Items

• Wise Feedback as a Timely Intervention for At-Risk Students Transitioning Into High School
  Thayer, A. J., Cook, C. R., Fiat, A. E., Bartlett-Chase, M. N., & Kember, J. M. (2018). Wise Feedback as a Timely Intervention for At-Risk Students Transitioning Into High School. School Psychology Review, 47(3), 275–290. https://doi.org/10.17105/SPR-2017-0021.V47-3
• Using Research to Improve College Readiness: A Research Partnership Between the Los Angeles Unified School District and the Los Angeles Education Research Institute
  Phillips, M., Yamashiro, K., Farrukh, A., Lim, C., Hayes, K., Wagner, N., White, J., & Chen, H. (2015). Using Research to Improve College Readiness: A Research Partnership Between the Los Angeles Unified School District and the Los Angeles Education Research Institute. Journal of Education for Students Placed at Risk (JESPAR), 20(1–2), 141–168. https://doi.org/10.1080/10824669.2014.990562
• Using Improvement Science to Better Support Beginning Teachers: The Case of the Building a Teaching Effectiveness Network
  Hannan, M., Russell, J. L., Takahashi, S., & Park, S. (2015). Using Improvement Science to Better Support Beginning Teachers: The Case of the Building a Teaching Effectiveness Network. Journal of Teacher Education, 66(5), 494–508. https://doi.org/10.1177/0022487115602126
• Using Design-Based Research to Improve the Lesson Study Approach to Professional Development in Camden (London)
  Brown, C., Taylor, C., & Ponambalum, L. (2016). Using Design-Based Research to Improve the Lesson Study Approach to Professional Development in Camden (London). London Review of Education. https://doi.org/10.18546/LRE.14.2.02
• University Support of Secondary STEM Teachers Through Professional Development.
  Beaudoin, C. R., Johnston, P. C., Jones, L. B., & Waggett, R. J. (2013). University Support of Secondary STEM Teachers Through Professional Development. Education, 133(3), 330–340.
• The Right Network for the Right Problem
  Gomez, L. M., Russell, J. L., Bryk, A. S., LeMahieu, P. G., & Mejia, E. M. (2016). The Right Network for the Right Problem. Phi Delta Kappan, 98(3), 8–15. https://doi.org/10.1177/0031721716677256
• The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions
  Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions. Child Development, 82(1), 405–432. https://doi.org/10.1111/j.1467-8624.2010.01564.x
• 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
• 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
• 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.
• Strengthening Developmental Education Reforms: Evidence on Implementation Efforts From the Scaling Innovation Project
  Edgecombe, N., Cormier, M. S., Bickerstaff, S., & Barragan, M. (2013). Strengthening Developmental Education Reforms: Evidence on Implementation Efforts From the Scaling Innovation Project (Working Paper No. 6; pp. 1–48). Community College Research Center.
• Scaling Personalization: Exploring the Implementation of an Academic and Social-Emotional Innovation in High Schools
  Rutledge, S. A., Brown, S., & Petrova, K. (2017). Scaling Personalization: Exploring the Implementation of an Academic and Social-Emotional Innovation in High Schools. Peabody Journal of Education, 92(5), 627–648. https://doi.org/10.1080/0161956X.2017.1368650
• Reassessing the Principal's Role in School Effectiveness: A Review of Empirical Research, 1980-1995
  Hallinger, P., & Heck, R. H. (1996). Reassessing the Principal’s Role in School Effectiveness: A Review of Empirical Research, 1980-1995. Educational Administration Quarterly, 32(1), 5–44. https://doi.org/10.1177/0013161X96032001002
• Raising Test Scores through the Continuous Improvement Model
  Weller, L. D., & Weller, S. J. (1998). Raising Test Scores through the Continuous Improvement Model. The Clearing House, 71(3), 159–164. https://doi.org/10.1080/00098659809599351
• Poco a Poco: Leadership Practices Supporting Productive Communities of Practice in Schools Serving the New Mainstream
  Scanlan, M., Kim, M., Burns, M. B., & Vuilleumier, C. (2016). Poco a Poco: Leadership Practices Supporting Productive Communities of Practice in Schools Serving the New Mainstream. Educational Administration Quarterly, 52(1), 3–44. https://doi.org/10.1177/0013161X15615390
• Organizing Schools for Improvement: Lessons from Chicago
  Bryk, A. S., Sebring, P. B., Allensworth, E., Easton, J. Q., & Luppescu, S. (2010). Organizing Schools for Improvement: Lessons from Chicago. University of Chicago Press.
• Mixing Metaphors: Building Infrastructure for Large Scale School Turnaround
  Peurach, D. J., & Neumerski, C. M. (2015). Mixing Metaphors: Building Infrastructure for Large Scale School Turnaround. Journal of Educational Change, 16(4), 379–420. https://doi.org/10.1007/s10833-015-9259-z
• Lesson Study: An Approach to Increase the Competency of Out-of-Field Mathematics Teacher in Building the Students Conceptual Understanding in Learning Mathematics
  Amirullah, A. H. (2018). Lesson Study: An Approach to Increase the Competency of Out-of-Field Mathematics Teacher in Building the Students Conceptual Understanding in Learning Mathematics. Journal of Educational Sciences, 2(2), Article 2. https://doi.org/10.31258/jes.2.2.p.1-13
• Lesson Study: A Japanese Approach To Improving Mathematics Teaching and Learning
  Fernandez, C., & Yoshida, M. (2004). Lesson Study: A Japanese Approach To Improving Mathematics Teaching and Learning. Routledge. https://doi.org/10.4324/9781410610867
• Lesson Study to Scale Up Research-Based Knowledge: A Randomized, Controlled Trial of Fractions Learning
  Lewis, C., & Perry, R. (2017). Lesson Study to Scale Up Research-Based Knowledge: A Randomized, Controlled Trial of Fractions Learning. Journal for Research in Mathematics Education, 48(3), 261–299. https://doi.org/10.5951/jresematheduc.48.3.0261
• Lesson Study in Mathematics: Three Cases from Singapore
• Learning in Practice: Exploring the Use of Plan-Do-Study-Act Cycles to Support Professional Learning
  Lozano, M. (2017). Learning in Practice: Exploring the Use of Plan-Do-Study-Act Cycles to Support Professional Learning [Ph.D., UCLA]. https://escholarship.org/uc/item/3mn1j51b
• Japanese Lesson Study: Teacher Professional Development through Communities of Inquiry
  Doig, B., & Groves, S. (2011). Japanese Lesson Study: Teacher Professional Development through Communities of Inquiry. Mathematics Teacher Education and Development, 13(1), Article 1.
• Involving Teachers in Data-Driven Decision Making: Using Computer Data Systems to Support Teacher Inquiry and Reflection
  Wayman, J. C. (2005). Involving Teachers in Data-Driven Decision Making: Using Computer Data Systems to Support Teacher Inquiry and Reflection. Journal of Education for Students Placed at Risk (JESPAR), 10(3), 295–308. https://doi.org/10.1207/s15327671espr1003_5
• Improving Mathematics Instruction Through Lesson Study: A Theoretical Model and North American Case
  Lewis, C. C., Perry, R. R., & Hurd, J. (2009). Improving Mathematics Instruction Through Lesson Study: A Theoretical Model and North American Case. Journal of Mathematics Teacher Education, 12(4), 285–304. https://doi.org/10.1007/s10857-009-9102-7
• Implementing Japanese Lesson Study in Foreign Countries: Misconceptions Revealed
  Fujii, T. (2014). Implementing Japanese Lesson Study in Foreign Countries: Misconceptions Revealed. Mathematics Teacher Education and Development, 16(1), Article 1.
• How Leaders Can Support Teachers with Data-Driven Decision Making: A Framework for Understanding Capacity Building
  Marsh, J. A., & Farrell, C. C. (2015). How Leaders Can Support Teachers with Data-Driven Decision Making: A Framework for Understanding Capacity Building. Educational Management Administration & Leadership, 43(2), 269–289. https://doi.org/10.1177/1741143214537229
• From Shanghai to Tennessee: Developing Instructional Leadership Through Teacher Peer Excellence Groups
  Cravens, X., & Drake, T. (2017). From Shanghai to Tennessee: Developing Instructional Leadership Through Teacher Peer Excellence Groups. International Journal for Lesson and Learning Studies, 6(4), 348–364. https://doi.org/10.1108/IJLLS-12-2016-0062
• Examining Capacity for “Cross-Pollination” in a Rural School District: A Social Network Analysis Case Study
  Woodland, R. H., & Mazur, R. (2019). Examining Capacity for “Cross-Pollination” in a Rural School District: A Social Network Analysis Case Study. Educational Management Administration & Leadership, 47(5), 815–836. https://doi.org/10.1177/1741143217751077
• Establishing and Sustaining Networked Improvement Communities: Lessons From Michigan and Minnesota
  Proger, A., Bhatt, M., Cirks, V., & Gurke, D. (2017). Establishing and Sustaining Networked Improvement Communities: Lessons From Michigan and Minnesota (REL 2017-264; What’s Happening). Regional Educational Laboratory Midwest. https://ies.ed.gov/ncee/rel/Products/Publication/3853
• Engaging Families in the High School Transition: Initial Findings From a Continuous Improvement Initiative
  Iver, M. A. M., Sheldon, S., Epstein, J., Rice, E., Iver, D. M., & Simmons, A. (2018). Engaging Families in the High School Transition: Initial Findings From a Continuous Improvement Initiative. School Community Journal, 28(1), 37–66.
• Dilemmas of Prescriptive Practices and Perceived Alignment in Program Implementation
  Rubin, M., Patrick, S. K., & Goldring, E. B. (2017). Dilemmas of Prescriptive Practices and Perceived Alignment in Program Implementation. Peabody Journal of Education, 92(5), 609–626. https://doi.org/10.1080/0161956X.2017.1368646
• Design-Based School Improvement: A Practical Guide for Education Leaders
  Mintrop, R. (2016). Design-Based School Improvement: A Practical Guide for Education Leaders. In Harvard Education Press. Harvard Education Press.
• Creating a Culture of Data Use for Continuous Improvement: A Case Study of an Edison Project School
  Sutherland, S. (2004). Creating a Culture of Data Use for Continuous Improvement: A Case Study of an Edison Project School. The American Journal of Evaluation, 25(3), 277–293. https://doi.org/10.1016/j.ameval.2004.05.009
• Continuous Improvement in the Public School Context: Understanding How Educators Respond to Plan–Do–Study–Act Cycles
  Tichnor-Wagner, A., Wachen, J., Cannata, M., & Cohen-Vogel, L. (2017). Continuous Improvement in the Public School Context: Understanding How Educators Respond to Plan–Do–Study–Act Cycles. Journal of Educational Change, 18(4), 465–494. https://doi.org/10.1007/s10833-017-9301-4
• Continuous Improvement in Schools: Understanding the Practice
  Anderson, S., & Kumari, R. (2009). Continuous Improvement in Schools: Understanding the Practice. International Journal of Educational Development, 29(3), 281–292. https://doi.org/10.1016/j.ijedudev.2008.02.006
• Co-Constructors of Data, Co-Constructors of Meaning: Teacher Professional Development in an Age of Accountability
  Schnellert, L. M., Butler, D. L., & Higginson, S. K. (2008). Co-Constructors of Data, Co-Constructors of Meaning: Teacher Professional Development in an Age of Accountability. Teaching and Teacher Education, 24(3), 725–750. https://doi.org/10.1016/j.tate.2007.04.001