Items

• The Political Economy of Market-Based Educational Policies: Race and Reform in Urban School Districts, 1915 to 2016

  Scott, J., & Holme, J. J. (2016). The Political Economy of Market-Based Educational Policies: Race and Reform in Urban School Districts, 1915 to 2016. Review of Research in Education, 40(1), 250–297. https://doi.org/10.3102/0091732X16681001
  

• The Politics of Venture Philanthropy in Charter School Policy and Advocacy

  Scott, J. (2009). The Politics of Venture Philanthropy in Charter School Policy and Advocacy. Educational Policy, 23(1), 106–136. https://doi.org/10.1177/0895904808328531
  

• Community Health Improvement and the Community Psychology Competencies

  Scaccia, J. P., Chávez, N. R., Hatchett, L., Byrd, K., Blanton, S., Alia, K., Brennan, L. J., Howard, P., Lewis, N., & Stout, S. (2017). Community Health Improvement and the Community Psychology Competencies. Global Journal of Community Psychology Practice, 8(1). https://www.gjcpp.org/en/article.php?issue=25&article=159
  

• Gates Unveils First-Round Grants in New Education Strategy

  Sawchuk, S. (2018, September 5). Gates Unveils First-Round Grants in New Education Strategy. Education Week. https://www.edweek.org/policy-politics/gates-unveils-first-round-grants-in-new-education-strategy/2018/09
  

• Can You Really Measure That? Combining Critical Race Theory and Quantitative Methods

  Sablan, J. R. (2019). Can You Really Measure That? Combining Critical Race Theory and Quantitative Methods. American Educational Research Journal, 56(1), 178–203. https://doi.org/10.3102/0002831218798325
  

• 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
  

• Establishing and Sustaining Networked Improvement Communities: Lessons From Michigan and Minnesota

  Proger, A., Bhatt, M., Cirks, V., & Gurke, D. (2017). Establishing and Sustaining Networked Improvement Communities: Lessons From Michigan and Minnesota (REL 2017-264; What’s Happening). Regional Educational Laboratory Midwest. https://ies.ed.gov/ncee/rel/Products/Publication/3853
  

• Emerging Perspectives on the Co-Construction of Power and Learning in the Learning Sciences, Mathematics Education, and Science Education

  Philip, T. M., & Gupta, A. (2020). Emerging Perspectives on the Co-Construction of Power and Learning in the Learning Sciences, Mathematics Education, and Science Education. Review of Research in Education, 44(1), 195–217. https://doi.org/10.3102/0091732X20903309
  

• From Designing to Organizing New Social Futures: Multiliteracies Pedagogies for Today

  Penuel, W. R., & O’Connor, K. (2018). From Designing to Organizing New Social Futures: Multiliteracies Pedagogies for Today. Theory Into Practice, 57(1), 64–71. https://doi.org/10.1080/00405841.2017.1411715
  

• Promoting Equitable and Just Learning Across Settings: Organizational Forms for Educational Change

  Penuel, W. R. (2020). Promoting Equitable and Just Learning Across Settings: Organizational Forms for Educational Change. In Handbook of the Cultural Foundations of Learning. Routledge. https://www.taylorfrancis.com/chapters/edit/10.4324/9780203774977-24
  

• So Much Reform, So Little Change: The Persistence of Failure in Urban Schools

  Payne, C. M. (2008). So Much Reform, So Little Change: The Persistence of Failure in Urban Schools. Harvard Education Press.
  

• The Five Essential Reasons for the Failure of School Reforms

  Murphy, J. (2020). The Five Essential Reasons for the Failure of School Reforms. Journal of Human Resource and Sustainability Studies, 8(1), 1–17. https://doi.org/10.4236/jhrss.2020.81001
  

• Student-Led Improvement Science Projects: A Praxiographic, Actor-Network Theory Study

  Mitchell, B. (2020). Student-Led Improvement Science Projects: A Praxiographic, Actor-Network Theory Study. Studies in Continuing Education, 42(1), 133–146. https://doi.org/10.1080/0158037X.2019.1577234
  

• Analyzing Education Policy and Reform with Attention to Race and Socio-Economic Status

  Milner, H., & Williams, S. (2008). Analyzing Education Policy and Reform with Attention to Race and Socio-Economic Status. Journal of Public Management & Social Policy, 14(2). 33-50.
  

• Opening Commentary: The Permanence of Racism, Critical Race Theory, and Expanding Analytic Sites

  Milner, H. R. (2017). Opening Commentary: The Permanence of Racism, Critical Race Theory, and Expanding Analytic Sites. Peabody Journal of Education, 92(3), 294–301. https://doi.org/10.1080/0161956X.2017.1324656
  

• Rac(e)ing to Class: Confronting Poverty and Race in Schools and Classrooms

  Milner, H. R. (2015). Rac(e)ing to Class: Confronting Poverty and Race in Schools and Classrooms. Harvard Education Press. https://www.hepg.org/hep-home/books/rac(e)ing-to-class
  

• Five Myths of School Turnaround Policy and Practice

  Meyers, C. V., & Smylie, M. A. (2017). Five Myths of School Turnaround Policy and Practice. Leadership and Policy in Schools, 16(3), 502–523. https://doi.org/10.1080/15700763.2016.1270333
  

• Generating a Networked Improvement Community to Improve Secondary Mathematics Teacher Preparation: Network Leadership, Organization, and Operation

  Martin, W. G., & Gobstein, H. (2015). Generating a Networked Improvement Community to Improve Secondary Mathematics Teacher Preparation: Network Leadership, Organization, and Operation. Journal of Teacher Education, 66(5), 482–493. https://doi.org/10.1177/0022487115602312
  

• On the Importance of African-American Faculty in Higher Education: Implications and Recommendations

  Madyun, N., Williams, S. M., McGee, E. O., & Milner, H. R. (2013). On the Importance of African-American Faculty in Higher Education: Implications and Recommendations. Educational Foundations, 27, 65–84.
  

• Network Governance and Regional Equity: Shared Agendas or Problematic Partners?

  Lester, T. W., & Reckhow, S. (2013). Network Governance and Regional Equity: Shared Agendas or Problematic Partners? Planning Theory, 12(2), 115–138. https://doi.org/10.1177/1473095212455189