Items

• Principal Instructional Leadership to Transform Elementary Mathematics School-Wide: Why Vision for Teacher Learning Matters

  Kazemi, E., Resnick, A. F., & Gibbons, L. K. (n.d.). Principal Instructional Leadership to Transform Elementary Mathematics School-Wide: Why Vision for Teacher Learning Matters.
  

• Practical Measurement for Improvement: Context of Use and Features

  Takahashi, S., & Norman, J. R. (in press). Practical Measurement for Improvement: Context of Use and Features. In P. G. LeMahieu & P. Cobb (Eds.), Practical Measurement for Improvement. Harvard Education Press.
  

• The National Writing Project’s Using Sources Tool: Practical Measures for Informing Instruction and Building a Shared Vision of Argument and Student Capacity

  Friedrich, I., Bear, R., & Eidman-Aadahl, E. (in press). The National Writing Project’s Using Sources Tool: Practical Measures for Informing Instruction and Building a Shared Vision of Argument and Student Capacity. In P. G. LeMahieu & P. Cobb (Eds.), Practical Measurement for Improvement. Harvard Education Press.
  

• Developing and Using Practical Measures to Inform Instructional Improvement in Mathematics at Scale

  Jackson, K. J., Cobb, P., Ing, M., Ahn, J., Smith, T. M., & Kochmanski, N. M. (in press). Developing and Using Practical Measures to Inform Instructional Improvement in Mathematics at Scale. In P. G. LeMahieu & P. Cobb (Eds.), Practical Measurement for Improvement. Harvard Education Press.
  

• Teacher Collaborative Time: Helping Teachers Make Sense of Ambitious Teaching in the Context of Their Schools

  Horn, I. S., Kane, B., & Garner, B. (2018). Teacher Collaborative Time: Helping Teachers Make Sense of Ambitious Teaching in the Context of Their Schools. In P. Cobb, K. Jackson, E. Henrick, & T. M. Smith, Systems for Instructional Improvement: Creating Coherence from the Classroom to the District Office (pp. 93–112). Harvard Education Press.
  

• Communities of Practice and Social Learning Systems

  Wenger, E. (2000). Communities of Practice and Social Learning Systems. Organization, 7(2), 225–246. https://doi.org/10.1177/135050840072002
  

• Communities of Practice: Learning, Meaning, and Identity

  Wenger, E. (1999). Communities of Practice: Learning, Meaning, and Identity. Cambridge University Press.
  

• Research on Mathematics Professional Development

  Sztajn, P., Borko, H., & Smith, T. M. (2017). Research on Mathematics Professional Development. In J. Cai (Ed.), Compendium for Research in Mathematics Education (pp. 793–823). National Council of Teachers of Mathematics.
  

• The Teaching Gap: Best Ideas from the World's Teachers for Improving Education in the Classroom

  Stigler, J. W., & Hiebert, J. (2009). The Teaching Gap: Best Ideas from the World’s Teachers for Improving Education in the Classroom. Simon and Schuster.
  

• Classroom Assessment

  Shepard, L. A. (2006). Classroom Assessment. In R. L. Brennan (Ed.), Educational Measurement (pp. 623–646). Praeger Publishers.
  

• How the Common Core Boosts Quality and Equality

  Schmidt, W. H., & Burroughs, N. A. (2013). How the Common Core Boosts Quality and Equality. Educational Leadership, 70(4), 54–58.
  

• Unpacking Tracking: The Role of Instruction, Teacher Beliefs and Supplemental Courses in the Relationship Between Tracking and Student Achievement

  Schmidt, R. A. (2013). Unpacking Tracking: The Role of Instruction, Teacher Beliefs and Supplemental Courses in the Relationship Between Tracking and Student Achievement [Ph.D., Vanderbilt University]. https://ir.vanderbilt.edu/handle/1803/10767
  

• Mathematics Coaching for Conceptual Understanding: Promising Evidence Regarding the Tennessee Math Coaching Model

  Russell, J. L., Correnti, R., Stein, M. K., Thomas, A., Bill, V., & Speranzo, L. (2020). Mathematics Coaching for Conceptual Understanding: Promising Evidence Regarding the Tennessee Math Coaching Model. Educational Evaluation and Policy Analysis, 42(3), 439–466. https://doi.org/10.3102/0162373720940699
  

• Examining Key Concepts in Research on Teachers’ Use of Mathematics Curricula

  Remillard, J. T. (2005). Examining Key Concepts in Research on Teachers’ Use of Mathematics Curricula. Review of Educational Research, 75(2), 211–246. https://doi.org/10.3102/00346543075002211
  

• Students’ Responses to Curricular Activities as Indicator of Coherence in Project-Based Science

  Penuel, W., Van Horne, K., Severance, S., Quigley, D., & Sumner, T. (2016, July). Students’ Responses to Curricular Activities as Indicator of Coherence in Project-Based Science. ICLS 2016 Proceedings. ICLS 2016, Singapore. https://repository.isls.org//handle/1/327
  

• Rethinking Instructional Leadership, a Review: What Do We Know About Principal, Teacher, and Coach Instructional Leadership, and Where Should We Go From Here?

  Neumerski, C. M. (2013). Rethinking Instructional Leadership, a Review: What Do We Know About Principal, Teacher, and Coach Instructional Leadership, and Where Should We Go From Here? Educational Administration Quarterly, 49(2), 310–347. https://doi.org/10.1177/0013161X12456700
  

• How People Learn II: Learners, Contexts, and Cultures

  National Research Council. (2018). How People Learn II: Learners, Contexts, and Cultures. National Academies Press. https://doi.org/10.17226/24783
  

• A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas

  National Research Council. (2011). A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. National Academies Press. https://doi.org/10.17226/13165
  

• How People Learn: Brain, Mind, Experience, and School: Expanded Edition

  National Research Council. (1999). How People Learn: Brain, Mind, Experience, and School: Expanded Edition. National Academies Press. https://doi.org/10.17226/9853
  

• Assessing Fidelity of Implementation of an Unprescribed, Diagnostic Mathematics Intervention

  Munter, C., Wilhelm, A. G., Cobb, P., & Cordray, D. S. (2014). Assessing Fidelity of Implementation of an Unprescribed, Diagnostic Mathematics Intervention. Journal of Research on Educational Effectiveness, 7(1), 83–113. https://doi.org/10.1080/19345747.2013.809177