Items

• Wicked Problems & Social Complexity
  Conklin, J. (2006). Wicked Problems & Social Complexity. CogNexus Institute.
• The Practice of Adaptive Leadership: Tools and Tactics for Changing Your Organization and the World
  Heifetz, R. A., Grashow, A., & Linsky, M. (2009). The Practice of Adaptive Leadership: Tools and Tactics for Changing Your Organization and the World. Harvard Business Press.
• The Politics of Problem Definition: Shaping the Policy Agenda
  Rochefort, D. A., & Cobb, R. W. (1994). The Politics of Problem Definition: Shaping the Policy Agenda. University Press of Kansas.
• The Improvement Science Dissertation in Practice: A Guide for Faculty, Committee Members, and their Students
  Perry, J. A., Zambo, D., & Crow, R. (2020). The Improvement Science Dissertation in Practice: A Guide for Faculty, Committee Members, and their Students. Myers Education Press.
• The Fifth Discipline: The Art & Practice of The Learning Organization
  Senge, P. M. (2006). The Fifth Discipline: The Art & Practice of The Learning Organization. Crown.
• Stuck in the Shallow End: Education, Race, and Computing
  Margolis, J. (2010). Stuck in the Shallow End: Education, Race, and Computing. MIT Press.
• Scientific Research in Education
  National Research Council. (2001). Scientific Research in Education (R. J. Shavelson & L. Towne, Eds.). https://doi.org/10.17226/10236
• Research Design: Qualitative, Quantitative, and Mixed Methods Approaches
  Creswell, J. W. (2002). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. SAGE Publications.
• Public Policy Analysis: An Integrated Approach
  Dunn, W. N. (2017). Public Policy Analysis: An Integrated Approach. Routledge. https://doi.org/10.4324/9781315181226
• Problem Delimitation in Public Policy Analysis
  Veselý, A. (2007). Problem Delimitation in Public Policy Analysis. Central European Journal of Public Policy, 1(01), 80–100.
• Policy Paradox: The Art of Political Decision Making
  Stone, D. A. (1988). Policy Paradox: The Art of Political Decision Making. Norton.
• Our Mission and Vision
  San Francisco Unified School District. (n.d.). Our Mission and Vision. San Francisco Unified School District (SFUSD). Retrieved November 4, 2022, from https://www.sfusd.edu/about-sfusd/our-mission-and-vision
• Organizations, Organizing, and Schools: Accessing Theoretical Tools and Models in Organization Theory
  Johnson, B. L. (2019). Organizations, Organizing, and Schools: Accessing Theoretical Tools and Models in Organization Theory. In M. Connolly, D. Eddy-Spicer, C. James, & S. Kruse, The SAGE Handbook of School Organization (pp. 9–28). SAGE Publications Ltd. https://doi.org/10.4135/9781526465542.n2
• Opening the Black Box: Intervention Fidelity in a Randomized Trial of a Preschool Teacher Professional Development Program
  Mendive, S., Weiland, C., Yoshikawa, H., & Snow, C. (2016). Opening the Black Box: Intervention Fidelity in a Randomized Trial of a Preschool Teacher Professional Development Program. Journal of Educational Psychology, 108, 130–145. https://doi.org/10.1037/edu0000047
• Methods of Educational and Social Science Research: The Logic of Methods, Third Edition
  Krathwohl, D. R. (2009). Methods of Educational and Social Science Research: The Logic of Methods, Third Edition. Waveland Press.
• Literacy and Liberation
  Clark, S. P. (1964). Literacy and Liberation. Freedomways, 4(1), 113–124.
• Lesson Study: A Handbook of Teacher-led Instructional Change
  Lewis, C. C. (2002). Lesson Study: A Handbook of Teacher-led Instructional Change. Research for Better Schools.
• Lesson Study Step by Step: How Teacher Learning Communities Improve Instruction
  Hurd, J., & Lewis, C. C. (2011). Lesson Study Step by Step: How Teacher Learning Communities Improve Instruction. Heinemann.
• Journey Mapping: A Brief Overview
  Howard, T. (2014). Journey Mapping: A Brief Overview. Communication Design Quarterly, 2(3), 10–13. https://doi.org/10.1145/2644448.2644451
• Guide to Quality Control
  Ishikawa, K. (1986). Guide to Quality Control. Asian Productivity Organization.
• Gestión del Tiempo en 12 Salas Chilenas de Kindergarten: Recreo, Colación y Algo de Instrucción
  Strasser, K., Lissi, M. R., & Silva, M. (2009). Gestión del Tiempo en 12 Salas Chilenas de Kindergarten: Recreo, Colación y Algo de Instrucción. Psykhe (Santiago), 18(1), 85–96. https://doi.org/10.4067/S0718-22282009000100008
• Forty Years of Wicked Problems Literature: Forging Closer Links to Policy Studies
  Head, B. W. (2019). Forty Years of Wicked Problems Literature: Forging Closer Links to Policy Studies. Policy and Society, 38(2), 180–197. https://doi.org/10.1080/14494035.2018.1488797
• Experimental Impacts of a Teacher Professional Development Program in Chile on Preschool Classroom Quality and Child Outcomes
  Yoshikawa, H., Leyva, D., Snow, C. E., Treviño, E., Barata, M. C., Weiland, C., Gomez, C. J., Moreno, L., Rolla, A., D’Sa, N., & Arbour, M. C. (2015). Experimental Impacts of a Teacher Professional Development Program in Chile on Preschool Classroom Quality and Child Outcomes. Developmental Psychology, 51, 309–322. https://doi.org/10.1037/a0038785
• Experimental Impacts of a Preschool Intervention in Chile on Children's Language Outcomes: Moderation by Student Absenteeism
  Arbour, M., Yoshikawa, H., Willett, J., Weiland, C., Snow, C., Mendive, S., Barata, M. C., & Treviño, E. (2016). Experimental Impacts of a Preschool Intervention in Chile on Children’s Language Outcomes: Moderation by Student Absenteeism. Journal of Research on Educational Effectiveness, 9(sup1), 117–149. https://doi.org/10.1080/19345747.2015.1109013
• Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research
  Creswell, J. W. (2012). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. Pearson.
• Democratizing Evidence in Education
  Tseng, V., Fleischman, S., & Quintero, E. (2017). Democratizing Evidence in Education. In B. Bevan & W. R. Penuel (Eds.), Connecting Research and Practice for Educational Improvement (pp. 3–16). Routledge.
• Culturally Responsive Teaching and The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students
  Hammond, Z. (2014). Culturally Responsive Teaching and The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students. Corwin Press.
• Causal Stories and the Formation of Policy Agendas
  Stone, D. A. (1989). Causal Stories and the Formation of Policy Agendas. Political Science Quarterly, 104(2), 281–300. https://doi.org/10.2307/2151585
• CAFECS: Supporting Quality CS Access 4 All Chicago Students
  McGee, S., Dettori, L., Greenberg, R., Rasmussen, A., Reed, D., & Yanek, D. (Directors). (2018, May 14). CAFECS: Supporting Quality CS Access 4 All Chicago Students. https://stemforall2018.videohall.com/presentations/1178
• Assessing the Effectiveness of Computer Science RPPs: The Case of CAFÉCS
  Henrick, E., McGee, S., Greenberg, R. I., Dettori, L., Rasmussen, A. M., Yanek, D., & Reed, D. F. (2019). Assessing the Effectiveness of Computer Science RPPs: The Case of CAFÉCS. 2019 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT), 1–5. https://doi.org/10.1109/RESPECT46404.2019.8985736
• Adapting to a Shifting World: How Mindsets and Learnings of Lesson Study Enabled Innovation of Practice in Support of the Learning of Our Most Underserved Students
  Cortez, K., Goss, L., Liebert, S., & Houseman, N. (2020). Adapting to a Shifting World: How Mindsets and Learnings of Lesson Study Enabled Innovation of Practice in Support of the Learning of Our Most Underserved Students. World Association of Lesson Study Conference, Virtual.