Items

• YPAR: Exploring New Literacies and Critical Literacy Pedagogy in a Virtual Teaching and Learning Environment

  Basile, A. E. (2021). YPAR: Exploring New Literacies and Critical Literacy Pedagogy in a Virtual Teaching and Learning Environment [Ed.D., University of Rochester]. https://www.proquest.com/dissertations/docview/2572537031/abstract/B8F006AC8B446CBPQ/26
• Youth Participatory Action Research as Classroom Pedagogy

  Fenner, D. J. (2020). Youth Participatory Action Research as Classroom Pedagogy [Ed.D., Mills College]. https://www.proquest.com/dissertations/docview/2456453054/abstract/B8F006AC8B446CBPQ/44
• Youth Participatory Action Research as an Approach to Sociopolitical Development and the New Academic Standards: Considerations for Educators

  Kornbluh, M., Ozer, E. J., Allen, C. D., & Kirshner, B. (2015). Youth Participatory Action Research as an Approach to Sociopolitical Development and the New Academic Standards: Considerations for Educators. The Urban Review, 47(5), 868–892. https://doi.org/10.1007/s11256-015-0337-6
• Youth Enacting Social-Spatial Justice in Middle School STEM: Advancing Justice Work in Hyperlocal and Interscalar Ways

  Tan, E., Calabrese Barton, A., & Nazar, C. R. (2022). Youth Enacting Social-Spatial Justice in Middle School STEM: Advancing Justice Work in Hyperlocal and Interscalar Ways. Cognition and Instruction, 1-31. https://doi.org/10.1080/07370008.2022.2081692
• Youth Critical Data Practices in the COVID-19 Multipandemic

  Calabrese Barton, A., Greenberg, D., Turner, C., Riter, D., Perez, M., Tasker, T., ... & Davis, E. A. (2021). Youth Critical Data Practices in the COVID-19 Multipandemic. AERA Open, 7(1), pp. 1-16. https://doi.org/10.1177/23328584211041631
• Young Children Demystifying and Remaking the University Through Critical Play

  Campano, G., Ngo, L., Low, D. E., & Bartow Jacobs, K. (2016). Young Children Demystifying and Remaking the University Through Critical Play. Journal of Early Childhood Literacy, 16(2), 199–227. https://doi.org/10.1177/1468798415577875
• Would Our Early Ancestors Have Watched the Super Bowl?

  Lynn, C. D. (2019, January 31). Would Our Early Ancestors Have Watched the Super Bowl? Sapiens. https://www.sapiens.org/archaeology/history-of-fire-super-bowl/
• Working to Improve: Seven Approaches to Improvement Science in Education

  LeMahieu, P. G., Bryk, A. S., Grunow, A., & Gomez, L. M. (2017). Working to Improve: Seven Approaches to Improvement Science in Education. Quality Assurance in Education, 25(1), 2–4. https://doi.org/10.1108/QAE-12-2016-0086
• Working Parents Are an Endangered Species. That’s Why Democrats Are Talking Child Care.

  Van Dam, A. (2019, February 26). Working Parents Are an Endangered Species. That’s Why Democrats Are Talking Child Care. Washington Post. https://www.washingtonpost.com/us-policy/2019/02/26/working-parents-are-an-endangered-species-thats-why-democrats-are-talking-child-care/
• Word Generation Randomized Trial: Discussion Mediates the Impact of Program Treatment on Academic Word Learning

  Lawrence, J. F., Crosson, A. C., Paré-Blagoev, E. J., & Snow, C. E. (2015). Word Generation Randomized Trial: Discussion Mediates the Impact of Program Treatment on Academic Word Learning. American Educational Research Journal, 52(4), 750–786. https://doi.org/10.3102/0002831215579485
• Word Generation in Boston Public Schools: Natural History of a Literacy Intervention. The Senior Urban Education Research Fellowship Series. Volume III

  Snow, C. E., & Lawrence, J. F. (2011). Word Generation in Boston Public Schools: Natural History of a Literacy Intervention. The Senior Urban Education Research Fellowship Series. Volume III. In Council of the Great City Schools. Council of the Great City Schools. https://eric.ed.gov/?id=ED518090
• Woodcock-Munoz Language Survey - Revised , Comprehensive Manual

  Woodcock, R. W., Muñoz-Sandoval, A. F., Ruef, M. L., & Alvarado, C. G. (2005). Woodcock-Munoz Language Survey—Revised, Comprehensive Manual. David W Lehwalder.
• Within and Beyond Communities of Practice: Making Sense of Learning Through Participation, Identity and Practice
• With Scale in Mind: A Continuous Improvement Model for Implementation

  Redding, C., Cannata, M., & Taylor Haynes, K. (2017). With Scale in Mind: A Continuous Improvement Model for Implementation. Peabody Journal of Education, 92(5), 589–608. https://doi.org/10.1080/0161956X.2017.1368635
• Wise Feedback as a Timely Intervention for At-Risk Students Transitioning Into High School

  Thayer, A. J., Cook, C. R., Fiat, A. E., Bartlett-Chase, M. N., & Kember, J. M. (2018). Wise Feedback as a Timely Intervention for At-Risk Students Transitioning Into High School. School Psychology Review, 47(3), 275–290. https://doi.org/10.17105/SPR-2017-0021.V47-3
• William T. Grant Foundation

  William T. Grant Foundation. (n.d.). Retrieved December 24, 2021, from https://rpp.wtgrantfoundation.org/
• Wicked Problems, Knowledge Challenges, and Collaborative Capacity Builders in Network Settings

  Weber, E. P., & Khademian, A. M. (2008). Wicked Problems, Knowledge Challenges, and Collaborative Capacity Builders in Network Settings. Public Administration Review, 68(2), 334–349. https://doi.org/10.1111/j.1540-6210.2007.00866.x
• Wicked Problems & Social Complexity

  Conklin, J. (2006). Wicked Problems & Social Complexity. CogNexus Institute.
• Why We Are Here: Early Reflections on the Role of Reconstructive Plastic Surgery in the 2013 Boston Marathon Bombings

  Carty, M. J., Caterson, E. J., Caterson, S. A., Chun, Y. S., Erdmann-Sager, J., Hadad, I., Halvorson, E. G., Orgill, D. P., Sampson, C. E., Talbot, S. G., Theman, T., & Eriksson, E. (2013). Why We Are Here: Early Reflections on the Role of Reconstructive Plastic Surgery in the 2013 Boston Marathon Bombings. Plastic and Reconstructive Surgery, 132(6), 1623–1627. https://doi.org/10.1097/PRS.0b013e3182a98054
• Why Total Quality Management Programs Do Not Persist: The Role of Management Quality and Implications for Leading a TQM Transformation

  Beer, M. (2003). Why Total Quality Management Programs Do Not Persist: The Role of Management Quality and Implications for Leading a TQM Transformation. Decision Sciences, 34(4), 623–642. https://doi.org/10.1111/j.1540-5414.2003.02640.x
• Why Reform Sometimes Succeeds: Understanding the Conditions That Produce Reforms That Last

  Cohen, D. K., & Mehta, J. D. (2017). Why Reform Sometimes Succeeds: Understanding the Conditions That Produce Reforms That Last. American Educational Research Journal, 54(4), 644–690. https://doi.org/10.3102/0002831217700078
• Why Johnny Can't Read: And What You Can Do About It

  Flesch, R. (1955). Why Johnny Can’t Read: And What You Can Do About It. Harper.
• Why Deliberative Democracy?

  Gutmann, A., & Thompson, D. F. (2004). Why Deliberative Democracy? Princeton University Press.
• Whose Culture Has Capital? A Critical Race Theory Discussion of Community Cultural Wealth

  Yosso , T. J. (2005). Whose Culture Has Capital? A Critical Race Theory Discussion of Community Cultural Wealth. Race Ethnicity and Education, 8(1), 69–91. https://doi.org/10.1080/1361332052000341006
• Who's Learning? Using Demographics in EDM Research

  Paquette, L., Ocumpaugh, J., Li, Z., Andres, A., & Baker, R. (2020). Who’s Learning? Using Demographics in EDM Research. Journal of Educational Data Mining, 12(3), Article 3. https://doi.org/10.5281/zenodo.4143612
• Who Is Involved? Who Is Impacted? Teaching Improvement Science for Educational Justice

  Hinnant-Crawford, B. N., Nazario y Colón, R., & Davis, T. W. (2021). Who Is Involved? Who Is Impacted? Teaching Improvement Science for Educational Justice. In D. T. Spaulding, R. Crow, & B. N. Hinnant-Crawford (Eds.), Teaching Improvement Science in Educational Leadership (pp. 17–42). Myers Education Press. https://styluspub.presswarehouse.com/browse/book/9781975503758/Teaching-Improvement-Science-in-Educational-Leadership
• Who Is Here to Help Me? The Work-Related Social Networks of Staff of Color in Two Mid-Sized Districts

  Bristol, T. J., & Shirrell, M. (2019). Who Is Here to Help Me? The Work-Related Social Networks of Staff of Color in Two Mid-Sized Districts. American Educational Research Journal, 56(3), 868–898. https://doi.org/10.3102/0002831218804806
• Who Are Online Teacherpreneurs and What Do They Do? A Survey of Content Creators on TeachersPayTeachers.com

  Shelton, C. C., & Archambault, L. M. (2019). Who Are Online Teacherpreneurs and What Do They Do? A Survey of Content Creators on TeachersPayTeachers.com. Journal of Research on Technology in Education, 51(4), 398–414. https://doi.org/10.1080/15391523.2019.1666757
• White Logic, White Methods: Racism and Methodology

  Zuberi, T., & Bonilla-Silva, E. (2008). White Logic, White Methods: Racism and Methodology. Rowman & Littlefield Publishers.
• Where’s the “Up” in Bottom-Up Reform?

  Honig, M. I. (2004). Where’s the “Up” in Bottom-Up Reform? Educational Policy, 18(4), 527–561. https://doi.org/10.1177/0895904804266640
• Where's the Playbook? Common Curriculum and High School Turnaround

  Larbi-Cherif, A. M., Lenhoff, S. W., & Glazer, J. L. (2019). Where’s the Playbook? Common Curriculum and High School Turnaround. AERA Annual Meeting, Toronto, ON.
• Where the Rubber Meets the Road: Rethinking the Connection Between High-Stakes Testing Policy and Classroom Instruction

  Diamond, J. B. (2007). Where the Rubber Meets the Road: Rethinking the Connection Between High-Stakes Testing Policy and Classroom Instruction. Sociology of Education, 80(4), 285–313. https://doi.org/10.1177/003804070708000401
• Where the Action Is: On Collaborative Action Research in Education

  Erickson, F. (1995). Where the Action Is: On Collaborative Action Research in Education. Bulletin of the Council for Research in Music Education.
• Where Teachers Thrive: Organizing Schools for Success

  Johnson, S. M. (2019). Where Teachers Thrive: Organizing Schools for Success. Harvard Education Press. https://www.hepg.org/hep-home/books/where-teachers-thrive
• Where is the Land of Opportunity? The Geography of Intergenerational Mobility in the United States

  Chetty, R., Hendren, N., Kline, P., & Saez, E. (2014). Where is the Land of Opportunity? The Geography of Intergenerational Mobility in the United States (Working Paper No. 19843). National Bureau of Economic Research. https://doi.org/10.3386/w19843
• When They Go Low, We Go High: Scholars of Color, Activism, and Educational Research in a Post-Truth Era

  Childs, J., & Johnson, S. (2018). When They Go Low, We Go High: Scholars of Color, Activism, and Educational Research in a Post-truth Era. Education Policy Analysis Archives, 26, 146–146. https://doi.org/10.14507/epaa.26.3342
• When Should I Use a Measure to Support Instructional Improvement at Scale? The Importance of Considering Both Intended and Actual Use in Validity Arguments

  Ing, M., Chinen, S., Jackson, K., & Smith, T. M. (2021). When Should I Use a Measure to Support Instructional Improvement at Scale? The Importance of Considering Both Intended and Actual Use in Validity Arguments. Educational Measurement: Issues and Practice, 40(1), 92–100. https://doi.org/10.1111/emip.12393
• When Seekers Reap Rewards and Providers Pay a Price: The Role of Relationships and Discussion in Improving Practice in a Community of Learning

  Sinnema, C., Liou, Y.-H., Daly, A., Cann, R., & Rodway, J. (2021). When Seekers Reap Rewards and Providers Pay a Price: The Role of Relationships and Discussion in Improving Practice in a Community of Learning. Teaching and Teacher Education, 107, 103474. https://doi.org/10.1016/j.tate.2021.103474
• When New Relationships Meet Old Narratives: The Journey towards Improving Parent-School Relations in a District-Community Organizing Collaboration

  Ishimaru, A. M. (2014). When New Relationships Meet Old Narratives: The Journey towards Improving Parent-School Relations in a District-Community Organizing Collaboration. Teachers College Record, 116(2), 1–56. https://doi.org/10.1177/016146811411600206
• When Improvement Science Meets Campus Improvement Planning: Principals’ Reflections on a North Texas School District’s Campus Improvement Design

  Brown, M. A. (2022). When Improvement Science Meets Campus Improvement Planning: Principals’ Reflections on a North Texas School District’s Campus Improvement Design [D.Ed., Tarleton State University]. https://www.proquest.com/dissertations/docview/2674389476/abstract/2085CCFDCBD341CDPQ/2
• When Data Don’t Drive: Teacher Agency in Data Use Efforts in Low-Performing Schools

  Lockton, M., Weddle, H., & Datnow, A. (2020). When Data Don’t Drive: Teacher Agency in Data Use Efforts in Low-Performing Schools. School Effectiveness and School Improvement, 31(2), 243–265. https://doi.org/10.1080/09243453.2019.1647442
• What’s the Evidence on Districts’ Use of Evidence?

  Coburn, C. E., Honig, M. I., & Stein, M. K. (2009). What’s the Evidence on Districts’ Use of Evidence? In J. D. Bransford, D. J. Stipek, N. J. Vye, L. M. Gomez, & D. Lam (Eds.), The Role of Research in Educational Improvement (pp. 67–86). Harvard Education Press.
• What’s Policy Got to Do with It? How the Structure-Agency Debate Can Illuminate Policy Implementation

  Coburn, C. E. (2016). What’s Policy Got to Do with It? How the Structure-Agency Debate Can Illuminate Policy Implementation. American Journal of Education, 122(3), 465–475. https://doi.org/10.1086/685847
• What’s in a Grade? The Multidimensional Nature of What Teacher-Assigned Grades Assess in High School

  Bowers, A. J. (2011). What’s in a Grade? The Multidimensional Nature of What Teacher-Assigned Grades Assess in High School. Educational Research and Evaluation, 17(3), 141–159. https://doi.org/10.1080/13803611.2011.597112
• What's Your Theory? Driver Diagram Serves as Tool for Building and Testing Theories for Improvement

  Bennett, B., & Provost, L. (2015). What’s Your Theory? Driver Diagram Serves as Tool for Building and Testing Theories for Improvement. Quality Progress, 48(7), 36–43.
• What Works in Defining “What Works” in Educational Improvement: Lessons from Education Policy Implementation Research, Directions for Future Research

  Honig, M. I. (2009). What Works in Defining “What Works” in Educational Improvement: Lessons from Education Policy Implementation Research, Directions for Future Research. In Handbook of Education Policy Research (pp. 333–347). Routledge Handbooks Online. https://doi.org/10.4324/9780203880968.ch27
• What We Need in Education is More Integrity (and Less Fidelity) of Implementation

  LeMahieu, P. G. (2011, October 11). What We Need in Education is More Integrity (and Less Fidelity) of Implementation. Carnegie Commons Blog. https://www.carnegiefoundation.org/blog/what-we-need-in-education-is-more-integrity-and-less-fidelity-of-implementation/
• What Types of Brokerage Bridge the Research-Practice Gap? The Case of Public School Educators
• What Research Do State Education Agencies Really Need? The Promise and Limitations of State Longitudinal Data Systems

  Conaway, C., Keesler, V., & Schwartz, N. (2015). What Research Do State Education Agencies Really Need? The Promise and Limitations of State Longitudinal Data Systems. Educational Evaluation and Policy Analysis, 37(1S), 16S-28S. https://doi.org/10.3102/0162373715576073
• What Research District Leaders Find Useful

  Penuel, W. R., Farrell, C. C., Allen, A.-R., Toyama, Y., & Coburn, C. E. (2018). What Research District Leaders Find Useful. Educational Policy, 32(4), 540–568. https://doi.org/10.1177/0895904816673580