Items

• Implementation Research in Education: Lessons Learned, Lingering Questions and New Opportunities
  McLaughlin, M. W. (2006). Implementation Research in Education: Lessons Learned, Lingering Questions and New Opportunities. In M. I. Honig (Ed.), New Directions in Education Policy Implementation: Confronting Complexity (pp. 209–228). State University of New York Press.
• Implementation Practice & Science
  Fixsen, D. L., Blase, K., & Dyke, M. K. V. (2019). Implementation Practice & Science. Active Implementation Research Network.
• Implementation of K–12 State Standards for Mathematics and English Language Arts and Literacy: Findings from the American Teacher Panel
  Opfer, V. D., Kaufman, J. H., & Thompson, L. E. (2017). Implementation of K–12 State Standards for Mathematics and English Language Arts and Literacy: Findings from the American Teacher Panel. RAND Corporation. https://www.rand.org/pubs/research_reports/RR1529-1.html
• Implementation of Educational Innovation
  Berman, P., & McLaughlin, M. W. (1976). Implementation of Educational Innovation. The Educational Forum, 40(3), 345–370. https://doi.org/10.1080/00131727609336469
• Impact of the National Writing Project's College-Ready Writers Program in High-Need Rural Districts
  Gallagher, H. A., Arshan, N., & Woodworth, K. (2017). Impact of the National Writing Project’s College-Ready Writers Program in High-Need Rural Districts. Journal of Research on Educational Effectiveness, 10(3), 570–595. https://doi.org/10.1080/19345747.2017.1300361
• Immigrant Students and Literacy: Reading, Writing, and Remembering
  Campano, G. (2007). Immigrant Students and Literacy: Reading, Writing, and Remembering. Teachers College Press.
• Immigrant Children in Transcultural Spaces: Language, Learning, and Love
  Orellana, M. F. (2015). Immigrant Children in Transcultural Spaces: Language, Learning, and Love. Routledge. https://doi.org/10.4324/9781315752617
• Imagining, Creating, Playing, Sharing, Reflecting: How Online Community Supports Young People as Designers of Interactive Media
  Brennan, K., & Resnick, M. (2013). Imagining, Creating, Playing, Sharing, Reflecting: How Online Community Supports Young People as Designers of Interactive Media. In C. Mouza & N. Lavigne (Eds.), Emerging Technologies for the Classroom: A Learning Sciences Perspective (pp. 253–268). Springer. https://doi.org/10.1007/978-1-4614-4696-5_17
• Imagined Communities: Reflections on the Origin and Spread of Nationalism
  Anderson, B. (2006). Imagined Communities: Reflections on the Origin and Spread of Nationalism. Verso.
• If They Knew Then What We Know Now, Why Haven't Things Changed? An Examination of District Effectiveness Research
  Anderson, E., & Young, M. D. (2018). If They Knew Then What We Know Now, Why Haven’t Things Changed? An Examination of District Effectiveness Research. Frontiers in Education, 3. https://doi.org/10.3389/feduc.2018.00087
• Identity Politics Reconsidered
  Alcoff, L. M., Hames-García, M., Mohanty, S. P., & Moya, P. M. L. (Eds.). (2006). Identity Politics Reconsidered. Palgrave Macmillan US. https://doi.org/10.1057/9781403983398
• Identifying and Understanding Effective High School Practices
  Rutledge, S. A., & Cannata, M. (2016). Identifying and Understanding Effective High School Practices. Phi Delta Kappan, 97(6), 60–64. https://doi.org/10.1177/0031721716636876
• Identifying and Refining High Leverage Problems
  Gomez, L. M. (2016). Identifying and Refining High Leverage Problems [Webinar]. https://includescenter.org/webinars/identifying-and-refining-high-leverage-problems/
• I-Engineering
  I-Engineering. (n.d.). http://engineeriam.org/
• I Am Because We Are: The Role of Community Centric Pedagogy in Sustaining Students and a Neighborhood in the South Bronx
  Malone, H.-L. S. (2020). I Am Because We Are: The Role of Community Centric Pedagogy in Sustaining Students and a Neighborhood in the South Bronx [Ph.D., New York University]. https://www.proquest.com/dissertations/docview/2409258508/abstract/B8F006AC8B446CBPQ/59
• Humanizing Research: Decolonizing Qualitative Inquiry With Youth and Communities
  Paris, D., & Winn, M. T. (2014). Humanizing Research: Decolonizing Qualitative Inquiry With Youth and Communities. SAGE.
• Humanization and Social Dreaming: A Case Study of Changing Social Relations in a Summer Migrant Educational Program
  Espinoza, M. L. (2008). Humanization and Social Dreaming: A Case Study of Changing Social Relations in a Summer Migrant Educational Program [Ph.D., University of California, Los Angeles].
• Human-Machine Student Model Discovery and Improvement Using DataShop
  Stamper, J. C., & Koedinger, K. R. (2011). Human-Machine Student Model Discovery and Improvement Using DataShop. In G. Biswas, S. Bull, J. Kay, & A. Mitrovic (Eds.), Artificial Intelligence in Education (pp. 353–360). Springer. https://doi.org/10.1007/978-3-642-21869-9_46
• Human-Computer Interaction and Education
  Ahn, J., & Clegg, T. (2018). Human-Computer Interaction and Education. In The Wiley Handbook of Human Computer Interaction (pp. 821–830). John Wiley & Sons, Ltd. https://doi.org/10.1002/9781118976005.ch38
• Human-Centred Learning Analytics
  Buckingham Shum, S., Ferguson, R., & Martinez-Maldonado, R. (2019). Human-Centred Learning Analytics. Journal of Learning Analytics, 6(2), 1–9. https://doi.org/10.18608/jla.2019.62.1
• Human Ancestors Tamed Fire Earlier Than Thought
  Cohen, J. (2018). Human Ancestors Tamed Fire Earlier Than Thought. History. https://www.history.com/news/human-ancestors-tamed-fire-earlier-than-thought
• How Well Aligned Are Textbooks to the Common Core Standards in Mathematics?
  Polikoff, M. S. (2015). How Well Aligned Are Textbooks to the Common Core Standards in Mathematics? American Educational Research Journal, 52(6), 1185–1211. https://doi.org/10.3102/0002831215584435
• How Well Aligned Are State Assessments of Student Achievement with State Content Standards?
  Polikoff, M. S., Porter, A. C., & Smithson, J. (2011). How Well Aligned Are State Assessments of Student Achievement with State Content Standards? American Educational Research Journal, 48(4), 965–995. https://doi.org/10.3102/0002831211410684
• How to Study Improvement Interventions: A Brief Overview of Possible Study Types
  Portela, M. C., Pronovost, P. J., Woodcock, T., Carter, P., & Dixon-Woods, M. (2015). How to Study Improvement Interventions: A Brief Overview of Possible Study Types. BMJ Quality & Safety, 24(5), 325–336. https://doi.org/10.1136/bmjqs-2014-003620
• How to Root Out Waste and Pursue Perfection
  Womack, J. P., & Jones, D. T. (1996, September 1). How to Root Out Waste and Pursue Perfection. Harvard Business Review, 74(5), 140–158.
• How to Infrastructure
  Star, S. L., & Bowker, G. C. (2002). How to Infrastructure. In Handbook of New Media: Social Shaping and Consequences of ICTs (pp. 151–162). SAGE Publications, Ltd. https://doi.org/10.4135/9781848608245
• How to Change a Culture: Lessons From NUMMI
  Shook, J. (2010). How to Change a Culture: Lessons From NUMMI. MIT Sloan Management Review. https://sloanreview.mit.edu/article/how-to-change-a-culture-lessons-from-nummi/
• How to Be an Antiracist
  Kendi, I. X. (2019). How to Be an Antiracist. Random House Publishing Group.
• How the Common Core Boosts Quality and Equality
  Schmidt, W. H., & Burroughs, N. A. (2013). How the Common Core Boosts Quality and Equality. Educational Leadership, 70(4), 54–58.
• How Systems Thinking Applies to Education
  Betts, F. (1992). How Systems Thinking Applies to Education. Educational Leadership, 50(3), 38–41.
• How Students Come to Be, Know, and Do: A Case for a Broad View of Learning
  Herrenkohl, L. R., & Mertl, V. (2010). How Students Come to Be, Know, and Do: A Case for a Broad View of Learning. Cambridge University Press.
• How Should Research Contribute to Instructional Improvement? The Case of Lesson Study
  Lewis, C., Perry, R., & Murata, A. (2006). How Should Research Contribute to Instructional Improvement? The Case of Lesson Study. Educational Researcher, 35(3), 3–14. https://doi.org/10.3102/0013189X035003003
• How School and District Leaders Access, Perceive, and Use Research
  Penuel, W. R., Briggs, D. C., Davidson, K. L., Herlihy, C., Sherer, D., Hill, H. C., Farrell, C., & Allen, A.-R. (2017). How School and District Leaders Access, Perceive, and Use Research. AERA Open, 3(2), 2332858417705370. https://doi.org/10.1177/2332858417705370
• How Planners and Stakeholders Learn With Visualization Tools: Using Learning Sciences Methods to Examine Planning Processes
  Radinsky, J., Milz, D., Zellner, M., Pudlock, K., Witek, C., Hoch, C., & Lyons, L. (2017). How Planners and Stakeholders Learn With Visualization Tools: Using Learning Sciences Methods to Examine Planning Processes. Journal of Environmental Planning and Management, 60(7), 1296–1323. https://doi.org/10.1080/09640568.2016.1221795
• How People Learn: Bridging Research and Practice
  Donovan, M. S., Bransford, J. D., & Pellegrino, J. W. (1999). How People Learn: Bridging Research and Practice. National Academies Press.
• How People Learn: Brain, Mind, Experience, and School: Expanded Edition
  National Research Council. (1999). How People Learn: Brain, Mind, Experience, and School: Expanded Edition. National Academies Press. https://doi.org/10.17226/9853
• How People Learn II: Learners, Contexts, and Cultures
  National Research Council. (2018). How People Learn II: Learners, Contexts, and Cultures. National Academies Press. https://doi.org/10.17226/24783
• How People Learn (EDUC 591) [Winter 2022]
  Herrenkohl, L. R. (2022). Learning about How People Learn. University of Michigan School of Education. https://soe.umich.edu/academics-admissions/course-syllabi/educ-591
• 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
• How Large Are Teacher Effects?
  Nye, B., Konstantopoulos, S., & Hedges, L. V. (2004). How Large Are Teacher Effects? Educational Evaluation and Policy Analysis, 26(3), 237–257. https://doi.org/10.3102/01623737026003237
• How Does Lesson Study Promote District Education Reform? – A Case Study of a District in Shanghai
  An, G., Chen, Y., Fang, Y., & Liu, J. (2022). How Does Lesson Study Promote District Education Reform? – A Case Study of a District in Shanghai. International Journal for Lesson & Learning Studies, 11(2), 106–120. https://doi.org/10.1108/IJLLS-01-2022-0003
• How Do US Teachers Align Instructional Resources to The Common Core State Standards: A Case of Pinterest
  Hu, S., Torphy, K. T., Chen, Z., & Eagan, B. (2018). How Do US Teachers Align Instructional Resources to The Common Core State Standards: A Case of Pinterest. Proceedings of the 9th International Conference on Social Media and Society - SMSociety ’18, 315–319. https://doi.org/10.1145/3217804.3217936
• How Do Teachers Manage to Teach? Perspectives on Problems in Practice
  Lampert, M. (2011). How Do Teachers Manage to Teach? Perspectives on Problems in Practice. Harvard Educational Review, 55(2), 178–195. https://doi.org/10.17763/haer.55.2.56142234616x4352
• How Do Japanese Teachers Improve their Instruction?: Synergies of Lesson Study at the School, District and National Levels
  Lewis, C. C. (2013). How Do Japanese Teachers Improve their Instruction?: Synergies of Lesson Study at the School, District and National Levels [Commissioned Paper]. National Academy of Sciences, National Research Council Board on Science Education. Retrieved December 24, 2021, from https://sites.nationalacademies.org/cs/groups/dbassesite/documents/webpage/dbasse_084385.pdf
• How Conversations Around Campfires Came to Be
  Dunbar, R. I. M. (2014). How Conversations Around Campfires Came to Be. Proceedings of the National Academy of Sciences, 111(39), 14013–14014. https://doi.org/10.1073/pnas.1416382111
• How Central Office Leaders Influence School Leaders’ Decision-Making: Unpacking Power Dynamics in Two School-Based Decision-Making Systems
  Wong, L.-S., Coburn, C. E., & Kamel, A. (2020). How Central Office Leaders Influence School Leaders’ Decision-Making: Unpacking Power Dynamics in Two School-Based Decision-Making Systems. Peabody Journal of Education, 95(4), 392–407. https://doi.org/10.1080/0161956X.2020.1800175
• How Are Management Fashions Institutionalized? The Role of Institutional Work
  Perkmann, M., & Spicer, A. (2008). How Are Management Fashions Institutionalized? The Role of Institutional Work. Human Relations, 61(6), 811–844. https://doi.org/10.1177/0018726708092406
• How and Why Educators Use Twitter: A Survey of the Field
  Carpenter, J. P., & Krutka, D. G. (2014). How and Why Educators Use Twitter: A Survey of the Field. Journal of Research on Technology in Education, 46(4), 414–434. https://doi.org/10.1080/15391523.2014.925701
• How and What Teachers Learn: A Shifting Perspective
  Shulman, L. S., & Shulman, J. H. (2009). How and What Teachers Learn: A Shifting Perspective. Journal of Education, 189(1–2), 1–8. https://doi.org/10.1177/0022057409189001-202
• Honoring Community Voices: Reclaiming Engagement and Responsibility
  Soto, C. (2011). Honoring Community Voices: Reclaiming Engagement and Responsibility. AERA Annual Meeting 2011, New Orleans.