Items

• Common Core, Uncommon Theory of Action: CEOs in New York City Schools
  Wohlstetter, P., Buck, B., Houston, D. M., & Smith, C. O. (2016). Common Core, Uncommon Theory of Action: CEOs in New York City Schools. In A. J. Daly & K. S. Finnigan (Eds.), Thinking and Acting Systemically: Improving School Districts Under Pressure (pp. 147–182). American Educational Research Association. https://doi.org/10.3102/978-0-935302-46-2_6
• Commentary: New Paradigms for Understanding Elementary Teachers’ Interactions with Instructional Materials
  Drake, C. (2021). Commentary: New Paradigms for Understanding Elementary Teachers’ Interactions with Instructional Materials. The Elementary School Journal, 122(1), 136–140. https://doi.org/10.1086/715631
• College, Career, and Community Writers Program (C3WP)
  C3WP. (n.d.). National Writing Project. Retrieved August 14, 2022, from https://sites.google.com/nwp.org/c3wp/home
• Collective Sensemaking about Reading: How Teachers Mediate Reading Policy in Their Professional Communities
  Coburn, C. E. (2001). Collective Sensemaking about Reading: How Teachers Mediate Reading Policy in Their Professional Communities. Educational Evaluation and Policy Analysis, 23(2), 145–170. https://doi.org/10.3102/01623737023002145
• Collective Impact Forum
  Collective Impact Forum. (2021). About us: From uncommon goals to common results. https://www.collectiveimpactforum.org/about-us
• Collective Impact and the New Generation of Cross-Sector Collaborations for Education: A Nationwide Scan
  Henig, J. R., Riehl, C. J., Houston, D. M., Rebell, M. A., & Wolff, J. R. (2016). Collective Impact and the New Generation of Cross-Sector Collaborations for Education: A Nationwide Scan (pp. 1–46). Columbia University Teachers College. https://www.wallacefoundation.org/knowledge-center/pages/collective-impact-and-the-new-generation-of-cross-sector-collaboration-for-education.aspx
• Collective Impact
  Kania, John, & Kramer, Mark. (2011). Collective Impact. Stanford Social Innovation Review, 9, 3641. https://doi.org/10.48558/5900-KN19
• Collected Papers of Charles Sanders Peirce
  Peirce, C. S. (1958). Collected Papers of Charles Sanders Peirce. Belknap Press of Harvard University Press.
• Collaborative Professionalism: When Teaching Together Means Learning for All
  Hargreaves, A., & O’Connor, M. T. (2018). Collaborative Professionalism: When Teaching Together Means Learning for All. Corwin Press.
• Collaborative Inquiry: Youth, Social Action, and Critical Qualitative Research
  Caraballo, L., & Lyiscott, J. (2020). Collaborative Inquiry: Youth, Social Action, and Critical Qualitative Research. Action Research, 18(2), 194–211. https://doi.org/10.1177/1476750317752819
• Collaborative Design as a Form of Professional Development
  Voogt, J., Laferrière, T., Breuleux, A., Itow, R. C., Hickey, D. T., & McKenney, S. (2015). Collaborative Design as a Form of Professional Development. Instructional Science, 43(2), 259–282. https://doi.org/10.1007/s11251-014-9340-7
• Collaboration versus Concreteness: Tensions in Designing for Scale
  Cannata, M., & Nguyen, T. D. (2020). Collaboration versus Concreteness: Tensions in Designing for Scale. Teachers College Record, 122(12), 1–34. https://doi.org/10.1177/016146812012201207
• Coherent Instructional Systems at the School and School System Levels in the United States
  Sharpe, C. J., & Cobb, P. (2020). Coherent Instructional Systems at the School and School System Levels in the United States. In Oxford Bibliographies. Oxford University Press. https://www.oxfordbibliographies.com/view/document/obo-9780199756810/obo-9780199756810-0262.xml
• Cognitive Tutors: Technology Bringing Learning Sciences to the Classroom
  Koedinger, K. R., & Corbett, A. (2005). Cognitive Tutors: Technology Bringing Learning Sciences to the Classroom. In R. K. Sawyer (Ed.), The Cambridge Handbook of the Learning Sciences (pp. 61–78). Cambridge University Press. https://doi.org/10.1017/CBO9780511816833.006
• Cognitive Tutors: Lessons Learned
  Anderson, J. R., Corbett, A. T., Koedinger, K. R., & Pelletier, Ray. (1995). Cognitive Tutors: Lessons Learned. Journal of the Learning Sciences, 4(2), 167–207. https://doi.org/10.1207/s15327809jls0402_2
• Cognitive Tutors: From the Research Classroom to All Classrooms
  Corbett, A. T., Koedinger, K., & Hadley, W. S. (2001). Cognitive Tutors: From the Research Classroom to All Classrooms. In Technology Enhanced Learning: Opportunities for Change (pp. 235–263). Lawrence Erlbaum Associates Publishers.
• Cognitive Rigor: Blending the Strengths of Bloom's Taxonomy and Webb's Depth of Knowledge to Enhance Classroom-Level Processes
  Hess, K. K., Jones, B. S., Carlock, D., & Walkup, J. R. (2009). Cognitive Rigor: Blending the Strengths of Bloom’s Taxonomy and Webb’s Depth of Knowledge to Enhance Classroom-Level Processes. In Online Submission. https://eric.ed.gov/?id=ED517804
• Cognition and Learning
  Greeno, J. G., Collins, A. M., & Resnick, L. B. (1996). Cognition and Learning. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of Educational Psychology (pp. 15–46). Routledge.
• Coerced Practice Implementation in Cases of Low Cultural Fit: Cultural Change and Practice Adaptation During the Implementation of Six Sigma at 3M
  Canato, A., Ravasi, D., & Phillips, N. (2013). Coerced Practice Implementation in Cases of Low Cultural Fit: Cultural Change and Practice Adaptation During the Implementation of Six Sigma at 3M. Academy of Management Journal, 56(6), 1724–1753. https://doi.org/10.5465/amj.2011.0093
• Co-designing Justice and Well-Being with/in Systems and Conclusions
  Ishimaru, A. M. (2020). Co-designing Justice and Well-Being with/in Systems and Conclusions. In Just Schools: Building Equitable Collaborations with Families and Communities. Teachers College Press.
• Co-Designing for Privacy, Transparency, and Trust in K-12 Learning Analytics
  Ahn, J., Campos, F., Nguyen, H., Hays, M., & Morrison, J. (2021). Co-Designing for Privacy, Transparency, and Trust in K-12 Learning Analytics. LAK21: 11th International Learning Analytics and Knowledge Conference, 55–65. https://doi.org/10.1145/3448139.3448145
• Co-Designing Family and Community Wellness and Educational Justice: Findings From the Family Leadership Design Collaborative [Session 42.039]
  Bang, M., (Chair) & Ishimaru, A. M. (Discussant) (2017). Co-Designing Family and Community Wellness and Educational Justice: Findings From the Family Leadership Design Collaborative. AERA Annual Meeting, San Antonio.
• Co-design as Infrastructuring with Attention to Power: Building Collective Capacity for Equitable Teaching and Learning Through Design-Based Implementation Research
  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
• Co-Constructors of Data, Co-Constructors of Meaning: Teacher Professional Development in an Age of Accountability
  Schnellert, L. M., Butler, D. L., & Higginson, S. K. (2008). Co-Constructors of Data, Co-Constructors of Meaning: Teacher Professional Development in an Age of Accountability. Teaching and Teacher Education, 24(3), 725–750. https://doi.org/10.1016/j.tate.2007.04.001
• Closing the Loop: Automated Data-Driven Cognitive Model Discoveries Lead to Improved Instruction and Learning Gains
  Liu, R., & Koedinger, K. R. (2017). Closing the Loop: Automated Data-Driven Cognitive Model Discoveries Lead to Improved Instruction and Learning Gains. Journal of Educational Data Mining, 9(1), Article 1. https://doi.org/10.5281/zenodo.3554625
• Closing Methodological Divides: Toward Democratic Educational Research
  Howe, K. R. (2003). Closing Methodological Divides: Toward Democratic Educational Research. Springer Science & Business Media.
• Clear, Measurable Goals and Empathy Help Scale Improvement Science at High Tech High
  Baron, K. (2016, December 8). Clear, Measurable Goals and Empathy Help Scale Improvement Science at High Tech High. Carnegie Foundation for the Advancement of Teaching. https://www.carnegiefoundation.org/blog/clear-measurable-goals-and-empathy-help-scale-improvement-science-at-high-tech-high/
• Classroom Teaching and Learning as the Focus for Improvement Research
  Cobb, P., & Wilhelm, A. G. (2022). Classroom Teaching and Learning as the Focus for Improvement Research. In D. J. Peurach, J. L. Russell, L. Cohen-Vogel, & W. R. Penuel (Eds.), The Foundational Handbook on Improvement Research in Education. Rowman & Littlefield Publishers. https://rowman.com/ISBN/9781538152348/The-Foundational-Handbook-on-Improvement-Research-in-Education
• Classroom Power Relations: Understanding Student-teacher Interaction
  Manke, M. (1997). Classroom Power Relations: Understanding Student-teacher Interaction. Routledge.
• Classroom Assessment Scoring System (CLASS) Manual, K-3
  Pianta, R. C., Paro, K. M. L., & Hamre, B. K. (2008). Classroom Assessment Scoring System (CLASS) Manual, K-3. Paul H. Brookes Publishing Company.
• Classroom Assessment
  Shepard, L. A. (2006). Classroom Assessment. In R. L. Brennan (Ed.), Educational Measurement (pp. 623–646). Praeger Publishers.
• Circling To Move Ahead: Building Asian American Community Power For Educational Justice
  Okuno, E., Chen, J. C., & Huang, M. (2020). Circling To Move Ahead: Building Asian American Community Power For Educational Justice. https://familydesigncollab.org/2020/04/25/circling-to-move-ahead-building-asian-american-community-power-for-educational-justice/
• Choosing Prediction Over Explanation in Psychology: Lessons From Machine Learning
  Yarkoni, T., & Westfall, J. (2017). Choosing Prediction Over Explanation in Psychology: Lessons From Machine Learning. Perspectives on Psychological Science, 12(6), 1100–1122. https://doi.org/10.1177/1745691617693393
• Chinese Lesson Study: Critical Aspects of Transfer From China to Italy
  Ramploud, A., Funghi, S., & Bartolini, M. G. (2022). Chinese Lesson Study: Critical Aspects of Transfer From China to Italy. International Journal for Lesson & Learning Studies, 11(2), 147–160. https://doi.org/10.1108/IJLLS-04-2021-0031
• Chinese Lesson Study: A Deliberate Practice, a Research Methodology, and an Improvement Science
  Huang, R., Fang, Y., & Chen, X. (2017). Chinese Lesson Study: A Deliberate Practice, a Research Methodology, and an Improvement Science. International Journal for Lesson and Learning Studies, 6(4), 270–282. https://doi.org/10.1108/IJLLS-08-2017-0037
• Chinese Lesson Study, Learning Study and Keys to Learning
  Pang, M. F., & Marton, F. (2017). Chinese Lesson Study, Learning Study and Keys to Learning. International Journal for Lesson and Learning Studies, 6(4), 336–347. https://doi.org/10.1108/IJLLS-01-2017-0005
• Chinese Lesson Study Reconceptualized in Time of Core Competencies-based (hexin suyang 核心素养) Reform [Special Issue]
  Fang, Y., Huang, R., & Chen, X. (Eds.). (2022). Chinese Lesson Study Reconceptualized in Time of Core Competencies-based (hexin suyang 核心素养) Reform [Special Issue]. International Journal for Lesson and Learning Studies, 11(2).
• Children's Active Free Play in Local Neighborhoods: A Behavioral Mapping Study
  Veitch, J., Salmon, J., & Ball, K. (2008). Children’s Active Free Play in Local Neighborhoods: A Behavioral Mapping Study. Health Education Research, 23(5), 870–879. https://doi.org/10.1093/her/cym074
• Children Designers: Interdisciplinary Constructions for Learning and Knowing Mathematics in a Computer-rich School
  Harel, I. (1991). Children Designers: Interdisciplinary Constructions for Learning and Knowing Mathematics in a Computer-rich School. Ablex.
• Chicago Alliance for Equity in Computer Science (CAFÉCS)
  CAFÉCS: Chicago Alliance for Equity in Computer Science. (n.d.). Retrieved August 18, 2022, from https://cafecs.org/
• Chasing Joint Work: Administrators’ Efforts to Structure Teacher Collaboration
  Lockton, M. (2019). Chasing Joint Work: Administrators’ Efforts to Structure Teacher Collaboration. School Leadership & Management, 39(5), 496–518. https://doi.org/10.1080/13632434.2018.1564269
• Charting Chicago School Reform: Democratic Localism As A Lever For Change
  Bryk, A., Sebring, P. B., Kerbow, D., Rollow, S., & Easton, J. (1998). Charting Chicago School Reform: Democratic Localism As A Lever For Change. Avalon Publishing.
• Charter Schools in Turnaround: Competing Institutional Logics in the Tennessee Achievement School District
  Glazer, J. L., Massell, D., & Malone, M. (2019). Charter Schools in Turnaround: Competing Institutional Logics in the Tennessee Achievement School District. Educational Evaluation and Policy Analysis, 41(1), 5–33. https://doi.org/10.3102/0162373718795051
• Charter Schools in Turnaround: Competing Institutional Logics in the Tennessee Achievement School District
  Glazer, J. L., Massell, D., & Malone, M. (2019). Charter Schools in Turnaround: Competing Institutional Logics in the Tennessee Achievement School District. Educational Evaluation and Policy Analysis, 41(1), 5–33. https://doi.org/10.3102/0162373718795051
• Characterizing Teacher Connections in Online Social Media: A Case Study on Pinterest
  Karimi, H., Torphy, K. T., Derr, T., Frank, K. A., & Tang, J. (2020). Characterizing Teacher Connections in Online Social Media: A Case Study on Pinterest. Proceedings of the Seventh ACM Conference on Learning @ Scale, 249–252. https://doi.org/10.1145/3386527.3405941
• Characteristics of High-Performing School Districts
  Leithwood, K., & Azah, V. N. (2017). Characteristics of High-Performing School Districts. Leadership and Policy in Schools, 16(1), 27–53. https://doi.org/10.1080/15700763.2016.1197282
• Changing Teachers, Changing Times: Teachers' Work and Culture in the Postmodern Age
  Hargreaves, A. (1994). Changing Teachers, Changing Times: Teachers’ Work and Culture in the Postmodern Age. Teachers College Press.
• Changing Spaces, Changing Relationships: The Positive Impact
  Scott, G., Boyd, M., & Colquhoun, D. (2013). Changing Spaces, Changing Relationships: The Positive Impact. Journal of Outdoor and Environmental Education, 17(1), 47–53. https://doi.org/10.1007/BF03400955
• Changing Concepts in Activity: Descriptive and Design Studies of Consequential Learning in Conceptual Practices
  Hall, R., & Jurow, A. S. (2015). Changing Concepts in Activity: Descriptive and Design Studies of Consequential Learning in Conceptual Practices. Educational Psychologist, 50(3), 173–189. https://doi.org/10.1080/00461520.2015.1075403
• Changes in Social Capital and Networks: A Study of Community-Based Environmental Management Through a School-Centered Research Program
  Thornton, T., & Leahy, J. (2012). Changes in Social Capital and Networks: A Study of Community-Based Environmental Management Through a School-Centered Research Program. Journal of Science Education and Technology, 21(1), 167–182. https://doi.org/10.1007/s10956-011-9296-1