Items

• How Should Research Contribute to Instructional Improvement? The Case of Lesson Study

  Lewis, C., Perry, R., & Murata, A. (2006). How Should Research Contribute to Instructional Improvement? The Case of Lesson Study. Educational Researcher, 35(3), 3–14. https://doi.org/10.3102/0013189X035003003
  

• Learning the Language of Academic Writing: Using the C3WP as a Scaffold in the Secondary English Classroom

  Lennon, J. (2019). Learning the Language of Academic Writing: Using the C3WP as a Scaffold in the Secondary English Classroom. Language Arts Journal of Michigan, 34(2). https://doi.org/10.9707/2168-149X.2211
  

• Using Designed Instructional Activities to Enable Novices to Manage Ambitious Mathematics Teaching

  Lampert, M., Beasley, H., Ghousseini, H., Kazemi, E., & Franke, M. (2010). Using Designed Instructional Activities to Enable Novices to Manage Ambitious Mathematics Teaching. In M. K. Stein & L. Kucan (Eds.), Instructional Explanations in the Disciplines (pp. 129–141). Springer US. https://doi.org/10.1007/978-1-4419-0594-9_9
  

• Aspects of High-Quality Mathematics Coaching: What Coaches Need to Know and Be Able to Do to Support Individual Teachers' Learning

  Kochmanski, N. (2020). Aspects of High-Quality Mathematics Coaching: What Coaches Need to Know and Be Able to Do to Support Individual Teachers’ Learning [Thesis]. https://ir.vanderbilt.edu/handle/1803/16114
  

• New Directions for the Design and Study of Professional Development: Attending to the Coevolution of Teachers' Participation Across Contexts

  Kazemi, E., & Hubbard, A. (2008). New Directions for the Design and Study of Professional Development: Attending to the Coevolution of Teachers’ Participation Across Contexts. Journal of Teacher Education, 59(5), 428–441. https://doi.org/10.1177/0022487108324330
  

• Deep Changes in Classroom Practice: Teachers' Perspectives on the Effects of Participation in the C3WP

  Heenan, B., Houghton, N., Ramage, K., St. John, M., & Stokes, L. (2017). Deep Changes in Classroom Practice: Teachers’ Perspectives on the Effects of Participation in the C3WP. Inverness Research.
  

• Leadership as the Practice of Improvement

  Elmore, R. F. (2008). Leadership as the Practice of Improvement (pp. 37–67). In B. Pont, D. Nusche & D. Hopkins (Eds). Improving School Leadership, Volume 2: Case Studies on System Leadership. OECD. https://doi.org/10.1787/9789264039551-4-en
  

• Examining How School Settings Support Teachers' Improvement of their Classroom Instruction

  Dunlap, C. J. (2016). Examining How School Settings Support Teachers’ Improvement of their Classroom Instruction [Ph.D., Vanderbilt University].
  

• Middle Grades Student Achievement and Poverty Levels: Implications for Teacher Preparation

  Dotson, L., & Foley, V. (2016). Middle Grades Student Achievement and Poverty Levels: Implications for Teacher Preparation. Journal of Learning in Higher Education, 12(2), 33–44.
  

• Rethinking Prefiguration: Alternatives, Micropolitics and Goals in Social Movements

  Yates, L. (2015). Rethinking Prefiguration: Alternatives, Micropolitics and Goals in Social Movements. Social Movement Studies, 14(1), 1–21. https://doi.org/10.1080/14742837.2013.870883
  

• Deliberative Democratic Theory and Empirical Political Science

  Thompson, D. F. (2008). Deliberative Democratic Theory and Empirical Political Science. Annual Review of Political Science, 11(1), 497–520. https://doi.org/10.1146/annurev.polisci.11.081306.070555
  

• Teaching Kincentric Ecology in an Urban Environment

  Salmon, E. (2015). Teaching Kincentric Ecology in an Urban Environment. Journal of Sustainability Education, 10, 1–10.
  

• Supporting Equity in Schools: Using Visual Learning Analytics to Understand Learners’ Classroom Experiences

  Raza, A., Penuel, W. R., Jacobs, J., & Sumner, T. (2020). Supporting Equity in Schools: Using Visual Learning Analytics to Understand Learners’ Classroom Experiences. In M. Schmidt, A. A. Tawfik, I. Jahnke, & Y. Earnshaw (Eds.), Learner and User Experience Research: An Introduction for the Field of Learning Design & Technology. EdTech Books. https://edtechbooks.org/ux/supporting_school_equity
  

• Articulating the “How,” the “For What,” the “For Whom,” and the “With Whom” in Concert: A Call to Broaden the Benchmarks of our Scholarship

  Philip, T. M., Bang, M., & Jackson, K. (2018). Articulating the “How,” the “For What,” the “For Whom,” and the “With Whom” in Concert: A Call to Broaden the Benchmarks of our Scholarship. Cognition and Instruction, 36(2), 83–88. https://doi.org/10.1080/07370008.2018.1413530
  

• Envisioning Abolition Democracy

  McLeod, A. M. (2018). Envisioning Abolition Democracy. Harvard Law Review, 132(6), 1613–1649.
  

• The Measure of Youth Policy Arguments: An Approach to Supporting Democratic Participation and Student Voice

  Kirshner, B., Zion, S., DiGiacomo, D., & Logan, G. (2020). The Measure of Youth Policy Arguments: An Approach to Supporting Democratic Participation and Student Voice. Democracy and Education, 28(2). https://democracyeducationjournal.org/home/vol28/iss2/4
  

• Make Kin, Not Cities! Multispecies Entanglements and ‘Becoming-World’ in Planning Theory

  Houston, D., Hillier, J., MacCallum, D., Steele, W., & Byrne, J. (2018). Make Kin, Not Cities! Multispecies Entanglements and ‘Becoming-World’ in Planning Theory. Planning Theory, 17(2), 190–212. https://doi.org/10.1177/1473095216688042
  

• A Deliberative Poll on Education: What Provision Do Informed Parents in Northern Ireland Want?

  Fishkin, J., Gallagher, T., Luskin, R., McGrady, J., O’Flynn, I., & Russell, D. (2007). A Deliberative Poll on Education: What Provision Do Informed Parents in Northern Ireland Want? Center for Deliberative Democracy.
  

• Institutional Transformations

  Celermajer, D., Churcher, M., Gatens, M., & Hush, A. (2019). Institutional Transformations. Angelaki, 24(4), 3–21. https://doi.org/10.1080/0969725X.2019.1635820
  

• Marxism, Prefigurative Communism, and the Problem of Workers' Control

  Boggs, C. (1977). Marxism, Prefigurative Communism, and the Problem of Workers’ Control. Radical America, 11(6), 99–121.