Items

• Principles to Actions: Ensuring Mathematical Success for All

  Leinwand, S., Brahier, D., & Huinker, D. (2014). Principles to Actions: Ensuring Mathematical Success for All. National Council of Teachers of Mathematics.
  

• Using Student-Assessment Results to Improve Instruction: Lessons From a Workshop

  Murnane, R. J., Sharkey, N. S., & Boudett, K. P. (2005). Using Student-Assessment Results to Improve Instruction: Lessons From a Workshop. Journal of Education for Students Placed at Risk (JESPAR), 10(3), 269–280. https://doi.org/10.1207/s15327671espr1003_3
  

• Validity in Educational Assessment

  Moss, P. A., Girard, B. J., & Haniford, L. C. (2006). Validity in Educational Assessment. Review of Research in Education, 30, 109–162.
  

• Measuring Equitable Science Instruction at Scale

  Krumm, A., Penuel, W. R., Pazera, C., & Landel, C. (2020). Measuring Equitable Science Instruction at Scale. The Interdisciplinarity of the Learning Sciences, 4, 2461–2468. https://repository.isls.org//handle/1/6607
  

• Measuring Motivation in Educational Settings: A Case for Pragmatic Measurement

  Kosovich, J. J., Hulleman, C. S., & Barron, K. E. (2019). Measuring Motivation in Educational Settings: A Case for Pragmatic Measurement. In K. A. Renninger & S. E. Hidi (Eds.), The Cambridge Handbook of Motivation and Learning (pp. 713–738). Cambridge University Press. https://doi.org/10.1017/9781316823279.030
  

• Making Sense of Teachers’ Varied Responses to Representations of Practice

  Jackson, K., Nieman, H. J., & Kochmanski, N. (2019). Making Sense of Teachers’ Varied Responses to Representations of Practice. National Council of Teachers of Mathematics Research Conference.
  

• 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
  

• Continuous Improvement in Practice

  Hough, H. J., Willis, J., Grunow, A., Krausen, K., Kwon, S., Mulfinger, L. S., & Park, S. (2017). Continuous Improvement in Practice (Policy Analysis for California Education). https://edpolicyinca.org/publications/continuous-improvement-practice
  

• Research on Data Use: A Framework and Analysis

  Coburn, C. E., & Turner, E. O. (2011). Research on Data Use: A Framework and Analysis. Measurement: Interdisciplinary Research and Perspectives, 9(4), 173–206. https://doi.org/10.1080/15366367.2011.626729
  

• 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.
  

• Toward Information Infrastructure Studies: Ways of Knowing in a Networked Environment

  Bowker, G. C., Baker, K., Millerand, F., & Ribes, D. (2010). Toward Information Infrastructure Studies: Ways of Knowing in a Networked Environment. In J. Hunsinger, L. Klastrup, & M. Allen (Eds.), International Handbook of Internet Research (pp. 97–117). Springer Netherlands. https://doi.org/10.1007/978-1-4020-9789-8_5
  

• Controlling Variation in Health Care: A Consultation from Walter Shewhart

  Berwick, D. M. (1991). Controlling Variation in Health Care: A Consultation from Walter Shewhart. Medical Care, 29(12), 1212–1225.
  

• 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.
  

• 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.
  

• Improvement on the Front Lines: Using Learning Huddles to Shift Instruction

  Austin, K., & Bolte, J. (2019). Improvement on the Front Lines: Using Learning Huddles to Shift Instruction. https://ies.ed.gov/ncee/edlabs/regions/west/Publications/Details/270
  

• Designing in Context: Reaching Beyond Usability in Learning Analytics Dashboard Design

  Ahn, J., Campos, F., Hays, M., & Digiacomo, D. (2019). Designing in Context: Reaching Beyond Usability in Learning Analytics Dashboard Design. Journal of Learning Analytics, 6(2), 70–85. https://doi.org/10.18608/jla.2019.62.5
  

• [Book Review] Inquiry as Stance: Practitioner Research for the Next Generation

  Leavitt, D. (2010). Inquiry As Stance: Practitioner Research for the Next Generation [Book review]. i.e.: inquiry in education, 1(2). https://digitalcommons.nl.edu/ie/vol1/iss2/7
  

• Refusing Detroit’s Public School Failure: African American Women’s Educational Advocacy and Critical Care Versus the Politics of Disposability

  Wilson, C. M. (2015). Refusing Detroit’s Public School Failure: African American Women’s Educational Advocacy and Critical Care Versus the Politics of Disposability. Education Policy Analysis Archives, 23, 125–125. https://doi.org/10.14507/epaa.v23.1777
  

• Re-Imagining and Humanizing Parent-Teacher Conversations and Interactions through Role-Play

  Tavares, H. (2020). Re-Imagining and Humanizing Parent-Teacher Conversations and Interactions through Role-Play. Family Leadership Design Collaborative. https://familydesigncollab.org/2020/07/17/roleplay/
  

• 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/