Items

• Pedagogy of the Oppressed

  Freire, P. (2000). Pedagogy of the Oppressed: 30th Anniversary Edition (M. B. Ramos, Trans.). Continuum.
  

• End-User Development and Meta-design: Foundations for Cultures of Participation

  Fischer, G. (2009). End-User Development and Meta-design: Foundations for Cultures of Participation. In V. Pipek, M. B. Rosson, B. de Ruyter, & V. Wulf (Eds.), End-User Development (pp. 3–14). Springer. https://doi.org/10.1007/978-3-642-00427-8_1
  

• “What the Hell Is This, and Who the Hell Are You?” Role and Identity Negotiation in Research-Practice Partnerships

  Farrell, C. C., Harrison, C., & Coburn, C. E. (2019). “What the Hell Is This, and Who the Hell Are You?” Role and Identity Negotiation in Research-Practice Partnerships. AERA Open, 5(2), 2332858419849595. https://doi.org/10.1177/2332858419849595
  

• Absorptive Capacity: A Conceptual Framework for Understanding District Central Office Learning

  Farrell, C. C., & Coburn, C. E. (2017). Absorptive Capacity: A Conceptual Framework for Understanding District Central Office Learning. Journal of Educational Change, 18(2), 135–159. https://doi.org/10.1007/s10833-016-9291-7
  

• Improvement Versus Transformation

  Engeström, Y. (2017). Improvement Versus Transformation. Education didactique, 11(2), 31–34.
  

• 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
  

• A Radical Doctrine: Abolitionist Education in Hard Times

  Dunn, D. C., Chisholm, A., Spaulding, E., & Love, B. L. (2021). A Radical Doctrine: Abolitionist Education in Hard Times. Educational Studies, 57(3), 211–223. https://doi.org/10.1080/00131946.2021.1892684
  

• Design Experimentation and Mutual Appropriation: Two Strategies for University/Community Collaborative After-School Interventions

  Downing-Wilson, D., Lecusay, R., & Cole, M. (2011). Design Experimentation and Mutual Appropriation: Two Strategies for University/Community Collaborative After-School Interventions. Theory & Psychology, 21(5), 656–680. https://doi.org/10.1177/0959354311414456
  

• Strategic Education Research Partnership

  Donovan, M. S., Wigdor, A. K., & Snow, C. E. (Eds.). (2003). Strategic Education Research Partnership (p. 10670). National Academies Press. https://doi.org/10.17226/10670
  

• Designing for Productive Adaptations of Curriculum Interventions

  Debarger, A. H., Choppin, J., Beauvineau, Y., & Moorthy, S. (2013). Designing for Productive Adaptations of Curriculum Interventions. Teachers College Record, 115(14), 298–319. https://doi.org/10.1177/016146811311501407
  

• Teacher Agency and Professional Learning: Rethinking Fidelity of Implementation as Multiplicities of Enactment

  Buxton, C. A., Allexsaht-Snider, M., Kayumova, S., Aghasaleh, R., Choi, Y.-J., & Cohen, A. (2015). Teacher Agency and Professional Learning: Rethinking Fidelity of Implementation as Multiplicities of Enactment. Journal of Research in Science Teaching, 52(4), 489–502. https://doi.org/10.1002/tea.21223
  

• 2014 AERA Distinguished Lecture: Accelerating How We Learn to Improve

  Bryk, A. S. (2015). 2014 AERA Distinguished Lecture: Accelerating How We Learn to Improve. Educational Researcher, 44(9), 467–477. https://doi.org/10.3102/0013189X15621543
  

• Institutional Complexity and Policy Implementation: How Underlying Logics Drive Teacher Interpretations of Reform

  Bridwell-Mitchell, E. N., & Sherer, D. G. (2017). Institutional Complexity and Policy Implementation: How Underlying Logics Drive Teacher Interpretations of Reform. Educational Evaluation and Policy Analysis, 39(2), 223–247. https://doi.org/10.3102/0162373716677567
  

• Design-Based Research Within the Constraints of Practice: AlgebraByExample

  Booth, J. L., Cooper, L. A., Donovan, M. S., Huyghe, A., Koedinger, K. R., & Paré-Blagoev, E. J. (2015). Design-Based Research Within the Constraints of Practice: AlgebraByExample. Journal of Education for Students Placed at Risk (JESPAR), 20(1–2), 79–100. https://doi.org/10.1080/10824669.2014.986674
  

• Tying Knots: Participatory Infrastructuring at Work

  Bødker, S., Dindler, C., & Iversen, O. S. (2017). Tying Knots: Participatory Infrastructuring at Work. Computer Supported Cooperative Work (CSCW), 26(1), 245–273. https://doi.org/10.1007/s10606-017-9268-y
  

• Doing With Understanding: Lessons From Research on Problem- and Project-Based Learning

  Barron, B. J. S., Schwartz, D. L., Vye, N. J., Moore, A., Petrosino, A., Zech, L., & Bransford, J. D. (1998). Doing With Understanding: Lessons From Research on Problem- and Project-Based Learning. Journal of the Learning Sciences, 7(3–4), 271–311. https://doi.org/10.1080/10508406.1998.9672056
  

• Fostering the Sustainability and Scalability of Curriculum Innovations Through Curriculum Design

  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
  

• Research–Practice Partnerships in Education

  Arce-Trigatti, P., Chukhray, I., & López Turley, R. N. (2018). Research–Practice Partnerships in Education. In B. Schneider (Ed.), Handbook of the Sociology of Education in the 21st Century (pp. 561–579). Springer International Publishing. https://doi.org/10.1007/978-3-319-76694-2_25
  

• Principles of Collaborative Education Research with Stakeholders: Toward Requirements for a New Research and Development Infrastructure

  Penuel, W. R., Riedy, R., Barber, M. S., Peurach, D. J., LeBouef, W. A., & Clark, T. (2020). Principles of Collaborative Education Research With Stakeholders: Toward Requirements for a New Research and Development Infrastructure. Review of Educational Research, 90(5), 627–674. https://doi.org/10.3102/0034654320938126
  

• The Scholarship of Improvement: Building Community Around an Emerging Tradition of Practice-Focused Research

  Peurach, D. J., & Russell, J. L. (2019). The Scholarship of Improvement: Building Community Around an Emerging Tradition of Practice-Focused Research. AERA Annual Meeting. http://tinyurl.com/y7hm68ar