Items

• Using Designed Instructional Activities to Enable Novices to Manage Ambitious Mathematics Teaching

  Lampert, M., Beasley, H., Ghousseini, H., Kazemi, E., & Franke, M. (2010). Using Designed Instructional Activities to Enable Novices to Manage Ambitious Mathematics Teaching. In M. K. Stein & L. Kucan (Eds.), Instructional Explanations in the Disciplines (pp. 129–141). Springer US. https://doi.org/10.1007/978-1-4419-0594-9_9
• Unpacking Tracking: The Role of Instruction, Teacher Beliefs and Supplemental Courses in the Relationship Between Tracking and Student Achievement

  Schmidt, R. A. (2013). Unpacking Tracking: The Role of Instruction, Teacher Beliefs and Supplemental Courses in the Relationship Between Tracking and Student Achievement [Ph.D., Vanderbilt University]. https://ir.vanderbilt.edu/handle/1803/10767
• Understanding Content-Specific Instructional Coaching: On-the-Ground Support for Teacher Development

  Kane, B., Cobb, P., & Gibbons, L. (2018). Understanding Content-Specific Instructional Coaching: On-the-Ground Support for Teacher Development. In P. Cobb, K. Jackson, E. Henrick, & T. M. Smith, Systems for Instructional Improvement: Creating Coherence from the Classroom to the District Office (pp. 113–134). Harvard Education Press.
• They Say, I Say: The Moves that Matter in Academic Writing

  Gerald, G., & Cathy, B. (2021). They Say, I Say: The Moves that Matter in Academic Writing. W.W. Norton & Company.
• Theory in Practice: Increasing Professional Effectiveness

  Argyris, C., & Schön, D. A. (1974). Theory in Practice: Increasing Professional Effectiveness. Jossey-Bass Publishers.
• The Teaching Gap: Best Ideas from the World's Teachers for Improving Education in the Classroom

  Stigler, J. W., & Hiebert, J. (2009). The Teaching Gap: Best Ideas from the World’s Teachers for Improving Education in the Classroom. Simon and Schuster.
• The National Writing Project’s Using Sources Tool: Practical Measures for Informing Instruction and Building a Shared Vision of Argument and Student Capacity

  Friedrich, I., Bear, R., & Eidman-Aadahl, E. (in press). The National Writing Project’s Using Sources Tool: Practical Measures for Informing Instruction and Building a Shared Vision of Argument and Student Capacity. In P. G. LeMahieu & P. Cobb (Eds.), Practical Measurement for Improvement. Harvard Education Press.
• Teaching Core Practices in Teacher Education

  Grossman, P. (2021). Teaching Core Practices in Teacher Education. Harvard Education Press.
• Teacher Time Out: Educators Learning Together In and Through Practice

  Gibbons, L., Kazemi, E., Hintz, A., & Hartmann, E. (2017). Teacher Time Out: Educators Learning Together In and Through Practice. NCSM Journal of Mathematics Education Leadership, 18(2), 28–46.
• Teacher Collaborative Time: Helping Teachers Make Sense of Ambitious Teaching in the Context of Their Schools

  Horn, I. S., Kane, B., & Garner, B. (2018). Teacher Collaborative Time: Helping Teachers Make Sense of Ambitious Teaching in the Context of Their Schools. In P. Cobb, K. Jackson, E. Henrick, & T. M. Smith, Systems for Instructional Improvement: Creating Coherence from the Classroom to the District Office (pp. 93–112). Harvard Education Press.
• Supplemental Supports for Currently Struggling Students

  Wilson, J., & Kelley, D. (2018). Supplemental Supports for Currently Struggling Students. In P. Cobb, K. Jackson, E. Henrick, & T. M. Smith, Systems for Instructional Improvement: Creating Coherence from the Classroom to the District Office (pp. 169–179). Harvard Education Press.
• 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
• Specifying Goals for Students’ Mathematical Learning and the Development of Teachers’ Knowledge, Perspective, and Practices

  Kane, B., Cobb, P., & Gibbons, L. (2018). Understanding Content-Specific Instructional Coaching: On-the-Ground Support for Teacher Development. In P. Cobb, K. Jackson, E. Henrick, & T. M. Smith, Systems for Instructional Improvement: Creating Coherence from the Classroom to the District Office (pp. 113–134). Harvard Education Press.
• Rewriting: How to Do Things with Texts

  Harris, J. (2006). Rewriting: How to Do Things with Texts. University Press of Colorado.
• Rethinking Instructional Leadership, a Review: What Do We Know About Principal, Teacher, and Coach Instructional Leadership, and Where Should We Go From Here?

  Neumerski, C. M. (2013). Rethinking Instructional Leadership, a Review: What Do We Know About Principal, Teacher, and Coach Instructional Leadership, and Where Should We Go From Here? Educational Administration Quarterly, 49(2), 310–347. https://doi.org/10.1177/0013161X12456700
• Research on Mathematics Professional Development

  Sztajn, P., Borko, H., & Smith, T. M. (2017). Research on Mathematics Professional Development. In J. Cai (Ed.), Compendium for Research in Mathematics Education (pp. 793–823). National Council of Teachers of Mathematics.
• Professional Learning in the Learning Profession: A Status Report on Teacher Development in the United States and Abroad

  Darling-Hammond, L., Wei, R. C., Andree, A., Richardson, N., & Orphanos, S. (2009). Professional Learning in the Learning Profession: A Status Report on Teacher Development in the United States and Abroad (p. 36). National Staff Development Council.
• Principal Instructional Leadership to Transform Elementary Mathematics School-Wide: Why Vision for Teacher Learning Matters

  Kazemi, E., Resnick, A. F., & Gibbons, L. (2022). Principal Leadership for School-Wide Transformation of Elementary Mathematics Teaching: Why the Principal’s Conception of Teacher Learning Matters. American Educational Research Journal, 59(6), 1051-1089. https://doi.org/10.3102/00028312221130706 (Original work published 2022)
• Practical Measurement for Improvement: Context of Use and Features

  Takahashi, S., & Norman, J. R. (in press). Practical Measurement for Improvement: Context of Use and Features. In P. G. LeMahieu & P. Cobb (Eds.), Practical Measurement for Improvement. Harvard Education Press.
• Organising Schools for Teacher and Leader Learning

  Kazemi, E., & Resnick, A. F. (2019). Organising Schools for Teacher and Leader Learning. In G. M. Lloyd, O. Chapman, G. M. Lloyd, O. Chapman, G. M. Lloyd, O. Chapman, G. M. Lloyd, O. Chapman, G. M. Lloyd, O. Chapman, G. M. Lloyd, O. Chapman, G. M. Lloyd, & O. Chapman (Eds.), International Handbook of Mathematics Teacher Education: Volume 3: Participants in Mathematics Teacher Education (Second Edition). Brill. https://doi.org/10.1163/9789004419230_016
• 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
• Middle Grades Student Achievement and Poverty Levels: Implications for Teacher Preparation

  Dotson, L., & Foley, V. (2016). Middle Grades Student Achievement and Poverty Levels: Implications for Teacher Preparation. Journal of Learning in Higher Education, 12(2), 33–44.
• Mathematics Professional Development: Improving Teaching Using the Problem-Solving Cycle and Leadership Preparation Models

  Borko, H., Jacobs, J., Koellner, K., & Swackhamer, L. E. (2015). Mathematics Professional Development: Improving Teaching Using the Problem-Solving Cycle and Leadership Preparation Models. Teachers College Press.
• Mathematics Coaching for Conceptual Understanding: Promising Evidence Regarding the Tennessee Math Coaching Model

  Russell, J. L., Correnti, R., Stein, M. K., Thomas, A., Bill, V., & Speranzo, L. (2020). Mathematics Coaching for Conceptual Understanding: Promising Evidence Regarding the Tennessee Math Coaching Model. Educational Evaluation and Policy Analysis, 42(3), 439–466. https://doi.org/10.3102/0162373720940699
• Math Labs: Teachers, Teacher Educators, and School Leaders Learning Together With and From Their Own Students

  Kazemi, E., Gibbons, L., Lewis, R., Fox, A., Hintz, A., Kelley-Petersen, M., Cunard, A., Lomax, K., Lenges, A., & Balf, R. (2018). Math Labs: Teachers, Teacher Educators, and School Leaders Learning Together With and From Their Own Students. NCSM Journal of Mathematics Education Leadership, 19(1), 14.
• Learning the Language of Academic Writing: Using the C3WP as a Scaffold in the Secondary English Classroom

  Lennon, J. (2019). Learning the Language of Academic Writing: Using the C3WP as a Scaffold in the Secondary English Classroom. Language Arts Journal of Michigan, 34(2). https://doi.org/10.9707/2168-149X.2211
• Leadership as the Practice of Improvement

  Elmore, R. F. (2008). Leadership as the Practice of Improvement (pp. 37–67). In B. Pont, D. Nusche & D. Hopkins (Eds). Improving School Leadership, Volume 2: Case Studies on System Leadership. OECD. https://doi.org/10.1787/9789264039551-4-en
• Impact of the National Writing Project's College-Ready Writers Program in High-Need Rural Districts

  Gallagher, H. A., Arshan, N., & Woodworth, K. (2017). Impact of the National Writing Project’s College-Ready Writers Program in High-Need Rural Districts. Journal of Research on Educational Effectiveness, 10(3), 570–595. https://doi.org/10.1080/19345747.2017.1300361
• How the Common Core Boosts Quality and Equality

  Schmidt, W. H., & Burroughs, N. A. (2013). How the Common Core Boosts Quality and Equality. Educational Leadership, 70(4), 54–58.
• How Should Research Contribute to Instructional Improvement? The Case of Lesson Study

  Lewis, C., Perry, R., & Murata, A. (2006). How Should Research Contribute to Instructional Improvement? The Case of Lesson Study. Educational Researcher, 35(3), 3–14. https://doi.org/10.3102/0013189X035003003
• How People Learn: Brain, Mind, Experience, and School: Expanded Edition

  National Research Council. (1999). How People Learn: Brain, Mind, Experience, and School: Expanded Edition. National Academies Press. https://doi.org/10.17226/9853
• How People Learn II: Learners, Contexts, and Cultures

  National Research Council. (2018). How People Learn II: Learners, Contexts, and Cultures. National Academies Press. https://doi.org/10.17226/24783
• Examining Relations between Mathematics Teachers’ Instructional Vision and Knowledge and Change in Practice

  Munter, C., & Correnti, R. (2017). Examining Relations between Mathematics Teachers’ Instructional Vision and Knowledge and Change in Practice. American Journal of Education, 123(2), 171–202. https://doi.org/10.1086/689928
• Examining Key Concepts in Research on Teachers’ Use of Mathematics Curricula

  Remillard, J. T. (2005). Examining Key Concepts in Research on Teachers’ Use of Mathematics Curricula. Review of Educational Research, 75(2), 211–246. https://doi.org/10.3102/00346543075002211
• Examining How School Settings Support Teachers' Improvement of their Classroom Instruction

  Dunlap, C. J. (2016). Examining How School Settings Support Teachers’ Improvement of their Classroom Instruction [Ph.D., Vanderbilt University].
• Developing Practice, Developing Practitioners: Toward a Practice-Based Theory of Professional Education

  Ball, D. L., & Cohen, D. K. (1999). Developing Practice, Developing Practitioners: Toward a Practice-Based Theory of Professional Education. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the Learning Profession: Handbook of Policy and Practice (pp. 3–32). Wiley.
• Developing Collective Capacity to Improve Mathematics Instruction: Coaching as a Lever for School-Wide Improvement

  Gibbons, L. K., Kazemi, E., & Lewis, R. M. (2017). Developing Collective Capacity to Improve Mathematics Instruction: Coaching as a Lever for School-Wide Improvement. The Journal of Mathematical Behavior, 46, 231–250. https://doi.org/10.1016/j.jmathb.2016.12.002
• Developing and Using Practical Measures to Inform Instructional Improvement in Mathematics at Scale

  Jackson, K. J., Cobb, P., Ing, M., Ahn, J., Smith, T. M., & Kochmanski, N. M. (in press). Developing and Using Practical Measures to Inform Instructional Improvement in Mathematics at Scale. In P. G. LeMahieu & P. Cobb (Eds.), Practical Measurement for Improvement. Harvard Education Press.
• Deep Changes in Classroom Practice: Teachers' Perspectives on the Effects of Participation in the C3WP

  Heenan, B., Houghton, N., Ramage, K., St. John, M., & Stokes, L. (2017). Deep Changes in Classroom Practice: Teachers’ Perspectives on the Effects of Participation in the C3WP. Inverness Research.
• Core Practices and Pedagogies of Teacher Education: A Call for a Common Language and Collective Activity

  McDonald, M., Kazemi, E., & Kavanagh, S. S. (2013). Core Practices and Pedagogies of Teacher Education: A Call for a Common Language and Collective Activity. Journal of Teacher Education, 64(5), 378–386. https://doi.org/10.1177/0022487113493807
• Communities of Practice: Learning, Meaning, and Identity

  Wenger, E. (1999). Communities of Practice: Learning, Meaning, and Identity. Cambridge University Press.
• Communities of Practice and Social Learning Systems

  Wenger, E. (2000). Communities of Practice and Social Learning Systems. Organization, 7(2), 225–246. https://doi.org/10.1177/135050840072002
• Classroom Assessment

  Shepard, L. A. (2006). Classroom Assessment. In R. L. Brennan (Ed.), Educational Measurement (pp. 623–646). Praeger Publishers.
• Assessing Fidelity of Implementation of an Unprescribed, Diagnostic Mathematics Intervention

  Munter, C., Wilhelm, A. G., Cobb, P., & Cordray, D. S. (2014). Assessing Fidelity of Implementation of an Unprescribed, Diagnostic Mathematics Intervention. Journal of Research on Educational Effectiveness, 7(1), 83–113. https://doi.org/10.1080/19345747.2013.809177
• Aspects of High-Quality Mathematics Coaching: What Coaches Need to Know and Be Able to Do to Support Individual Teachers' Learning

  Kochmanski, N. (2020). Aspects of High-Quality Mathematics Coaching: What Coaches Need to Know and Be Able to Do to Support Individual Teachers’ Learning [Thesis]. https://ir.vanderbilt.edu/handle/1803/16114
• Argument Writing Advanced Institute: Teaching Teachers to Utilize C3WP Units

  Moman, J., & Maher, S. (2019). Argument Writing Advanced Institute: Teaching Teachers to Utilize C3WP Units. Language Arts Journal of Michigan, 34(2). https://doi.org/10.9707/2168-149X.2208
• A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas

  National Research Council. (2011). A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. National Academies Press. https://doi.org/10.17226/13165