https://www.wallacefoundation.org/knowledge-center/pages/collective-impact-and-the-new-generation-of-cross-sector-collaboration-for-education.aspx
• Chinese Lesson Study: A Deliberate Practice, a Research Methodology, and an Improvement Science
  Huang, R., Fang, Y., & Chen, X. (2017). Chinese Lesson Study: A Deliberate Practice, a Research Methodology, and an Improvement Science. International Journal for Lesson and Learning Studies, 6(4), 270–282. https://doi.org/10.1108/IJLLS-08-2017-0037
• Centering Race in a Framework for Leadership Preparation
  Gooden, M. A., & Dantley, M. (2012). Centering Race in a Framework for Leadership Preparation. Journal of Research on Leadership Education, 7(2), 237–253. https://doi.org/10.1177/1942775112455266
• Can You Really Measure That? Combining Critical Race Theory and Quantitative Methods
  Sablan, J. R. (2019). Can You Really Measure That? Combining Critical Race Theory and Quantitative Methods. American Educational Research Journal, 56(1), 178–203. https://doi.org/10.3102/0002831218798325
• Breaking the “Adopt, Attack, Abandon” Cycle: A Case for Improvement Science in K–12 Education
  Rohanna, K. (2017). Breaking the “Adopt, Attack, Abandon” Cycle: A Case for Improvement Science in K–12 Education. New Directions for Evaluation, 2017(153), 65–77. https://doi.org/10.1002/ev.20233
• Assessing Neighborhood Racial Segregation and Macroeconomic Effects in the Education of African Americans
  Johnson, O. (2010). Assessing Neighborhood Racial Segregation and Macroeconomic Effects in the Education of African Americans. Review of Educational Research, 80(4), 527–575. https://doi.org/10.3102/0034654310377210
• Analyzing Education Policy and Reform with Attention to Race and Socio-Economic Status
  Milner, H., & Williams, S. (2008). Analyzing Education Policy and Reform with Attention to Race and Socio-Economic Status. Journal of Public Management & Social Policy, 14(2). 33-50.
• A Socially Relevant Philosophy of Science? Resources from Standpoint Theory's Controversiality
  Harding, S. (2004). A Socially Relevant Philosophy of Science? Resources from Standpoint Theory’s Controversiality. Hypatia, 19(1), 25–47. https://doi.org/10.1111/j.1527-2001.2004.tb01267.x
• A Brief History of Neoliberalism
  Harvey, D. (2005). A Brief History of Neoliberalism. Oxford University Press. https://doi.org/10.1093/oso/9780199283262.001.0001
• “Geography of Opportunity”: Poverty, Place, and Educational Outcomes
  Tate, W. F. (2008). “Geography of Opportunity”: Poverty, Place, and Educational Outcomes. Educational Researcher, 37(7), 397–411. https://doi.org/10.3102/0013189X08326409