Items

• Bringing Society Back In: Symbols, Practices, and Institutional Contradictions
  Friedland, R., & Alford, R. (1991). Bringing Society Back In: Symbols, Practices, and Institutional Contradictions. In W. W. Powell & P. J. DiMaggio (Eds.), The New Institutionalism in Organizational Analysis. University of Chicago Press. https://press.uchicago.edu/ucp/books/book/chicago/N/bo3684488.html
• Bringing Effective Instructional Practice to Scale: An Introduction
  Rincón-Gallardo, S., & Fleisch, B. (2016). Bringing Effective Instructional Practice to Scale: An Introduction. Journal of Educational Change, 17(4), 379–383. https://doi.org/10.1007/s10833-016-9288-2
• Bringing Effective Instructional Practice to Scale in American Schools: Lessons from the Long Beach Unified School District
  Zavadsky, H. (2016). Bringing Effective Instructional Practice to Scale in American Schools: Lessons from the Long Beach Unified School District. Journal of Educational Change, 17(4), 505–527. https://doi.org/10.1007/s10833-016-9287-3
• Bringing Change into the Lives of the Poor: Entrepreneurship Outside Traditional Boundaries
  Martí, I., & Mair, J. (2009). Bringing Change into the Lives of the Poor: Entrepreneurship Outside Traditional Boundaries. In B. Leca, R. Suddaby, & T. B. Lawrence (Eds.), Institutional Work: Actors and Agency in Institutional Studies of Organizations (pp. 92–119). Cambridge University Press. https://doi.org/10.1017/CBO9780511596605.004
• Bringing Answers to Educators: Guiding Principles for Research Syntheses
  Dynarski, M. (2008). Bringing Answers to Educators: Guiding Principles for Research Syntheses. Educational Researcher, 37(1), 27–29. https://doi.org/10.3102/0013189X08315011
• Bringing a Student-Centered Participatory Pedagogy to Scale in Colombia
  Colbert, V., & Arboleda, J. (2016). Bringing a Student-Centered Participatory Pedagogy to Scale in Colombia. Journal of Educational Change, 17(4), 385–410. https://doi.org/10.1007/s10833-016-9283-7
• Bridging Education and Neuroscience to Support Transformation in Teaching and Learning: A Design-Based Approach
  Guerra, A. W., Brown, T., Cohen, S. R., Jernigan, T., Datnow, A., Doyle, M., & Daly, A. (2020). Bridging education and neuroscience to support transformation in teaching and learning. In R. M. Reardon & J. Leonard (Eds.), Alleviating the Educational Impact of Adverse Childhood Experiences: School-University-Community Collaboration (pp. 233–257). Information Age Publishing. https://www.infoagepub.com/products/Alleviating-the-Educational-Impact-of-Adverse-Childhood-Experiences
• Breaking the “Adopt, Attack, Abandon” Cycle: A Case for Improvement Science in K–12 Education
  Rohanna, K. (2017). Breaking the “Adopt, Attack, Abandon” Cycle: A Case for Improvement Science in K–12 Education. New Directions for Evaluation, 2017(153), 65–77. https://doi.org/10.1002/ev.20233
• Break-Through Innovations and Continuous Improvement: Two Different Models of Innovative Processes in the Public Sector
  Moore, M. H. (2005). Break-Through Innovations and Continuous Improvement: Two Different Models of Innovative Processes in the Public Sector. Public Money & Management, 25(1), 43–50. https://doi.org/10.1111/j.1467-9302.2005.00449.x
• Branching Out: Use Measurement Trees to Determine Whether Your Improvement Efforts Are Paying Off
  Bennett, B. (2018). Branching Out: Use Measurement Trees to Determine Whether Your Improvement Efforts Are Paying Off. Quality Progress, 19–23.
• Boundary Crossing in a Professional Association: The Dynamics of Research Use Among State Leaders and Researchers in a Research-Practice Partnership
  Hopkins, M., Weddle, H., Gluckman, M., & Gautsch, L. (2019). Boundary Crossing in a Professional Association: The Dynamics of Research Use Among State Leaders and Researchers in a Research-Practice Partnership. AERA Open, 5(4), 2332858419891964. https://doi.org/10.1177/2332858419891964
• Boston Bombings: A Surgical View of Lessons Learned From Combat Casualty Care and the Applicability to Boston’s Terrorist Attack
  Caterson, E. J., Carty, M. J., Weaver, M. J., & Holt, E. F. (2013). Boston Bombings: A Surgical View of Lessons Learned From Combat Casualty Care and the Applicability to Boston’s Terrorist Attack. Journal of Craniofacial Surgery, 24(4), 1061–1067. https://doi.org/10.1097/SCS.0b013e31829ff967
• Borderlands/La Frontera: The New Mestiza
  Anzaldúa, G. (1999). Borderlands/La Frontera: The New Mestiza. Aunt Lute Books.
• Blind Dates and Arranged Marriages: Longitudinal Processes of Network Orchestration
  Paquin, R. L., & Howard-Grenville, J. (2013). Blind Dates and Arranged Marriages: Longitudinal Processes of Network Orchestration. Organization Studies, 34(11), 1623–1653. https://doi.org/10.1177/0170840612470230
• Blaming Parents of Color for Their Own Oppression Is an American Pastime
  Fryberg, S. A., & Bang, M. (2018, June 30). Blaming Parents of Color for Their Own Oppression Is an American Pastime. Education Week. http://www.edweek.org/leadership/opinion-blaming-parents-of-color-for-their-own-oppression-is-an-american-pastime/2018/06
• Black Utopia: The History of an Idea from Black Nationalism to Afrofuturism
  Zamalin, A. (2019). Black Utopia: The History of an Idea from Black Nationalism to Afrofuturism. Columbia University Press.
• Black Space in Education: Fugitive Resistance in the Afterlife of School Segregation
  ross, kihana miraya. (2020). Black Space in Education: Fugitive Resistance in the Afterlife of School Segregation. In The Future is Black. Routledge. https://doi.org/10.4324/9781351122986-7
• Black Panther
  Coogler, R. (Director). (2018, February 16). Black Panther [Action, Adventure, Sci-Fi]. Marvel Studios, Walt Disney Pictures.
• Black Males’ Perceptions of Their Teachers’ Curricular Expectations in Culturally Sustaining Mathematics Classrooms
  Michael, J. (2020). Black Males’ Perceptions of Their Teachers’ Curricular Expectations in Culturally Sustaining Mathematics Classrooms [Ed.D., Arizona State University]. https://www.proquest.com/dissertations/docview/2409134680/abstract/B8F006AC8B446CBPQ/60
• Black Girls and School Discipline: The Complexities of Being Overrepresented and Understudied
  Annamma, S. A., Anyon, Y., Joseph, N. M., Farrar, J., Greer, E., Downing, B., & Simmons, J. (2019). Black Girls and School Discipline: The Complexities of Being Overrepresented and Understudied. Urban Education, 54(2), 211–242. https://doi.org/10.1177/0042085916646610
• Bit by Bit: Social Research in the Digital Age
  Salganik, M. J. (2019). Bit by Bit: Social Research in the Digital Age. Princeton University Press.
• Bill & Melinda Gates Foundation
  Bill & Melinda Gates Foundation. (n.d.). https://www.gatesfoundation.org/
• Big Learning in Small Communities: Exploring with YPAR in International Schools
  Hawkins, L. E. (2021). Big Learning in Small Communities: Exploring with YPAR in International Schools [Ph.D., Columbia University]. https://www.proquest.com/dissertations/docview/2545627177/abstract/99F8961E2C95448EPQ/41
• Big Data for Enhancing Measurement Quality
  Woo, S. E., Tay, L., Jebb, A. T., Ford, M. T., & Kern, M. L. (2020). Big Data for Enhancing Measurement Quality. In S. E. Woo, L. Tay, & R. W. Proctor (Eds.), Big Data in Psychological Research (pp. 59–85). American Psychological Association. https://doi.org/10.1037/0000193-004
• Big Data and the Danger of Being Precisely Inaccurate
  McFarland, D. A., & McFarland, H. R. (2015). Big Data and the Danger of Being Precisely Inaccurate. Big Data & Society, 2(2), 2053951715602495. https://doi.org/10.1177/2053951715602495
• Beyond Transcripts and GPAs: An NSF Workshop on Digital Micro-credentials for Use in College Admissions
  Fishman, B., Teasley, S., & Cederquist, S. (2019). Beyond Transcripts and GPAs: An NSF Workshop on Digital Micro-credentials for Use in College Admissions. https://repository.isls.org//handle/1/1762
• Beyond the Bake Sale: A Community-Based Relational Approach to Parent Engagement in Schools
  Warren, M. R., Hong, S., Rubin, C. L., & Sychitkokhong, P. U. (2009). Beyond the Bake Sale: A Community-Based Relational Approach to Parent Engagement in Schools. Teachers College Record, 111(9), 2209–2254. https://doi.org/10.1177/016146810911100901
• Beyond Ritualized Rationality: Organizational Dynamics of Instructionally-Focused Continuous Improvement
  Peurach, D., Penuel, W., & Russell, J. (2018). Beyond Ritualized Rationality: Organizational Dynamics of Instructionally-Focused Continuous Improvement. The Sage Handbook of School Organization, Query date: 2020-06-13 16:13:41, 465–489.
• Beyond Disciplinary Boundaries: Mapping Educational Science in the Discourse on Social Media
  Rehm, M., Manca, S., Brandon, D. L., & Greenhow, C. (2019). Beyond Disciplinary Boundaries: Mapping Educational Science in the Discourse on Social Media. Teachers College Record, 121(14), 1–24. https://doi.org/10.1177/016146811912101403
• Beyond Decoupling: Rethinking the Relationship Between the Institutional Environment and the Classroom
  Coburn, C. E. (2004). Beyond Decoupling: Rethinking the Relationship Between the Institutional Environment and the Classroom. Sociology of Education, 77(3), 211–244. https://doi.org/10.1177/003804070407700302
• BetterEvaluation
  BetterEvaluation. (n.d.). Retrieved from https://www.betterevaluation.org/
• Better to Be Frustrated Than Bored: The Incidence, Persistence, and Impact of Learners’ Cognitive–Affective States During Interactions with Three Different Computer-Based Learning Environments
  Baker, R. S. J. d., D’Mello, S. K., Rodrigo, Ma. M. T., & Graesser, A. C. (2010). Better to Be Frustrated Than Bored: The Incidence, Persistence, and Impact of Learners’ Cognitive–Affective States During Interactions with Three Different Computer-Based Learning Environments. International Journal of Human-Computer Studies, 68(4), 223–241. https://doi.org/10.1016/j.ijhcs.2009.12.003
• Better Schools Through Health: Networking for Health Promoting Schools in Europe
  Buijs, G. J. (2009). Better Schools Through Health: Networking for Health Promoting Schools in Europe. European Journal of Education, 44(4), 507–520. https://doi.org/10.1111/j.1465-3435.2009.01410.x
• Bending the River: Cultivating Indigenous Wellbeing in Chicago
  Family Leadership Design Collaborative. (2020). Bending the River: Cultivating Indigenous Wellbeing in Chicago. Family Leadership Design Collaborative. https://familydesigncollab.org/2020/04/18/bending-the-river-cultivating-indigenous-wellbeing-in-chicago/
• Benchmarking for Success: Ensuring US Students Receive a World Class Education
  National Governors Association, Council of Chief State School Officers, & Achieve. (2008). Benchmarking for success: Ensuring US students receive a world class education. National Governors Association. http://www.corestandards.org/assets/0812BENCHMARKING.pdf
• Becoming an Instructional Leader for Elementary Mathematics: Transforming Principal Learning through a Research-Practice Partnership
  Fox, A. (2018). Becoming an Instructional Leader for Elementary Mathematics: Transforming Principal Learning through a Research-Practice Partnership [Ph.D., University of Washington]. https://www.proquest.com/dissertations/docview/2084108093/abstract/CF2EC4663B604A25PQ/1
• Becoming a Better Teacher through Online Teacherpreneurship?: Factors Influencing Online Teacherpreneurs’ Perceived Gains in Teaching Practice
  Shelton, C., Geiger, T., & Archambault, L. (2021). Becoming a Better Teacher through Online Teacherpreneurship?: Factors Influencing Online Teacherpreneurs’ Perceived Gains in Teaching Practice. The Elementary School Journal, 122(1), 8–25. https://doi.org/10.1086/715521
• Barriers to Achieving Economies of Scale in Analysis of EHR Data
  Sendak, M. P., Balu, S., & Schulman, K. A. (2017). Barriers to Achieving Economies of Scale in Analysis of EHR Data. Applied Clinical Informatics, 08(03), 826–831. https://doi.org/10.4338/ACI-2017-03-CR-0046
• Backward Mapping: Implementation Research and Policy Decisions
  Elmore, R. F. (1979). Backward Mapping: Implementation Research and Policy Decisions. Political Science Quarterly, 94(4), 601–616. https://doi.org/10.2307/2149628
• Back to the Rough Ground: Practical Judgment and the Lure of Technique
  Dunne, J. (1997). Back to the Rough Ground: Practical Judgment and the Lure of Technique. University of Notre Dame Press.
• Automating Inequality: How High-Tech Tools Profile, Police, and Punish the Poor
  Eubanks, V. (2018). Automating Inequality: How High-Tech Tools Profile, Police, and Punish the Poor. St. Martin’s Publishing Group.
• Automated, Unobtrusive, Action-by-Action Assessment of Self-Regulation During Learning with an Intelligent Tutoring System
  Aleven, V., Roll, I., McLaren, B. M., & Koedinger, K. R. (2010). Automated, Unobtrusive, Action-by-Action Assessment of Self-Regulation During Learning with an Intelligent Tutoring System. Educational Psychologist, 45(4), 224–233. https://doi.org/10.1080/00461520.2010.517740
• Authority, Status, and the Dynamics of Insider–Outsider Partnerships at the District Level
  Coburn, C. E., Bae, S., & Turner, E. O. (2008). Authority, Status, and the Dynamics of Insider–Outsider Partnerships at the District Level. Peabody Journal of Education, 83(3), 364–399. https://doi.org/10.1080/01619560802222350
• Authored Assemblages in a Digital World: Illustrations of a Child’s Online Social, Critical and Semiotic Meaning-Making
  Winters, K.-L., & Vratulis, V. (2013). Authored Assemblages in a Digital World: Illustrations of a Child’s Online Social, Critical and Semiotic Meaning-Making. Journal of Early Childhood Literacy, 13(4), 529–554. https://doi.org/10.1177/1468798412438752
• Attending to Problems of Practice: Routines and Resources for Professional Learning in Teachers’ Workplace Interactions
  Horn, I. S., & Little, J. W. (2010). Attending to Problems of Practice: Routines and Resources for Professional Learning in Teachers’ Workplace Interactions. American Educational Research Journal, 47(1), 181–217. https://doi.org/10.3102/0002831209345158
• At Last: Practitioner Inquiry and the Practice of Teaching: Some Thoughts on Better
  Lytle, S. (2008). At Last: Practitioner Inquiry and the Practice of Teaching: Some Thoughts on Better. Research on the Teaching of English, 42(3), 373–379.
• At Last: Practitioner Inquiry and the Practice of Teaching: Some Thoughts on "Better"
  Lytle, S. L. (2008). At Last: Practitioner Inquiry and the Practice of Teaching: Some Thoughts on “Better.” Research in the Teaching of English, 42(3), 373–379.
• Assessment to Promote Equity and Epistemic Justice: A Use-Case of a Research-Practice Partnership in Science Education
  Penuel, W. R., & Watkins, D. A. (2019). Assessment to Promote Equity and Epistemic Justice: A Use-Case of a Research-Practice Partnership in Science Education. The ANNALS of the American Academy of Political and Social Science, 683(1), 201–216. https://doi.org/10.1177/0002716219843249
• Assessment to Promote Equity and Epistemic Justice: A Use-Case of a Research-Practice Partnership in Science Education
  Penuel, W. R., & Watkins, D. A. (2019). Assessment to Promote Equity and Epistemic Justice: A Use-Case of a Research-Practice Partnership in Science Education. The ANNALS of the American Academy of Political and Social Science, 683(1), 201–216. https://doi.org/10.1177/0002716219843249
• Assessing the Impact of Partnership Recommendations on District Instructional Improvement Strategies
  Henrick, E. C., Klafehn, A. B., & Cobb, P. (2018). Assessing the Impact of Partnership Recommendations on District Instructional Improvement Strategies. In P. Cobb, K. Jackson, E. Henrick, & T. M. Smith (Eds.), Systems for Instructional Improvement: Creating Coherence from the Classroom to the District Office (pp. 209–220). Harvard Education Press.