Items

• Looking Back to Accelerate Forward: Toward a Policy Paradigm That Advances Equity and Improvement
  Gonzales, D., & Vasudeva, A. (2021). Looking Back to Accelerate Forward: Toward a Policy Paradigm That Advances Equity and Improvement. In Aspen Institute. Aspen Institute. https://www.aspeninstitute.org/publications/looking-back-to-accelerate-forward/
• Logic, the Theory of Inquiry
  Dewey, J. (1938). Logic, the Theory of Inquiry. Henry Holt.
• Local Histories/Global Designs: Coloniality, Subaltern Knowledges, and Border Thinking
  Mignolo, W. (2012). Local Histories/Global Designs: Coloniality, Subaltern Knowledges, and Border Thinking. Princeton University Press.
• Literacy, Place, and Pedagogies of Possibility
  Comber, B. (2015). Literacy, Place, and Pedagogies of Possibility. Routledge. https://doi.org/10.4324/9781315735658
• Literacy, Education, and Identity among African-Americans: The Communal Nature of Learning
  Gadsden, V. L. (1993). Literacy, Education, and Identity among African-Americans: The Communal Nature of Learning. Urban Education, 27(4), 352–369. https://doi.org/10.1177/0042085993027004003
• Literacy in the Welcoming Classroom: Creating Family-School Partnerships that Support Student Learning
  Allen, J. (2010). Literacy in the Welcoming Classroom: Creating Family-School Partnerships that Support Student Learning. Teachers College Press.
• Literacy and Race: Access, Equity, and Freedom
  Willis, A. I. (2015). Literacy and Race: Access, Equity, and Freedom. Literacy Research: Theory, Method, and Practice, 64(1), 23–55. https://doi.org/10.1177/2381336915617617
• Literacy and Liberation
  Clark, S. P. (1964). Literacy and Liberation. Freedomways, 4(1), 113–124.
• Literacies of Refuge: “Pidiendo Posada” as Ritual of Justice
  de los Ríos, C. V., & Molina, A. (2020). Literacies of Refuge: “Pidiendo Posada” as Ritual of Justice. Journal of Literacy Research, 52(1), 32–54. https://doi.org/10.1177/1086296X19897840
• Linked to Innovation: Shaping an Innovative Climate Through Network Intentionality and Educators’ Social Network Position
  Moolenaar, N. M., Daly, A. J., Cornelissen, F., Liou, Y.-H., Caillier, S., Riordan, R., Wilson, K., & Cohen, N. A. (2014). Linked to Innovation: Shaping an Innovative Climate Through Network Intentionality and Educators’ Social Network Position. Journal of Educational Change, 15(2), 99–123. https://doi.org/10.1007/s10833-014-9230-4
• Likely to Stop? Predicting Stopout in Massive Open Online Courses
  Taylor, C., Veeramachaneni, K., & O’Reilly, U.-M. (2014). Likely to Stop? Predicting Stopout in Massive Open Online Courses (arXiv:1408.3382). arXiv. https://doi.org/10.48550/arXiv.1408.3382
• Lifting Off the Ground to Return Anew: Mediated Praxis, Transformative Learning, and Social Design Experiments
  Gutiérrez, K. D., & Vossoughi, S. (2010). Lifting Off the Ground to Return Anew: Mediated Praxis, Transformative Learning, and Social Design Experiments. Journal of Teacher Education, 61(1–2), 100–117. https://doi.org/10.1177/0022487109347877
• Life of the School (Episode 63) - Samantha Agoos [Interview]
  Agoos, S. (2019, January 21). Life of the School Episode 63: Samantha Agoos. Life of the School. http://www.lifeoftheschool.org/life-of-the-school-episode-63-samantha-agoos/
• Life in Schools: An Introduction to Critical Pedagogy in the Foundations of Education
  McLaren, P. (1989). Life in Schools: An Introduction to Critical Pedagogy in the Foundations of Education. Longman.
• Leveraging Social Capital and School Improvement: The Case of a School Network and a Comprehensive Community Initiative in Chicago
  Kahne, J., O’Brien, J., Brown, A., & Quinn, T. (2001). Leveraging Social Capital and School Improvement: The Case of a School Network and a Comprehensive Community Initiative in Chicago. Educational Administration Quarterly, 37(4), 429–461. https://doi.org/10.1177/00131610121969389
• Lessons From the Wall Chart
  Ginsburg, A. L., Noell, J., & Plisko, V. W. (1988). Lessons From the Wall Chart. Educational Evaluation and Policy Analysis, 10(1), 1–12. https://doi.org/10.3102/01623737010001001
• Lessons From New American Schools' Scale-Up Phase: Prospects for Bringing Designs to Multiple Schools
  Bodilly, S. J., Keltner, B. R., Purnell, S. W., Reichardt, R., & Ikemoto, G. S. (1998). Lessons From New American Schools’ Scale-Up Phase: Prospects for Bringing Designs to Multiple Schools. RAND Corporation. https://www.rand.org/pubs/monograph_reports/MR942.html
• Lessons From a School District–University Research Partnership: The Houston Education Research Consortium
  López Turley, R. N., & Stevens, C. (2015). Lessons From a School District–University Research Partnership: The Houston Education Research Consortium. Educational Evaluation and Policy Analysis, 37(1_suppl), 6S-15S. https://doi.org/10.3102/0162373715576074
• Lessons for Teacher Education: The Role of Critical Professional Development in Teacher of Color Retention
  Kohli, R. (2019). Lessons for Teacher Education: The Role of Critical Professional Development in Teacher of Color Retention. Journal of Teacher Education, 70(1), 39–50. https://doi.org/10.1177/0022487118767645
• 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: 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 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 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.
• Lesson Study Special Interest Group (SIG)
  Lesson Study Special Interest Group. (n.d.). AERA. https://www.aera.net/SIG180/Lesson-Study
• Lesson Study in Mathematics: Three Cases from Singapore
• Lesson Study Design Features for Supporting Collaborative Teacher Learning
  Akiba, M., Murata, A., Howard, C. C., & Wilkinson, B. (2019). Lesson Study Design Features for Supporting Collaborative Teacher Learning. Teaching and Teacher Education, 77, 352–365. https://doi.org/10.1016/j.tate.2018.10.012
• Lesson Study as a Human Science
  Lewis, C. C., Akita, K., & Sato, M. (2010). Lesson Study as a Human Science. Teachers College Record, 112(13), 222–237. https://doi.org/10.1177/016146811011201315
• Learning to Walk Before We Try to Run: Adapting Lean for the Public Sector
  Radnor, Z., & Walley, P. (2008). Learning to Walk Before We Try to Run: Adapting Lean for the Public Sector. Public Money & Management, 28(1), 13–20. https://doi.org/10.1111/j.1467-9302.2008.00613.x
• Learning to Improve: How America’s Schools Can Get Better at Getting Better
  Bryk, A. S., Gomez, L. M., Grunow, A., & LeMahieu, P. G. (2015). Learning to Improve: How America’s Schools Can Get Better at Getting Better. Harvard Education Press. https://www.hepg.org/hep-home/books/learning-to-improve
• Learning to Improve Glossary
  Learning to Improvement Glossary [Carnegie Foundation] (n. d.). Retrieved May 1, 2022 from https://www.carnegiefoundation.org/resources/learning-to-improve-glossary/
• Learning Theory in Practice: Case Studies of Learner-Centered Design
  Soloway, E., Jackson, S. L., Klein, J., Quintana, C., Reed, J., Spitulnik, J., Stratford, S. J., Studer, S., Eng, J., & Scala, N. (1996). Learning Theory in Practice: Case Studies of Learner-Centered Design. Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, 189–196. https://doi.org/10.1145/238386.238476
• Learning Theory and Improvement Practice
  Fishman, B. J. (2022, May 29). Learning Theory and Improvement Practice. https://www.youtube.com/watch?v=dAOcpBULfcw
• 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
• Learning Sciences and Policy Design and Implementation: Key Concepts and Tools for Collaborative Engagement
  Penuel, W. R., & Spillane, J. P. (2014). Learning Sciences and Policy Design and Implementation: Key Concepts and Tools for Collaborative Engagement. In R. K. Sawyer (Ed.), The Cambridge Handbook of the Learning Sciences (2nd ed., pp. 649–667). Cambridge University Press. https://doi.org/10.1017/CBO9781139519526.039
• Learning Power: Organizing for Education and Justice
  Oakes, J., & Rogers, J. (2006). Learning Power: Organizing for Education and Justice. Teachers College Press.
• Learning on the Move Toward Just, Sustainable, and Culturally Thriving Futures
  Bang, M. (2020). Learning on the Move Toward Just, Sustainable, and Culturally Thriving Futures. Cognition and Instruction, 38(3), 434–444. https://doi.org/10.1080/07370008.2020.1777999
• Learning Networks for Sustainable, Large-Scale Improvement
  McCannon, C. J., & Perla, R. J. (2009). Learning Networks for Sustainable, Large-Scale Improvement. The Joint Commission Journal on Quality and Patient Safety, 35(5), 286–291. https://doi.org/10.1016/S1553-7250(09)35041-2
• Learning in the Making: A Comparative Case Study of Three Makerspaces
  Sheridan, K., Halverson, E. R., Litts, B., Brahms, L., Jacobs-Priebe, L., & Owens, T. (2014). Learning in the Making: A Comparative Case Study of Three Makerspaces. Harvard Educational Review, 84(4), 505–531. https://doi.org/10.17763/haer.84.4.brr34733723j648u
• Learning in the Disciplines [Webinar]
  Herrenkohl, L. R., & Cornelius, L. (2020, May 28). Learning in the Disciplines. ISLS. https://www.isls.org/research-topics/learning-in-the-disciplines/
• 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
• Learning in Places
  Learning in Places. (n.d.). http://learninginplaces.org/
• Learning in Equity-Oriented Scale-Making Projects
  Jurow, A. S., & Shea, M. (2015). Learning in Equity-Oriented Scale-Making Projects. Journal of the Learning Sciences, 24(2), 286–307. https://doi.org/10.1080/10508406.2015.1004677
• Learning in and Out of School in Diverse Environments
  Banks, J. A., Au, K. H., Ball, A. F., Bell, P., Gordon, E. W., Gutiérrez, K. D., Heath, S. B., Lee, C. D., Lee, Y., Mahiri, J., Nasir, N. S., Valdés, G., & Zhou, M. (2007). Learning in and Out of School in Diverse Environments. The Learning in Informal and Formal Environments (LIFE) Center; Center for Multicultural Education, University of Washington, Seattle.
• Learning from the Roses That Grew from Concrete: An Afterschool Program Evaluation for Wakanda Afterschool
  Pinn, J. M. S. (2022). Learning from the Roses That Grew from Concrete: An Afterschool Program Evaluation for Wakanda Afterschool [Ed.D., Barry University]. https://www.proquest.com/dissertations/docview/2671568696/abstract/AC78DBB94D2E45B4PQ/18
• Learning From the Masters: Shanghai’s Teacher-Expertise Infusion System
  Cravens, X., & Wang, J. (2017). Learning From the Masters: Shanghai’s Teacher-Expertise Infusion System. International Journal for Lesson and Learning Studies, 6(4), 306–320. https://doi.org/10.1108/IJLLS-12-2016-0061
• Learning from Experience: Minority Identities, Multicultural Struggles
  Moya, P. M. L. (2002). Learning from Experience: Minority Identities, Multicultural Struggles. University of California Press.
• Learning From Early Adopters in the New Accountability Era: Insights From California’s CORE Waiver Districts
  Marsh, J. A., Bush-Mecenas, S., & Hough, H. (2017). Learning From Early Adopters in the New Accountability Era: Insights From California’s CORE Waiver Districts. Educational Administration Quarterly, 53(3), 327–364. https://doi.org/10.1177/0013161X16688064
• Learning From Adaptation to Support Instructional Improvement at Scale: Understanding Coach Adaptation in the TN Mathematics Coaching Project
  Russell, J. L., Correnti, R., Stein, M. K., Bill, V., Hannan, M., Schwartz, N., Booker, L. N., Pratt, N. R., & Matthis, C. (2020). Learning From Adaptation to Support Instructional Improvement at Scale: Understanding Coach Adaptation in the TN Mathematics Coaching Project. American Educational Research Journal, 57(1), 148–187. https://doi.org/10.3102/0002831219854050
• Learning as a Cultural Process: Achieving Equity Through Diversity
  Nasir, N. S., Rosebery, A. S., Warren, B., & Lee, C. D. (2005). Learning as a Cultural Process: Achieving Equity Through Diversity. In R. K. Sawyer (Ed.), The Cambridge Handbook of the Learning Sciences (pp. 489–504). Cambridge University Press. https://doi.org/10.1017/CBO9780511816833.030