Items

• On the Importance of African-American Faculty in Higher Education: Implications and Recommendations
  Madyun, N., Williams, S. M., McGee, E. O., & Milner, H. R. (2013). On the Importance of African-American Faculty in Higher Education: Implications and Recommendations. Educational Foundations, 27, 65–84.
• On Teams: Exploring Variation in the Social Organization of Improvement Research in Education
  Cohen-Vogel, L., Harrison, C., & Cohen-Vogel, D. (2022). On Teams: Exploring Variation in the Social Organization of Improvement Research in Education. In D. J. Peurach, J. L. Russell, L. Cohen-Vogel, & W. R. Penuel (Eds.), The Foundational Handbook on Improvement Research in Education (pp. 325-346). Rowman & Littlefield Publishers. https://rowman.com/ISBN/9781538152348/The-Foundational-Handbook-on-Improvement-Research-in-Education
• On Researching Activity Tracking to Support Learning: A Retrospective
  Lee, V. R. (2018). On Researching Activity Tracking to Support Learning: A Retrospective. Information and Learning Sciences, 120(1/2), 133–154. https://doi.org/10.1108/ILS-06-2018-0048
• On Equal Terms: The Constitutional Politics of Educational Opportunity
  Reed, D. S. (2003). On Equal Terms: The Constitutional Politics of Educational Opportunity. Princeton University Press. https://press.princeton.edu/books/paperback/9780691113708/on-equal-terms
• On Critical Pedagogy
  Giroux, H. A. (2020). On Critical Pedagogy. Bloomsbury Academic. https://doi.org/10.5040/9781350145016
• Old-time Schools and School-books
  Johnson, C. (1904). Old-time Schools and School-books. Macmillan.
• Off-Task Behavior in the Cognitive Tutor Classroom: When Students "Game the System"
  Baker, R. S., Corbett, A. T., Koedinger, K. R., & Wagner, A. Z. (2004). Off-Task Behavior in the Cognitive Tutor Classroom: When Students “Game the System.” Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, 383–390. https://doi.org/10.1145/985692.985741
• Of Needles and Haystacks: Building an Accurate Statewide Dropout Early Warning System in Wisconsin
  Knowles, J. E. (2015). Of Needles and Haystacks: Building an Accurate Statewide Dropout Early Warning System in Wisconsin. Journal of Educational Data Mining, 7(3), Article 3. https://doi.org/10.5281/zenodo.3554725
• Occupational Control in Education: The Logic and Leverage of Epistemic Communities
  Glazer, J. L., & Peurach, D. J. (2015). Occupational Control in Education: The Logic and Leverage of Epistemic Communities. Harvard Educational Review, 85(2), 172–202. https://doi.org/10.17763/0017-8055.85.2.172
• Observing Sociocultural Activity on Three Planes: Participatory Appropriation, Guided Participation, and Apprenticeship
  Rogoff, B. (1995). Observing Sociocultural Activity on Three Planes: Participatory Appropriation, Guided Participation, and Apprenticeship. In Sociocultural studies of mind (pp. 139–164). Cambridge University Press. https://doi.org/10.1017/CBO9781139174299.008
• Nurturing Community Empowerment: Participatory Decision Making and Community Based Problem Solving Using GIS
  Ramasubramanian, L. (1999). Nurturing Community Empowerment: Participatory Decision Making and Community Based Problem Solving Using GIS. In M. Craglia & H. Onsrud (Eds.), Geographic Information Research: Trans-Atlantic Perspectives (pp. 87–102). Taylor & Francis.
• Nurturing an Ethos of Community Engagement
  Berberet, J. (2002). Nurturing an Ethos of Community Engagement. New Directions for Teaching and Learning, 2002(90), 91–100. https://doi.org/10.1002/tl.59
• Nurturing Affinity Spaces and Game-Based Learning
  Gee, J. P., & Hayes, E. (2012). Nurturing Affinity Spaces and Game-Based Learning. In C. Steinkuehler, K. Squire, & S. Barab (Eds.), Games, Learning, and Society: Learning and Meaning in the Digital Age (pp. 129–153). Cambridge University Press. https://doi.org/10.1017/CBO9781139031127.015
• Nurtured by Knowledge: Learning to Do Participatory Action Research
  Smith, S. E., Willms, D. G., & Johnson, N. A. (1997). Nurtured by Knowledge: Learning to Do Participatory Action Research. Apex Press.
• Not to be “Destoried”: How an Academically Marginalized Student Employs Comics and Multimodal Authorship to Claim a Counter-Identity | Ubiquity
  Low, D. E. (2017). Not to be “Destoried”: How an Academically Marginalized Student Employs Comics and Multimodal Authorship to Claim a Counter-Identity | Ubiquity. Ubiquity: The Journal of Literature, Literacy, and the Arts, 4, 6–56.
• Not Just a Blip in Someone’s Life: Integrating Brokering Practices Into Out-of-School Programming as a Means of Supporting and Expanding Youth Futures
  Ching, D., Santo, R., Hoadley, C., & Peppler, K. (2016). Not Just a Blip in Someone’s Life: Integrating Brokering Practices Into Out-of-School Programming as a Means of Supporting and Expanding Youth Futures. On the Horizon, 24(3), 296–312. https://doi.org/10.1108/OTH-05-2016-0026
• None of Us Are As Good As All of Us: Early Lessons From the CORE Districts
  Knudson, J., & Garibaldi, M. (2015). None of Us Are as Good as All of Us: Early Lessons From the CORE Districts. American Institutes for Research. https://www.air.org/resource/report/none-us-are-good-all-us-early-lessons-core-districts
• No Child Left Behind Act of 2001
  H.R.1 - 107th Congress (2001-2002): No Child Left Behind Act of 2001. (2002, January 8). https://www.congress.gov/bill/107th-congress/house-bill/1
• Next Generation Science Standards: For States, By States
  NGSS Lead States. (2013). Next Generation Science Standards: For States, By States. National Academies Press.
• New Visions for Public Schools: Using Data to Engage Families
  Taveras, B., Douwes, C., & Johnson, K. (2010). New Visions for Public Schools: Using Data to Engage Families. Harvard Family Research Project.
• New Times for Multimodality? Confronting the Accountability Culture
  Siegel, M. (2012). New Times for Multimodality? Confronting the Accountability Culture. Journal of Adolescent & Adult Literacy, 55(8), 671–681. https://doi.org/10.1002/JAAL.00082
• New Perspectives on Teacher Leadership
  Smylie, M. A. (1995). New Perspectives on Teacher Leadership. The Elementary School Journal, 96(1), 3–7. https://doi.org/10.1086/461811
• New Forms of Learning in Co-configuration Work
  Engeström, Y. (2004). New Forms of Learning in Co-configuration Work. Journal of Workplace Learning, 16(1–2), 11–21. https://doi.org/10.1108/13665620410521477
• 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
• Networks, New Governance and Education
  Ball, S. J., & Junemann, C. (2012). Networks, New Governance and Education. Policy Press. https://doi.org/10.1332/policypress/9781847429803.001.0001
• Networks in New York City: Implementing the Common Core
  Wohlstetter, P., Houston, D. M., & Buck, B. (2015). Networks in New York City: Implementing the Common Core. Educational Policy, 29(1), 85–110. https://doi.org/10.1177/0895904814556753
• Networks for School Improvement: Year 2 Update
  Gates Foundation. (2020, December 1). Networks for School Improvement Year 2 Update. https://www.youtube.com/watch?v=7hG-AfFVfAA
• Networks for School Improvement: Evidence-Backed Lessons for Leaders, Managers and Practitioners
  CPRE Research. (2019, November 7). Networks for School Improvement: Evidence-Backed Lessons for Leaders, Managers and Practitioners. Research Minutes. https://www.youtube.com/watch?v=v-KfphRy5os
• Networks for School Improvement [Gates Foundation]
  Networks for School Improvement. (n.d.). Bill & Melinda Gates Foundation. https://usprogram.gatesfoundation.org/what-we-do/k-12-education/networks-for-school-improvement
• Networking Literature About Determinants of Network Effectiveness
  Turrini, A., Cristofoli, D., Frosini, F., & Nasi, G. (2010). Networking Literature About Determinants of Network Effectiveness. Public Administration, 88(2), 528–550. https://doi.org/10.1111/j.1467-9299.2009.01791.x
• Networked Social Enterprises: A New Model of Community Schooling for Disadvantaged Neighborhoods Facing Challenging Times
  Kerr, K., & Dyson, A. (2016). Networked Social Enterprises: A New Model of Community Schooling for Disadvantaged Neighborhoods Facing Challenging Times. Education Sciences, 6(3), Article 3. https://doi.org/10.3390/educsci6030020
• Networked Social Enterprises: A New Model of Community Schooling for Disadvantaged Neighborhoods Facing Challenging Times
  Kerr, K., & Dyson, A. (2016). Networked Social Enterprises: A New Model of Community Schooling for Disadvantaged Neighborhoods Facing Challenging Times. Education Sciences, 6(3), 20. https://doi.org/10.3390/educsci6030020
• Networked Improvement Learning and Support (NILS™) Platform
  Networked Improvement Learning and Support (NILS™) Platform. (n. d.). Retrieved May 1, 2022 from https://www.carnegiefoundation.org/resources/nils/
• Networked Improvement in the US and England: A New Role for the Middle Tier
  Glazer, J. L., Greany, T., Duff, M., & Berry, W. (2022). Networked Improvement in the US and England: A New Role for the Middle Tier. In D. J. Peurach, J. L. Russell, L. Cohen-Vogel, & W. R. Penuel (Eds.), The Foundational Handbook on Improvement Research in Education. Rowman & Littlefield Publishers. https://rowman.com/ISBN/9781538152348/The-Foundational-Handbook-on-Improvement-Research-in-Education
• Networked Improvement Community Design Learning Lab℠
  Networked Improvement Community Design Learning Lab℠. (n.d.). Carnegie Foundation for the Advancement of Teaching. Retrieved August 20, 2022, from https://www.carnegiefoundation.org/engage-with-us/professional-learning-opportunities/learning-lab/
• Networked Improvement Communities: The Discipline of Improvement Science Meets the Power of Networks
  LeMahieu, P. G., Grunow, A., Baker, L., Nordstrum, L. E., & Gomez, L. M. (2017). Networked Improvement Communities: The Discipline of Improvement Science Meets the Power of Networks. Quality Assurance in Education, 25(1), 5–25. https://doi.org/10.1108/QAE-12-2016-0084
• Network Structure and Knowledge Transfer: The Effects of Cohesion and Range
  Reagans, R., & McEvily, B. (2003). Network Structure and Knowledge Transfer: The Effects of Cohesion and Range. Administrative Science Quarterly, 48(2), 240–267. https://doi.org/10.2307/3556658
• Network of Academic Programs in the Learning Sciences (NAPLeS)
  NAPLeS. (n.d.). https://www.isls.org/naples/
• Network Governance and Regional Equity: Shared Agendas or Problematic Partners?
  Lester, T. W., & Reckhow, S. (2013). Network Governance and Regional Equity: Shared Agendas or Problematic Partners? Planning Theory, 12(2), 115–138. https://doi.org/10.1177/1473095212455189
• Network Designs for Instructional Reform: Building Systems for Large-Scale School Improvement
  Lyle, A. G. (2019). Network Designs for Instructional Reform: Building Systems for Large-Scale School Improvement [Ph.D., University of Michigan]. https://hdl.handle.net/2027.42/151640
• Nested Learning Systems for the Thinking Curriculum
  Resnick, L. B. (2010). Nested Learning Systems for the Thinking Curriculum. Educational Researcher, 39(3), 183–197. https://doi.org/10.3102/0013189X10364671
• NEPC Talks Education: An Interview with Ann Ishimaru and Parents From the Supporting Partnerships in Education and Beyond Organization
  Saldaña, C., & Ishimaru, A. M. (2021). NEPC Talks Education: An Interview with Ann Ishimaru and Parents From the Supporting Partnerships in Education and Beyond Organization. https://nepc.colorado.edu/publication/podcast-saldana-ishimaru
• Negotiating Trust, Power, and Culture in a Research–Practice Partnership
  Denner, J., Bean, S., Campe, S., Martinez, J., & Torres, D. (2019). Negotiating Trust, Power, and Culture in a Research–Practice Partnership. AERA Open, 5(2), 2332858419858635. https://doi.org/10.1177/2332858419858635
• Negotiating Problems of Practice in Research–Practice Design Partnerships
  Penuel, W. R., Coburn, C. E., & Gallagher, D. J. (2013). Negotiating Problems of Practice in Research–Practice Design Partnerships. Teachers College Record: The Voice of Scholarship in Education, 115(14), 237-255. https://doi.org/10.1177/016146811311501404
• Negotiating Position during the Process of Design within a Researcher-Developer-Practitioner Partnership: An Activity Systems Analysis
  Brown, S. L. (2017). Negotiating Position during the Process of Design within a Researcher-Developer-Practitioner Partnership: An Activity Systems Analysis [Ph.D., Florida State University]. https://diginole.lib.fsu.edu/islandora/object/fsu%3A507635/
• Negotiating Critical Literacies with Young Children: 10th Anniversary Edition
• Negotiating Coherent Science Teacher Professional Learning Experiences Across a University and Partner School Settings
  Campbell, T., McKenna, T. J., Fazio, X., Hetherington-Coy, A., & Pierce, P. (2019). Negotiating Coherent Science Teacher Professional Learning Experiences Across a University and Partner School Settings. Journal of Science Teacher Education, 30(2), 179–199. https://doi.org/10.1080/1046560X.2018.1547033
• Navigating the Data Ecosystem: A Case Study of the Adoption of a School Data Management System in New York City
  Fairchild, S., Scaramellino, D., Carrino, G. E., Carrano, J., Gunton, B., Donohue, B., Slobin, S., & Farrell, T. (2013). Navigating the Data Ecosystem: A Case Study of the Adoption of a School Data Management System in New York City. New Visions for Public Schools.
• Navigating Fragility and Building Resilience: A School–University Partnership to Support the Development of a Full-Service Community School
  Herrenkohl, L. R., Napolitan, K., Herrenkohl, T. I., Kazemi, E., McAuley, L., & Phelps, D. (2019). Navigating Fragility and Building Resilience: A School–University Partnership to Support the Development of a Full-Service Community School. Teachers College Record, 121(12), 1–40. https://doi.org/10.1177/016146811912101203
• Navigating Collaboration over Time: Teachers’ Collective Work in Schools under Pressure to Improve
  Weddle, H. (2020). Navigating Collaboration over Time: Teachers’ Collective Work in Schools under Pressure to Improve [Ph.D., University of California, San Diego]. https://www.proquest.com/dissertations/docview/2436389701/abstract/B8F006AC8B446CBPQ/54