Items

• Education Policy Implementation
  Odden, A. (1991). Education Policy Implementation. SUNY Press.
• Education in the 1980's: A Concern for 'Quality'
  Ravitch, D. (1990, January 10). Education in the 1980’s: A Concern for “Quality.” Education Week. https://www.edweek.org/policy-politics/opinion-education-in-the-1980s-a-concern-for-quality/1990/01
• Education for Critical Consciousness
  Freire, P. (2003). Education for Critical Consciousness. Continuum.
• Education for Children of the Poor: A Study of the Origins and Implementation of the Elementary and Secondary Education Act of 1965
  Jeffrey, J. R. (1978). Education for Children of the Poor. A Study of the Origins and Implementation of the Elementary and Secondary Education Act of 1965. Ohio State University Press.
• Education for All Handicapped Children Act of 1975 (P.L. 94–142)
  Education for All Handicapped Children Act of 1975, Pub. L. No. 94–142 (1975). https://www.govinfo.gov/content/pkg/STATUTE-89/pdf/STATUTE-89-Pg773.pdf
• Education Endowment Foundation (EEF)
  Education Endowment Foundation (EEF). (n.d.). Retrieved January 27, 2026, from https://educationendowmentfoundation.org.uk/
• Education and Power
  Apple, M. W. (1995). Education and Power. Psychology Press.
• Educating for Empathy: Literacy Learning and Civic Engagement
  Mirra, Nicole. (2018). Educating for Empathy: Literacy Learning and Civic Engagement. Teachers College Press.
• Educate to Perpetuate: Land-Based Pedagogies and Community Resurgence
  Corntassel, J., & Hardbarger, T. (2019). Educate to Perpetuate: Land-Based Pedagogies and Community Resurgence. International Review of Education, 65(1), 87–116. https://doi.org/10.1007/s11159-018-9759-1
• Edsight
  EdSight(n.d.). Retrieved August 20, 2022, from https://edsight.io/
• Editors' Comment [Introducing the Journal of Research on Educational Effectiveness]
  Foorman, B. R., & Hedges, L. V. (2008). Editors’ Comment. Journal of Research on Educational Effectiveness, 1(1), 1. https://doi.org/10.1080/19345740701842432
• Editorial Essay: Networked Utopias and Speculative Futures
  Ballard, S., Joyce, Z., & Muller, L. (2012). Editorial Essay: Networked Utopias and Speculative Futures. The Fiberculture Journal: Digital Media + Networks + Transdisciplinary Critique (20), 1–9.
• Ed-Talk: Scaling Equitable Teaching and Learning
  Penuel, W. R. (2016, September 14). Ed-Talk: Scaling Equitable Teaching and Learning. https://www.youtube.com/watch?v=k2K9j4Fdnmk
• Economic Control of Quality of Manufactured Product
  Shewhart, W. A. (2015). Economic Control of Quality of Manufactured Product. Martino Publishing.
• Ecology, Democracy, and Green Schools: An Integrated Framework
  Kensler, L. A. W. (2012). Ecology, Democracy, and Green Schools: An Integrated Framework. Journal of School Leadership, 22(4), 789–814. https://doi.org/10.1177/105268461202200406
• Ecological Models of Human Development
  Bronfenbrenner, U. (1994). Ecological Models of Human Development. In M. Gauvain & M. Cole (Eds.), Readings on the Development of Children (4th ed., pp. 3–8). Worth.
• Echoes of Brown: Youth Documenting and Performing the Legacy of Brown v. Board of Education
  Fine, Michelle (Director). (2022, May 19). Echoes of Brown: Youth Documenting and Performing the Legacy of Brown v. Board of Education. Teachers College Press. https://www.youtube.com/watch?v=OtROdEOKeOA
• Duet or Duel? A Portrait of Two Logics of Reading Instruction in an Urban School District
  Woulfin, S. L. (2016). Duet or Duel? A Portrait of Two Logics of Reading Instruction in an Urban School District. American Journal of Education, 122(3), 337–365. https://doi.org/10.1086/685848
• Driving Results Through Social Networks: How Top Organizations Leverage Networks for Performance and Growth
  Cross, R. L., & Thomas, R. J. (2008). Driving Results Through Social Networks: How Top Organizations Leverage Networks for Performance and Growth. John Wiley & Sons.
• Drinking from the Firehose: The Structural and Cognitive Dimensions of Sharing Information on Twitter
  Rehm, M., Cornelissen, F., Daly, A. J., & García, M. D. F. (2020). Drinking from the Firehose: The Structural and Cognitive Dimensions of Sharing Information on Twitter. American Journal of Education, 127(1), 77–105. https://doi.org/10.1086/711014
• Drawing Inferences and Testing Theories with Big Data
  Nagler, J., & Tucker, J. A. (2015). Drawing Inferences and Testing Theories with Big Data. PS: Political Science & Politics, 48(1), 84–88. https://doi.org/10.1017/S1049096514001796
• Downward Spiral or Upward Trajectory? Building a Public Profession to Meet the Shifting Technical, Social, and Political Demands of Education
  Glazer, J. L., & Mehta, J. (2020). Downward spiral or upward trajectory? Building a public profession to meet the shifting technical, social, and political demands of education. In M. Ehren & J. Baxter (Eds.), Trust, accountability and capacity in education system reform: Global perspectives in comparative education (1st ed.). https://www.routledge.com/Trust-Accountability-and-Capacity-in-Education-System-Reform-Global-Perspectives/Ehren-Baxter/p/book/9780367362492
• Double Loop Learning in Organizations
  Argyris, C. (1977, September 1). Double Loop Learning in Organizations. Harvard Business Review, 55(5), 115–125.
• Donald Schon's Philosophy of Design and Design Education
  Waks, L. J. (2001). Donald Schon’s Philosophy of Design and Design Education. International Journal of Technology and Design Education, 11(1), 37–51. https://doi.org/10.1023/A:1011251801044
• Don’t Ignore My Voice: A Call to Action by and for Gender-Expansive Youth
  Hoyo, S. (2021). Don’t Ignore My Voice: A Call to Action by and for Gender-Expansive Youth [Ph.D., University of Massachusetts Boston]. https://www.proquest.com/dissertations/docview/2545608770/abstract/B8F006AC8B446CBPQ/32
• Doing Youth Participatory Action Research: Transforming Inquiry with Researchers, Educators, and Students
  Mirra, N., Garcia, A., & Morrell, E. (2015). Doing Youth Participatory Action Research: Transforming Inquiry with Researchers, Educators, and Students. Routledge.
• Doing With Understanding: Lessons From Research on Problem- and Project-Based Learning
  Barron, B. J. S., Schwartz, D. L., Vye, N. J., Moore, A., Petrosino, A., Zech, L., & Bransford, J. D. (1998). Doing With Understanding: Lessons From Research on Problem- and Project-Based Learning. Journal of the Learning Sciences, 7(3–4), 271–311. https://doi.org/10.1080/10508406.1998.9672056
• Doing Critical Policy Analysis in Education Research: An Emerging Paradigm
  Young, M. D., & Diem, S. (2018). Doing Critical Policy Analysis in Education Research: An Emerging Paradigm. In C. R. Lochmiller (Ed.), Complementary Research Methods for Educational Leadership and Policy Studies (pp. 79–98). Springer International Publishing. https://doi.org/10.1007/978-3-319-93539-3_5
• Does the Internet Increase, Decrease, or Supplement Social Capital?: Social Networks, Participation, and Community Commitment
  Wellman, B., Haase, A. Q., Witte, J., & Hampton, K. (2001). Does the Internet Increase, Decrease, or Supplement Social Capital?: Social Networks, Participation, and Community Commitment. American Behavioral Scientist, 45(3), 436–455. https://doi.org/10.1177/00027640121957286
• Does Professional Community Affect the Classroom? Teachers' Work and Student Experiences in Restructuring Schools
  Louis, K. S., & Marks, H. M. (1998). Does Professional Community Affect the Classroom? Teachers’ Work and Student Experiences in Restructuring Schools. American Journal of Education, 106(4), 532–575. https://doi.org/10.1086/444197
• Do We Know Who Will Drop Out? A Review of the Predictors of Dropping out of High School: Precision, Sensitivity, and Specificity
  Bowers, A. J., Sprott, R., & Taff, S. A. (2012). Do We Know Who Will Drop Out? A Review of the Predictors of Dropping out of High School: Precision, Sensitivity, and Specificity. The High School Journal, 96(2), 77–100.
• Do Networks Really Work? A Framework for Evaluating Public-Sector Organizational Networks
  Provan, K. G., & Milward, H. B. (2001). Do Networks Really Work? A Framework for Evaluating Public-Sector Organizational Networks. Public Administration Review, 61(4), 414–423. https://doi.org/10.1111/0033-3352.00045
• Do Inquiry Paradigms Imply Inquiry Methodologies?
  Guba, E. G., & Lincoln, Y. S. (1988). Do Inquiry Paradigms Imply Inquiry Methodologies? In D. M. Fetterman (Ed.), Qualitative Approaches to Evaluation in Education: The Silent Scientific Revolution. Praeger.
• Diverse Schools in a Democratic Society: New Ways of Understanding How School Demographics Affect Civic and Political Learning
  Jacobsen, R., Frankenberg, E., & Lenhoff, S. W. (2012). Diverse Schools in a Democratic Society: New Ways of Understanding How School Demographics Affect Civic and Political Learning. American Educational Research Journal, 49(5), 812–843. https://doi.org/10.3102/0002831211430352
• District-led School Turnaround: Aiming for Ambitious and Equitable Instruction in Shelby County’s iZone
  Glazer, J., Massell, D., Lenhoff, S. W., Larbi-Cherif, A., Egan, C., Taylor, J., Ison, A., Deleveaux, J., & Millington, Z. (2020). District-led School Turnaround: Aiming for Ambitious and Equitable Instruction in Shelby County’s iZone (CPRE Research Reports). https://repository.upenn.edu/cpre_researchreports/114
• District-Led School Turnaround: Aiming for Ambitious and Equitable Instruction in Shelby County’s iZone
  Glazer, J. L., Massell, D., Larbi-Cherif, A., Egan, C., Taylor, J. E., Ison, A., Deleveaux, J., & Millington, Z. (2020). District-Led School Turnaround: Aiming for Ambitious and Equitable Instruction in Shelby County’s iZone. https://repository.upenn.edu/cpre_researchreports/114/
• District Policy and Teachers’ Social Networks
  Coburn, C. E., & Russell, J. L. (2008). District Policy and Teachers’ Social Networks. Educational Evaluation and Policy Analysis, 30(3), 203–235. https://doi.org/10.3102/0162373708321829
• District Leaders’ Framing of Educator Evaluation Policy
  Woulfin, S. L., Donaldson, M. L., & Gonzales, R. (2016). District Leaders’ Framing of Educator Evaluation Policy. Educational Administration Quarterly, 52(1), 110–143. https://doi.org/10.1177/0013161X15616661
• District Central Offices as Learning Organizations: How Sociocultural and Organizational Learning Theories Elaborate District Central Office Administrators' Participation in Teaching and Learning Improvement Efforts
  Honig, M. I. (2008). District Central Offices as Learning Organizations: How Sociocultural and Organizational Learning Theories Elaborate District Central Office Administrators’ Participation in Teaching and Learning Improvement Efforts. American Journal of Education, 114(4), 627–664. https://doi.org/10.1086/589317
• District Central Office Leadership as Teaching: How Central Office Administrators Support Principals’ Development as Instructional Leaders
  Honig, M. I. (2012). District Central Office Leadership as Teaching: How Central Office Administrators Support Principals’ Development as Instructional Leaders. Educational Administration Quarterly, 48(4), 733–774. https://doi.org/10.1177/0013161X12443258
• Distributed Cognitions: Psychological and Educational Considerations
  Salomon, G. (1993). Distributed Cognitions: Psychological and Educational Considerations. Cambridge University Press.
• Distinguishing Control from Learning in Total Quality Management: A Contingency Perspective
  Sitkin, S. B., Sutcliffe, K. M., & Schroeder, R. G. (1994). Distinguishing Control from Learning in Total Quality Management: A Contingency Perspective. Academy of Management Review, 19(3), 537–564. https://doi.org/10.5465/amr.1994.9412271813
• Disrupting Racialized Institutional Scripts: Toward Parent–Teacher Transformative Agency for Educational Justice
  Ishimaru, A. M., & Takahashi, S. (2017). Disrupting Racialized Institutional Scripts: Toward Parent–Teacher Transformative Agency for Educational Justice. Peabody Journal of Education, 92(3), 343–362. https://doi.org/10.1080/0161956X.2017.1324660
• Disrupting Disruption: The Steady Work of Transforming Schools
  Kirp, D., Wechsler, M., Gardner, M., & Ali, T. T. (2022). Disrupting Disruption: The Steady Work of Transforming Schools. Oxford University Press.
• Disrupting and Displacing Methodologies in STEM Education: from Engineering to Tinkering with Theory for Eco-Social Justice
  Higgins, M., Wallace, M. F. G., & Bazzul, J. (2018). Disrupting and Displacing Methodologies in STEM Education: From Engineering to Tinkering with Theory for Eco-Social Justice. Canadian Journal of Science, Mathematics and Technology Education, 18(3), 187–192. https://doi.org/10.1007/s42330-018-0020-5
• Discursive Burdens: Negotiating Difference in an Education Movement
  Taylor-Heine, M., & Wilson, T. S. (2022). Discursive Burdens: Negotiating Difference in an Education Movement. Journal of Education Policy, 37(3), 379–398. https://doi.org/10.1080/02680939.2020.1829074
• Discovery With Models: A Case Study on Carelessness in Computer-Based Science Inquiry
  Hershkovitz, A., de Baker, R. S. J., Gobert, J., Wixon, M., & Pedro, M. S. (2013). Discovery With Models: A Case Study on Carelessness in Computer-Based Science Inquiry. American Behavioral Scientist, 57(10), 1480–1499. https://doi.org/10.1177/0002764213479365
• Discovering How Teachers Build Virtual Relationships and Develop as Professionals through Online Teacherpreneurship
  Shelton, C., & Archambault, L. (2018). Discovering How Teachers Build Virtual Relationships and Develop as Professionals through Online Teacherpreneurship. Journal of Interactive Learning Research, 29(4), 579–602.
• Disciplined Education Policy Research
  Feuer, M. J. (2009). Commentary: Disciplined Education Policy Research. In Handbook of Education Policy Research. Routledge.
• Discipline and Punish: The Birth of the Prison
  Foucault, M. (1979). Discipline and Punish: The Birth of the Prison. Vintage Books.