Items

• Extracting Information from Big Data: Issues of Measurement, Inference and Linkage
  Kreuter, F., & Peng, R. D. (2014). Extracting Information from Big Data: Issues of Measurement, Inference and Linkage. In H. Nissenbaum, J. Lane, S. Bender, & V. Stodden (Eds.), Privacy, Big Data, and the Public Good: Frameworks for Engagement (pp. 257–275). Cambridge University Press. https://doi.org/10.1017/CBO9781107590205.016
• External Reform Initiatives and Teachers' Efforts to Reconstruct Their Practice: The Mediating Role of Teachers' Zones of Enactment
  Spillane, J. P. (1999). External Reform Initiatives and Teachers’ Efforts to Reconstruct Their Practice: The Mediating Role of Teachers’ Zones of Enactment. Journal of Curriculum Studies, 31(2), 143–175. https://doi.org/10.1080/002202799183205
• Extending the Consequentiality of “Invisible Work” in the Food Justice Movement
  Jurow, A. S., Teeters, L., Shea, M., & Van Steenis, E. (2016). Extending the Consequentiality of “Invisible Work” in the Food Justice Movement. Cognition and Instruction, 34(3), 210–221. https://doi.org/10.1080/07370008.2016.1172833
• Extending Educational Reform: From One School to Many
  Datnow, A., Hubbard, L., & Mehan, H. (2002). Extending Educational Reform: From One School to Many. Routledge. https://doi.org/10.4324/9780203993965
• Exploring Tools for Community Engagement in Scoping and Populating a Knowledge Base
  Lawlor, J. A., Lagoze, C., Huynh, M. Q., Hammond, J. W., & Moss, P. A. (2021, June 22). Exploring Tools for Community Engagement in Scoping and Populating a Knowledge Base. 18th Biennial Conference of the Society for Community Research and Action (SCRA): Uprooting White Supremacy. [Virtual Conference]
• Exploring the Space Between: Social Networks, Trust, and Urban School District Leaders
  Daly, A. J., & Finnigan, K. S. (2012). Exploring the Space Between: Social Networks, Trust, and Urban School District Leaders. Journal of School Leadership, 22(3), 493–530. https://doi.org/10.1177/105268461202200304
• Exploring Teacher Learning Process in Chinese Lesson Study: A Case of Representing Fractions on a Number Line
  Huang, X., Huang, R., & Lai, M. Y. (2021). Exploring Teacher Learning Process in Chinese Lesson Study: A Case of Representing Fractions on a Number Line. International Journal for Lesson & Learning Studies, 11(2), 121–132. https://doi.org/10.1108/IJLLS-03-2021-0026
• Explorations of the Structure–Agency Dialectic as a Tool for Framing Equity in Science Education
  Varelas, M., Settlage, J., & Mensah, F. M. (2015). Explorations of the Structure–Agency Dialectic as a Tool for Framing Equity in Science Education. Journal of Research in Science Teaching, 52(4), 439–447. https://doi.org/10.1002/tea.21230
• Exploration and Exploitation in Organizational Learning
  March, J. G. (1991). Exploration and Exploitation in Organizational Learning. Organization Science, 2(1), 71–87. https://doi.org/10.1287/orsc.2.1.71
• Exploitation, Exploration, and Process Management: The Productivity Dilemma Revisited
  Benner, M. J., & Tushman, M. L. (2003). Exploitation, Exploration, and Process Management: The Productivity Dilemma Revisited. Academy of Management Review, 28(2), 238–256. https://doi.org/10.5465/amr.2003.9416096
• Explicating Validity
  Kane, M. T. (2016). Explicating Validity. Assessment in Education: Principles, Policy & Practice, 23(2), 198–211. https://doi.org/10.1080/0969594X.2015.1060192
• Explanatory and Predictive Modeling Within Improvement Science Projects
  Krumm, A. E., Yeager, D. S., & Yamada, H. (2019). Explanatory and Predictive Modeling Within Improvement Science Projects. AERA Annual Meeting, Toronto, ON. http://tinyurl.com/yaxj9my4
• Explanation and Elaboration of the SQUIRE (Standards for Quality Improvement Reporting Excellence) Guidelines, V.2.0: Examples of SQUIRE Elements in the Healthcare Improvement Literature
  Goodman, D., Ogrinc, G., Davies, L., Baker, G. R., Barnsteiner, J., Foster, T. C., Gali, K., Hilden, J., Horwitz, L., Kaplan, H. C., Leis, J., Matulis, J. C., Michie, S., Miltner, R., Neily, J., Nelson, W. A., Niedner, M., Oliver, B., Rutman, L., … Thor, J. (2016). Explanation and elaboration of the SQUIRE (Standards for Quality Improvement Reporting Excellence) Guidelines, V.2.0: Examples of SQUIRE elements in the healthcare improvement literature. BMJ Quality & Safety, 25(12), e7–e7. https://doi.org/10.1136/bmjqs-2015-004480
• Experimental Impacts of a Teacher Professional Development Program in Chile on Preschool Classroom Quality and Child Outcomes
  Yoshikawa, H., Leyva, D., Snow, C. E., Treviño, E., Barata, M. C., Weiland, C., Gomez, C. J., Moreno, L., Rolla, A., D’Sa, N., & Arbour, M. C. (2015). Experimental Impacts of a Teacher Professional Development Program in Chile on Preschool Classroom Quality and Child Outcomes. Developmental Psychology, 51, 309–322. https://doi.org/10.1037/a0038785
• Experimental Impacts of a Preschool Intervention in Chile on Children's Language Outcomes: Moderation by Student Absenteeism
  Arbour, M., Yoshikawa, H., Willett, J., Weiland, C., Snow, C., Mendive, S., Barata, M. C., & Treviño, E. (2016). Experimental Impacts of a Preschool Intervention in Chile on Children’s Language Outcomes: Moderation by Student Absenteeism. Journal of Research on Educational Effectiveness, 9(sup1), 117–149. https://doi.org/10.1080/19345747.2015.1109013
• Experience-Based Design: From Redesigning the System Around the Patient to Co-Designing Services with the Patient
  Bate, P., & Robert, G. (2006). Experience-Based Design: From Redesigning the System Around the Patient to Co-Designing Services with the Patient. BMJ Quality & Safety, 15(5), 307–310. https://doi.org/10.1136/qshc.2005.016527
• Experience and Education
  Dewey, J. (1938). Experience and Education. Macmillan.
• Expansive Learning at Work: Toward an Activity Theoretical Reconceptualization
  Engeström, Y. (2001). Expansive Learning at Work: Toward an activity theoretical Reconceptualization. Journal of Education and Work, 14(1), 133–156. https://doi.org/10.1080/13639080020028747
• Expanding Views of Interpretation/Use Arguments
  Haertel, E. (2013). Expanding Views of Interpretation/Use Arguments. Measurement: Interdisciplinary Research and Perspectives, 11(1–2), 68–70. https://doi.org/10.1080/15366367.2013.790729
• Expanding the Reach of Education Reforms: Perspectives from Leaders in the Scale-Up of Educational Interventions
  Glennan, T. K., Bodilly, S. J., Galegher, J., & Kerr, K. A. (2000). Expanding the Reach of Education Reforms: Perspectives from Leaders in the Scale-Up of Educational Interventions. Rand Corporation.
• Examining the Virtual Diffusion of Educational Resources across Teachers’ Social Networks over Time
  Liu, Y., Torphy, K. T., Hu, S., Tang, J., & Chen, Z. (2020). Examining the Virtual Diffusion of Educational Resources across Teachers’ Social Networks over Time. Teachers College Record, 122(6), 1–34. https://doi.org/10.1177/016146812012200605
• Examining the Practices of Generating an Aim Statement in a Teacher Preparation Networked Improvement Community
  Sandoval, C., & Van Es, E. A. (2021). Examining the Practices of Generating an Aim Statement in a Teacher Preparation Networked Improvement Community. Teachers College Record, 123(6), 1–32. https://doi.org/10.1177/016146812112300606
• Examining Relations between Teachers’ Explanations of Sources of Students’ Difficulty in Mathematics and Students’ Opportunities to Learn
  Wilhelm, A. G., Munter, C., & Jackson, K. (2017). Examining Relations between Teachers’ Explanations of Sources of Students’ Difficulty in Mathematics and Students’ Opportunities to Learn. The Elementary School Journal, 117(3), 345–370. https://doi.org/10.1086/690113
• Examining Relations between Mathematics Teachers’ Instructional Vision and Knowledge and Change in Practice
  Munter, C., & Correnti, R. (2017). Examining Relations between Mathematics Teachers’ Instructional Vision and Knowledge and Change in Practice. American Journal of Education, 123(2), 171–202. https://doi.org/10.1086/689928
• Examining Practices in the Initiation of a Teacher Preparation Networked Improvement Community
  Sandoval, C. (2021). Examining Practices in the Initiation of a Teacher Preparation Networked Improvement Community [Ph.D., University of California, Irvine]. https://www.proquest.com/dissertations/docview/2611646975/abstract/BDFEDA2C083476EPQ/1
• Examining Pinterest as a Curriculum Resource for Negative Integers: An Initial Investigation
  Hertel, J. T., & Wessman-Enzinger, N. M. (2017). Examining Pinterest as a Curriculum Resource for Negative Integers: An Initial Investigation. Education Sciences, 7(2), Article 2. https://doi.org/10.3390/educsci7020045
• Examining Key Concepts in Research on Teachers’ Use of Mathematics Curricula
  Remillard, J. T. (2005). Examining Key Concepts in Research on Teachers’ Use of Mathematics Curricula. Review of Educational Research, 75(2), 211–246. https://doi.org/10.3102/00346543075002211
• Examining How School Settings Support Teachers' Improvement of their Classroom Instruction
  Dunlap, C. J. (2016). Examining How School Settings Support Teachers’ Improvement of their Classroom Instruction [Ph.D., Vanderbilt University].
• Examining Capacity for “Cross-Pollination” in a Rural School District: A Social Network Analysis Case Study
  Woodland, R. H., & Mazur, R. (2019). Examining Capacity for “Cross-Pollination” in a Rural School District: A Social Network Analysis Case Study. Educational Management Administration & Leadership, 47(5), 815–836. https://doi.org/10.1177/1741143217751077
• Examining a Novel Partnership for Educational Innovation: Promises and Complexities of Cross-Institutional Collaboration
  Rosen, L. (2010). Examining a Novel Partnership for Educational Innovation: Promises and Complexities of Cross-Institutional Collaboration. In C. E. Coburn & M. K. Stein (Eds.), Research and Practice in Education: Building Alliances, Bridging the Divide (pp. 55–72). Rowman & Littlefield.
• Evidence, Interpretation, and Persuasion: Instructional Decision Making at the District Central Office
  Coburn, C. E., Toure, J., & Yamashita, M. (2009). Evidence, Interpretation, and Persuasion: Instructional Decision Making at the District Central Office. Teachers College Record, 111(4), 1115–1161.
• Evidence-Informed Teaching: An Evaluation of Progress in England
  Coldwell, M., Greaney, T., Higgins, S., Brown, C., Maxwell, B., Stiell, B., Stoll, L., Willis, B., & Burns, H. (2017). Evidence-Informed Teaching: An Evaluation of Progress in England. Research Report July 2017 (DFE-RR-696; pp. 1–75). Department of Education. https://www.gov.uk/government/publications/evidence-informed-teaching-evaluation-of-progress-in-england
• Evidence-Informed Innovation in Schools: Aligning Collaborative Research and Development With High Quality Professional Learning for Teachers
  Greany, T., & Maxwell, B. (2017). Evidence-Informed Innovation in Schools: Aligning Collaborative Research and Development With High Quality Professional Learning for Teachers. International Journal of Innovation in Education, 4(2–3), 147–170. https://doi.org/10.1504/IJIIE.2017.088095
• Evidence-Based Staffing in High Schools: Using Student Achievement Data in Teacher Hiring, Evaluation, and Assignment
  Cohen-Vogel, L., Little, M., & Fierro, C. (2019). Evidence-Based Staffing in High Schools: Using Student Achievement Data in Teacher Hiring, Evaluation, and Assignment. Leadership and Policy in Schools, 18(1), 1–34. https://doi.org/10.1080/15700763.2017.1326146
• Evidence-Based Decision Making in School District Central Offices: Toward a Policy and Research Agenda
  Honig, M. I., & Coburn, C. (2008). Evidence-Based Decision Making in School District Central Offices: Toward a Policy and Research Agenda. Educational Policy, 22(4), 578–608. https://doi.org/10.1177/0895904807307067
• Evidence in Practice: A Framing of the Terrain
  Spillane, J. P., & Miele, D. B. (2007). Evidence in Practice: A Framing of the Terrain. Teachers College Record, 109(13), 46–73. https://doi.org/10.1177/016146810710901303
• Evidence for Improvement℠
  Evidence for Improvement℠. (n.d.). Carnegie Foundation for the Advancement of Teaching. Retrieved August 20, 2022, from https://www.carnegiefoundation.org/engage-with-us/professional-learning-opportunities/evidence-for-improvement/
• Evidence for Improvement: An Integrated Approach
  Sherer, D. G., Norman, J. R., Peurach, D. J., Bryk, A. S., & Vasudeva, A. (2019). Evidence for Improvement: An Integrated Approach. AERA Annual Meeting, Toronto, ON.
• Evidence for Improvement: An Integrated Analytic Approach for Supporting Networks in Education
  Sherer, D., Norman, J., Bryk, A. S., Peurach, D. J., Vasudeva, A., & McMahon, K. (2020). Evidence for improvement: An Integrated Analytic Approach for Supporting Networks in Education. Carnegie Foundation for the Advancement of Teaching,
• Evidence for Improvement (EFI) Network
  Evidence for Improvement (EFI) Network. (n. d.). Retrieved May 1, 2022 from https://www.carnegiefoundation.org/our-work/networked-improvement/efi/
• Everyday Creativity in Novice E-Textile Designs
  Kafai, Y. B., Fields, D. A., & Searle, K. A. (2011). Everyday Creativity in Novice E-Textile Designs. Proceedings of the 8th ACM Conference on Creativity and Cognition, 353–354. https://doi.org/10.1145/2069618.2069692
• Everybody Lies: Big Data, New Data, and What the Internet Can Tell Us About Who We Really Are
  Stephens-Davidowitz, S. (2017). Everybody Lies: Big Data, New Data, and What the Internet Can Tell Us About Who We Really Are. HarperCollins.
• Every Student Succeeds Act of 2015
  Every Student Succeeds Act of 2015, Pub. L. No. 114–95 (2015). https://www.congress.gov/bill/114th-congress/senate-bill/1177
• Evaluation of the Positive Deviance Project
  Malloy, C. L. (2012). Evaluation of the Positive Deviance Project. California Teachers Association Institute for Teaching.
• Evaluation of Quality Improvement Programmes
  Øvretveit, J., & Gustafson, D. (2002). Evaluation of Quality Improvement Programmes. BMJ Quality & Safety, 11(3), 270–275. https://doi.org/10.1136/qhc.11.3.270
• Evaluating the Quality of Medical Care
  Donabedian, A. (2005). Evaluating the Quality of Medical Care. The Milbank Quarterly, 83(4), 691–729. https://doi.org/10.1111/j.1468-0009.2005.00397.x
• Evaluating PK–12 Professional Learning Communities: An Improvement Science Perspective
  Woodland, R. H. (2016). Evaluating PK–12 Professional Learning Communities: An Improvement Science Perspective. American Journal of Evaluation, 37(4), 505–521. https://doi.org/10.1177/1098214016634203
• Ethical Issues in Practitioner Research
  Zeni, J. (2001). Ethical Issues in Practitioner Research. Teachers College Press.
• Ethical and Professional Norms in Community-Based Research
  Campano, G., Ghiso, M. P., & Welch, B. (2015). Ethical and Professional Norms in Community-Based Research. Harvard Educational Review, 85(1), 29–49. https://doi.org/10.17763/haer.85.1.a34748522021115m
• Estamos acá: Afrodescendant Youth Activism, Education, and Racialized Citizenship in Argentina
  Berger, E. S. (2020). Estamos acá: Afrodescendant Youth Activism, Education, and Racialized Citizenship in Argentina [Ph.D., Temple University]. https://www.proquest.com/dissertations/docview/2444871675/B8F006AC8B446CBPQ/49