Items

• Participatory Design for Sustainable Social Change
  Smith, R. C., & Iversen, O. S. (2018). Participatory Design for Sustainable Social Change. Design Studies, 59, 9–36. https://doi.org/10.1016/j.destud.2018.05.005
• Participatory Design for Learning: Perspectives from Practice and Research
  DiSalvo, B., Yip, J., Bonsignore, E., & Carl, D. (2017). Participatory Design for Learning. In Participatory Design for Learning. Routledge.
• Participatory Design and "Democratizing Innovation"
  Björgvinsson, E., Ehn, P., & Hillgren, P.-A. (2010). Participatory Design and “Democratizing Innovation.” Proceedings of the 11th Biennial Participatory Design Conference, 41–50. https://doi.org/10.1145/1900441.1900448
• Participatory Action Research: From Within and Beyond Prison Bars
  Fine, M., Torre, M. E., Boudin, K., Bowen, I., Clark, J., Hylton, D., Martinez, M., Missy, Roberts, R. A., Smart, P., & Upegui, D. (2003). Participatory Action Research: From Within and Beyond Prison Bars. In Qualitative Research in Psychology: Expanding Perspectives in Methodology and Design (pp. 173–198). American Psychological Association. https://doi.org/10.1037/10595-010
• Participatory Action Research: Contributions to the Development of Practitioner Inquiry in Education
  Brydon‐Miller, M., & Maguire, P. (2009). Participatory Action Research: Contributions to the Development of Practitioner Inquiry in Education. Educational Action Research, 17(1), 79–93. https://doi.org/10.1080/09650790802667469
• Participatory Action Research: Theory and Methods for Engaged Inquiry
  Chevalier, J. M. & Buckles, D. J. (2019). Participatory Action Research (2nd Ed). New York: Routledge.
• Participatory Action Research
  Whyte, W. F. (1991). Participatory Action Research. SAGE Publications.
• Paradigmatic Controversies, Contradictions, and Emerging Confluences, Revisited
  Lincoln, Y. S., Lynham, S. A., & Guba, E. G. (2017). Paradigmatic Controversies, Contradictions, and Emerging Confluences, Revisited. In N. K. Denzin & Y. S. Lincoln (Eds.), The SAGE Handbook of Qualitative Research (4th ed., pp. 97–128). SAGE.
• Oxford Bibliographies: Continuous Improvement in Education [Special Series]
  Peurach, D. P. (Ed.). (n.d.). Oxford Bibliographies: Continuous Improvement in Education [Special Series]. Oxford University Press.
• Overview
  The Lesson Study Group at Mills College. (n.d.). Overview. The Lesson Study Group. Retrieved November 14, 2022, from https://lessonresearch.net/teaching-problem-solving/overview/
• Outstanding: Centering Black Kids’ Enoughness in Civic Education Research
  Woodson, A. N., & Love, B. L. (2019). Outstanding: Centering Black Kids’ Enoughness in Civic Education Research. Multicultural Perspectives, 21(2), 91–96. https://doi.org/10.1080/15210960.2019.1606631
• Outdoor Education and Science Achievement
  Rios, J. M., & Brewer, J. (2014). Outdoor Education and Science Achievement. Applied Environmental Education & Communication, 13(4), 234–240. https://doi.org/10.1080/1533015X.2015.975084
• Out of the Crisis: Quality, Productivity, and Competitive Position
  Deming, W. E., & Study, M. I. of T. C. for A. E. (1982). Out of the Crisis: Quality, Productivity, and Competitive Position. Cambridge University Press.
• Out of the Crisis
  Deming, W. E. (1986). Out of the Crisis. Massachusetts Institute of Technology, Center for Advanced Engineering Study.
• 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
• 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.
• Organizing Schools for Improvement
  Bryk, A. S. (2010). Organizing Schools for Improvement. Phi Delta Kappan, 91(7), 23–30.
• Organizing Research and Development at the Intersection of Learning, Implementation, and Design
  Penuel, W. R., Fishman, B. J., Cheng, B. H. , & Sabelli, N. (2011). Organizing Research and Development at the Intersection of Learning, Implementation, and Design. Educational Researcher, 40(7), 331–337. https://doi.org/10.3102/0013189X11421826
• Organizing Learning for Transformation in College Outreach Programmes
  Gildersleeve, R. E. (2009). Organizing Learning for Transformation in College Outreach Programmes. Pedagogies: An International Journal, 4(1), 77–93. https://doi.org/10.1080/15544800802557177
• Organizing for Teacher Agency in Curricular Co-Design
  Severance, S., Penuel, W. R., Sumner, T., & Leary, H. (2016). Organizing for Teacher Agency in Curricular Co-Design. Journal of the Learning Sciences, 25(4), 531–564. https://doi.org/10.1080/10508406.2016.1207541
• Organizing for School Improvement: The Dilemmas of Research-Practice Partnerships
  Cohen-Vogel, L., Allen, D., Rutledge, S., Cannata, M., Harrison, C., & Smith, T. M. (2018). Organizing for School Improvement: The Dilemmas of Research-Practice Partnerships. Journal of Research on Organization in Education, 2, 1–24.
• Organizing for Instruction in Education Systems and School Organizations: How the Subject Matters
  Spillane, J. P., & Hopkins, M. (2013). Organizing for Instruction in Education Systems and School Organizations: How the Subject Matters. Journal of Curriculum Studies, 45(6), 721–747. https://doi.org/10.1080/00220272.2013.810783
• Organizing for Continuous Improvement: Evolutionary Theory Meets the Quality Revolution
  Winter, S. G. (1994). Organizing for Continuous Improvement: Evolutionary Theory Meets the Quality Revolution. In J. A. C. Baum & J. V. Singh (Eds.), Evolutionary Dynamics of Organizations (pp. 90–108). Oxford University Press.
• Organizing for Continuous Improvement in Education
  Cohen-Vogel, L., Harrison, C., & Rauch Griffard, M. (2019). Organizing for Continuous Improvement in Education. In Oxford Bibliographies. Oxford University Press. https://doi.org/10.1093/obo/9780199756810-0229
• Organizing English Learner Instruction in New Immigrant Destinations: District Infrastructure and Subject-Specific School Practice
  Hopkins, M., Lowenhaupt, R., & Sweet, T. M. (2015). Organizing English Learner Instruction in New Immigrant Destinations: District Infrastructure and Subject-Specific School Practice. American Educational Research Journal, 52(3), 408–439. https://doi.org/10.3102/0002831215584780
• Organizing and the Process of Sensemaking
  Weick, K. E., Sutcliffe, K. M., & Obstfeld, D. (2005). Organizing and the Process of Sensemaking. Organization Science, 16(4), 409–421. https://doi.org/10.1287/orsc.1050.0133
• Organizing and Managing Instruction in US Public School Districts: Considerations for Families, Communities, and States
  Peurach, D. J., & Yurkofsky, M. (2018). Organizing and Managing Instruction in US Public School Districts: Considerations for Families, Communities, and States. National Education Policy Center. https://nepc.colorado.edu/publication/instruction
• Organizations: Rational, Natural, and Open Systems
  Scott, W. R. (1992). Organizations: Rational, Natural, and Open Systems (3rd ed.). Prentice Hall.
• 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
• Organizations Revisited
  March, J. G., & Simon, H. A. (1993). Organizations Revisited. Industrial and Corporate Change, 2(3), 299–316. https://doi.org/10.1093/icc/2.3.299
• Organizations in Society
  Gross, E., & Etzioni, A. (1985). Organizations in Society. Prentice-Hall.
• Organizations and Organizing: Rational, Natural, and Open System Perspectives
  Scott, W. R., & Davis, G. F. (2007). Organizations and Organizing: Rational, Natural, and Open System Perspectives. Pearson Prentice Hall.
• Organizational Theory for Equity and Diversity: Leading Integrated, Socially Just Education
  Capper, C. A. (2018). Organizational Theory for Equity and Diversity: Leading Integrated, Socially Just Education. Routledge. https://doi.org/10.4324/9781315818610
• Organizational Routines as Coupling Mechanisms: Policy, School Administration, and the Technical Core
  Spillane, J. P., Parise, L. M., & Sherer, J. Z. (2011). Organizational Routines as Coupling Mechanisms: Policy, School Administration, and the Technical Core. American Educational Research Journal, 48(3), 586–619. https://doi.org/10.3102/0002831210385102
• Organizational Learning: The Contributing Processes and the Literatures
  Huber, G. P. (1991). Organizational Learning: The Contributing Processes and the Literatures. Organization Science, 2(1), 88–115. https://doi.org/10.1287/orsc.2.1.88
• Organizational Learning: A Theory of Action Perspective
  Argyris, C., & Schön, D. A. (1978). Organizational Learning: A Theory of Action Perspective. Addison-Wesley Publishing Company.
• Organizational Learning 2: Theory, Method, and Practice
  Argyris, C., & Schön, D. A. (1997). Organizational Learning 2: Theory, Method, and Practice. Addison-Wesley Publishing Company.
• Organizational Learning
  Levitt, B., & March, J. G. (1988). Organizational Learning. Annual Review of Sociology, 14(1), 319–338. https://doi.org/10.1146/annurev.so.14.080188.001535
• Organizational Decision Making as a Political Process: The Case of a University Budget
  Pfeffer, J., & Salancik, G. R. (1974). Organizational Decision Making as a Political Process: The Case of a University Budget. Administrative Science Quarterly, 19(2), 135–151. https://doi.org/10.2307/2393885
• 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
• Opportunity for All: A Framework for Quality and Equality in Education
  O’Day, J. A., & Smith, M. S. (2019). Opportunity for All: A Framework for Quality and Equality in Education. Harvard Education Press.
• Opportunities for Professional Learning in Mathematics Teacher Workgroup Conversations: Relationships to Instructional Expertise
  Horn, I. S., & Kane, B. D. (2015). Opportunities for Professional Learning in Mathematics Teacher Workgroup Conversations: Relationships to Instructional Expertise. Journal of the Learning Sciences, 24(3), 373–418. https://doi.org/10.1080/10508406.2015.1034865
• Opportunities and Challenges for NGOs Amid Competing Institutional Logics
  Glazer, J. L., Groth, L., & Beuche, B. (2019). Opportunities and challenges for NGOs amid competing institutional logics. Journal of Educational Administration, 57(4), 376–392. https://doi.org/10.1108/JEA-10-2018-0191
• Operating Room: Relational Spaces and Microinstitutional Change in Surgery
  Kellogg, K. C. (2009). Operating Room: Relational Spaces and Microinstitutional Change in Surgery. American Journal of Sociology, 115(3), 657–711. https://doi.org/10.1086/603535
• 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
• Opening Commentary: The Permanence of Racism, Critical Race Theory, and Expanding Analytic Sites
  Milner, H. R. (2017). Opening Commentary: The Permanence of Racism, Critical Race Theory, and Expanding Analytic Sites. Peabody Journal of Education, 92(3), 294–301. https://doi.org/10.1080/0161956X.2017.1324656
• Ontological Innovation and the Role of Theory in Design Experiments
  diSessa, A. A., & Cobb, P. (2004). Ontological Innovation and the Role of Theory in Design Experiments. Journal of the Learning Sciences, 13(1), 77–103. https://doi.org/10.1207/s15327809jls1301_4
• On Two Metaphors for Learning and the Dangers of Choosing Just One
  Sfard, A. (1998). On Two Metaphors for Learning and the Dangers of Choosing Just One. Educational Researcher, 27(2), 4–13. https://doi.org/10.3102/0013189X027002004
• On the Theoretical Breadth of Design-Based Research in Education
  Bell, P. (2004). On the Theoretical Breadth of Design-Based Research in Education. Educational Psychologist, 39(4), 243–253. https://doi.org/10.1207/s15326985ep3904_6
• On the Power of the Collective in Community-based Educational Research
  Thakurta, A., Kannan, C., Setiawan, D., Kosasih, M., Ghiso, M. P., & Campano, G. (2020). On the Power of the Collective in Community-based Educational Research. Penn GSE Perspectives on Urban Education, 17(1).