Items

• From Networking to School Networks to “Networked Learning”: The Challenge for the Networked Learning Communities Programme
  Hadfield, Mark. “From Networking to School Networks to ‘Networked Learning’: The Challenge for the Networked Learning Communities Programme.” In Network Learning For Educational Change, edited by Veugelers Wiel and O’Hair John Mary. Open University Press, 2005.
• From Mass Schooling to Education Systems: Changing Patterns in the Organization and Management of Instruction
  Peurach, D. J., Cohen, D. K., Yurkofsky, M. M., & Spillane, J. P. (2019). From Mass Schooling to Education Systems: Changing Patterns in the Organization and Management of Instruction. Review of Research in Education, 43(1), 32–67. https://doi.org/10.3102/0091732X18821131
• From Interpretation to Instructional Practice: A Network Study of Early-Career Teachers’ Sensemaking in the Era of Accountability Pressures and Common Core State Standards
  Frank, K. A., Kim, J., Salloum, S. J., Bieda, K. N., & Youngs, P. (2020). From Interpretation to Instructional Practice: A Network Study of Early-Career Teachers’ Sensemaking in the Era of Accountability Pressures and Common Core State Standards. American Educational Research Journal, 57(6), 2293–2338. https://doi.org/10.3102/0002831220911065
• From Family Engagement to Equitable Collaboration
  Ishimaru, A. M. (2019). From Family Engagement to Equitable Collaboration. Educational Policy, 33(2), 350–385. https://doi.org/10.1177/0895904817691841
• From Designing to Organizing New Social Futures: Multiliteracies Pedagogies for Today
  Penuel, W. R., & O’Connor, K. (2018). From Designing to Organizing New Social Futures: Multiliteracies Pedagogies for Today. Theory Into Practice, 57(1), 64–71. https://doi.org/10.1080/00405841.2017.1411715
• From Design Experiments to Formative Interventions
  Engeström, Y. (2011). From Design Experiments to Formative Interventions. Theory & Psychology, 21(5), 598–628. https://doi.org/10.1177/0959354311419252
• From Data to Action: A Community Approach to Improving Youth Outcomes
  McLaughlin, M. W., & London, R. (2013). From Data to Action: A Community Approach to Improving Youth Outcomes. Harvard Education Press.
• From Cloud to Classroom: Mathematics Teachers’ Planning and Enactment of Resources Accessed within Virtual Spaces
  Hu, S., Torphy, K. T., Evert, K., & Lane, J. L. (2020). From Cloud to Classroom: Mathematics Teachers’ Planning and Enactment of Resources Accessed within Virtual Spaces. Teachers College Record, 122(6), 1–33. https://doi.org/10.1177/016146812012200606
• From Child’s Garden to Academic Press: The Role of Shifting Institutional Logics in Redefining Kindergarten Education
  Russell, J. L. (2011). From Child’s Garden to Academic Press: The Role of Shifting Institutional Logics in Redefining Kindergarten Education. American Educational Research Journal, 48(2), 236–267. https://doi.org/10.3102/0002831210372135
• From a Social Constructivist to a Decolonizing Critical Sociocultural Approach: Unsettling Power, Privilege, and Oppression and Imagining the Future of Human Learning
  Herrenkohl, L. R., Jackson, A., Ten Brink, J., Easley, K. M., DellaVecchia, G. P., & Sullivan Palincsar, A. (2022). From a Social Constructivist to a Decolonizing Critical Sociocultural Approach: Unsettling Power, Privilege, and Oppression and Imagining the Future of Human Learning. In A. O’Donnell, N. C. Barnes, & J. Reeve (Eds.), The Oxford Handbook of Educational Psychology (p. 0). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780199841332.013.48
• From 'Best' to 'Next' Practices in Family Engagement for Educational Justice
  Ishimaru, A. M. (2019). From “Best” to “Next” Practices in Family Engagement for Educational Justice. EmbraceRace. https://www.embracerace.org/resources/from-best-to-next-practices-in-family-engagement-for-educational-justice
• Freshman On-Track Toolkit
  Network for College Success. (2016). Freshman On-Track Toolkit. University of Chicago School of Social Service Administration. https://ncs.uchicago.edu/sites/ncs.uchicago.edu/files/uploads/NCS_OTToolkit_2ndEd_October_2017_updated.pdf
• Freedom of Movement: Defining, Researching, and Designing the Components of a Healthy Learning Ecosystem
  Pinkard, N. (2019). Freedom of Movement: Defining, Researching, and Designing the Components of a Healthy Learning Ecosystem. Human Development, 62(1–2), 40–65. https://doi.org/10.1159/000496075
• Freedom Is an Endless Meeting: Democracy in American Social Movements
  Polletta, F. (2004). Freedom Is an Endless Meeting: Democracy in American Social Movements. University of Chicago Press.
• Framing the Problem of Reading Instruction: Using Frame Analysis to Uncover the Microprocesses of Policy Implementation
  Coburn, C. E. (2006). Framing the Problem of Reading Instruction: Using Frame Analysis to Uncover the Microprocesses of Policy Implementation. American Educational Research Journal, 43(3), 343–349. https://doi.org/10.3102/00028312043003343
• Framing the Problem of Reading Instruction: Using Frame Analysis to Uncover the Microprocesses of Policy Implementation
  Coburn, C. E. (2006). Framing the Problem of Reading Instruction: Using Frame Analysis to Uncover the Microprocesses of Policy Implementation. American Educational Research Journal, 43(3), 343–349. https://doi.org/10.3102/00028312043003343
• Framing Processes and Social Movements: An Overview and Assessment
  Benford, R. D., & Snow, D. A. (2000). Framing Processes and Social Movements: An Overview and Assessment. Annual Review of Sociology, 26(1), 611–639. https://doi.org/10.1146/annurev.soc.26.1.611
• Frame Analysis: An Essay on the Organization of Experience
  Goffman, E. (1986). Frame Analysis: An Essay on the Organization of Experience. Northeastern University Press.
• Foundations of Social Theory
  Coleman, J. S. (1990). Foundations of Social Theory. Belknap Press of Harvard University Press.
• Foundations of Machine Learning
• Fostering the Sustainability and Scalability of Curriculum Innovations Through Curriculum Design
  Bakah, M. B. A., Nihuka, K. A., & Anto, A. G. (2019). Fostering the Sustainability of Curriculum Innovations Through Curriculum Design. In J. Pieters, J. Voogt, & N. Pareja Roblin (Eds.), Collaborative Curriculum Design for Sustainable Innovation and Teacher Learning. Springer Nature. https://doi.org/10.1007/978-3-030-20062-6
• Fostering Family-Educator Collaboration for Parent Power in Salt Lake City
  Family Leadership Design Collaborative. (2020). Fostering Family-Educator Collaboration for Parent Power in Salt Lake City. Family Leadership Design Collaborative. https://familydesigncollab.org/2020/04/23/fostering-family-educator-collaboration-for-parent-power-in-salt-lake-city/
• Fostering Educational Improvement With Research-Practice Partnerships
  Coburn, C. E., Penuel, W. R., & Farrell, C. C. (2021). Fostering Educational Improvement With Research-Practice Partnerships. Phi Delta Kappan, 102(7), 14–19. https://doi.org/10.1177/00317217211007332
• Fostering a Research Practice Partnership to Understand the Community Needs for Addressing Suicide Prevention among Youth in Klamath County
  Thomas, J. R. (2021). Fostering a Research Practice Partnership to Understand the Community Needs for Addressing Suicide Prevention among Youth in Klamath County [Ph.D., University of Oregon]. https://www.proquest.com/dissertations/docview/2628791563/abstract/B8F006AC8B446CBPQ/18
• Forty Years of Wicked Problems Literature: Forging Closer Links to Policy Studies
  Head, B. W. (2019). Forty Years of Wicked Problems Literature: Forging Closer Links to Policy Studies. Policy and Society, 38(2), 180–197. https://doi.org/10.1080/14494035.2018.1488797
• Formal and Informal Status
  Roethlisberger, F. J., & Dickson, W. J. (1952). Formal and Informal Status. In R. K. Merton, A. P. Gray, B. Hockey, & H. C. Selvin (Eds.), Reader in Bureaucracy (pp. 255–258). Free Press.
• For the Sake of Argument: An Approach to Teaching Evidence-Based Writing
  Friedrich, L., Bear, R., & Fox, T. (2018). For the Sake of Argument: An Approach to Teaching Evidence-Based Writing. American Educator, 44(1), 18–22.
• Footnotes to Organizational Change
  March, J. G. (1981). Footnotes to Organizational Change. Administrative Science Quarterly, 26(4), 563–577. https://doi.org/10.2307/2392340
• Focus, Fiddle, and Friends: Experiences that Transform Knowledge for the Implementation of Innovations
  Frank, K. A., Zhao, Y., Penuel, W. R., Ellefson, N., & Porter, S. (2011). Focus, Fiddle, and Friends: Experiences that Transform Knowledge for the Implementation of Innovations. Sociology of Education, 84(2), 137–156. https://doi.org/10.1177/0038040711401812
• Flexibility Versus Efficiency? A Case Study of Model Changeovers in the Toyota Production System
  Adler, P. S., Goldoftas, B., & Levine, D. I. (1999). Flexibility Versus Efficiency? A Case Study of Model Changeovers in the Toyota Production System. Organization Science, 10(1), 43–68. https://doi.org/10.1287/orsc.10.1.43
• Flame Wars: The Discourse of Cyberculture
  Dery, M. (1994). Flame Wars: The Discourse of Cyberculture. Duke University Press.
• Five Myths of School Turnaround Policy and Practice
  Meyers, C. V., & Smylie, M. A. (2017). Five Myths of School Turnaround Policy and Practice. Leadership and Policy in Schools, 16(3), 502–523. https://doi.org/10.1080/15700763.2016.1270333
• Five Faces of Oppression
  Young, I. M. (2004). Five Faces of Oppression. In L. M. Heldke & P. O’Connor (Eds.), Oppression, Privilege, and Resistance: Theoretical Perspectives on Racism, Sexism, and Heterosexism. McGraw-Hill.
• Fire Good. Make Human Inspiration Happen.
  Wynn, T. (2012, December). Fire Good. Make Human Inspiration Happen. Smithsonian Magazine. https://www.smithsonianmag.com/science-nature/fire-good-make-human-inspiration-happen-132494650/
• Final Commentary
  The Lesson Study Group at Mills College. (n.d.). Final Commentary. The Lesson Study Group. Retrieved November 14, 2022, from https://lessonresearch.net/reflect-step/final-commentary/
• Fifth Dimension
  Fifth Dimension. (n.d.). Retrieved August 15, 2022, from http://lchc.ucsd.edu/Projects/5th.dim_desc.html
• Fields, Institutional Infrastructure, and Governance
  Hinnings, C. R., Logue, D., & Zietsma, C. (2017). Fields, Institutional Infrastructure, and Governance. In R. Greenwood, C. Oliver, T. B. Lawrence, & R. E. Meyer (Eds.), The SAGE Handbook of Organizational Institutionalism (pp. 170–197). https://dx.doi.org/10.4135/9781446280669.n7
• Field Building: Lessons From The Robert Wood Johnson Foundation’s Anthology Series
  Isaacs, S. L., & Knickman, J. R. (2005). Field Building: Lessons From The Robert Wood Johnson Foundation’s Anthology Series. Health Affairs, 24(4), 1161–1165. https://doi.org/10.1377/hlthaff.24.4.1161
• Field Building for Population-Level Change
  Farnham, L., Nothmann, E., Tamaki, Z., & Daniels, C. (2020). Field Building for Population-Level Change. Bridgespan Group. https://www.bridgespan.org/insights/library/philanthropy/field-building-for-population-level-change
• Federal Programs Supporting Educational Change: Vol. VIII, Implementing and Sustaining Innovations
  Berman, P., & McLaughlin, M. W. (1978). Federal Programs Supporting Educational Change: Vol. VIII, Implementing and Sustaining Innovations. RAND Corporation. https://www.rand.org/pubs/reports/R1589z8.html
• Federal Programs Supporting Educational Change: Vol. VIII, Implementing and Sustaining Innovations
  Berman, P., & McLaughlin, M. W. (1978). Federal Programs Supporting Educational Change: Vol. VIII, Implementing and Sustaining Innovations. Rand. https://www.rand.org/pubs/reports/R1589z8.html
• Federal Programs Supporting Educational Change: Vol. IV, The Findings in Review
  Berman, P., & McLaughlin, M. W. (1975). Federal Programs Supporting Educational Change: Vol. IV, The Findings in Review. RAND Corporation. https://www.rand.org/pubs/reports/R1589z4.html
• Federal Programs Supporting Educational Change: Vol. I, A Model of Educational Change
  Berman, P., & McLaughlin, M. W. (1974). Federal Programs Supporting Educational Change: Vol. I, A Model of Educational Change. RAND Corporation. https://www.rand.org/pubs/reports/R1589z1.html
• Family Leadership Design Collaborative (FLDC)
  Family Leadership Design Collaborative – Cultivating Community Wellbeing and Educational Justice. (n.d.). Retrieved December 24, 2021, from https://familydesigncollab.org/
• Families in the Driver’s Seat: Catalyzing Familial Transformative Agency for Equitable Collaboration
  Ishimaru, A., Lott II, J., Torres, K., & O’Reilly-Diaz, K. (2019). Families in the Driver’s Seat: Catalyzing Familial Transformative Agency for Equitable Collaboration. Teachers College Record, 121(11), 1–39.
• Factors Influencing the Functioning of Data Teams
  Schildkamp, K., & Poortman, C. (2015). Factors Influencing the Functioning of Data Teams. Teachers College Record, 117(4), 1–42. https://doi.org/10.1177/016146811511700403
• Factors Contributing to Teachers’ Sustained Use of Kindergarten Peer-Assisted Learning Strategies
  Kearns, D. M., Fuchs, D., McMaster, K. L., Sáenz, L., Fuchs, L. S., Yen, L., Meyers, C., Stein, M., Compton, D., Berends, M., & Smith, T. M. (2010). Factors Contributing to Teachers’ Sustained Use of Kindergarten Peer-Assisted Learning Strategies. Journal of Research on Educational Effectiveness, 3(4), 315–342. https://doi.org/10.1080/19345747.2010.491151
• Facing the Challenges of Whole-School Reform: New American Schools After a Decade
  Berends, M., Bodilly, S. J., & Kirby, S. N. (2002). Facing the Challenges of Whole-School Reform: New American Schools After a Decade. Rand Corporation.
• Facilitating Improvement Teams℠
  Facilitating Improvement Teams℠. (n.d.). Carnegie Foundation for the Advancement of Teaching. Retrieved August 20, 2022, from https://www.carnegiefoundation.org/engage-with-us/professional-learning-opportunities/facilitating-improvement-teams/
• Facilitating EFL Teachers’ Professional Development Through CLS of English Literature Instruction
  Zhang, H., & Luo, S. (2022). Facilitating EFL Teachers’ Professional Development Through CLS of English Literature Instruction. International Journal for Lesson & Learning Studies, 11(2), 60–72. https://doi.org/10.1108/IJLLS-09-2021-0074