Items

• Examining Relations between Mathematics Teachers’ Instructional Vision and Knowledge and Change in Practice

  Munter, C., & Correnti, R. (2017). Examining Relations between Mathematics Teachers’ Instructional Vision and Knowledge and Change in Practice. American Journal of Education, 123(2), 171–202. https://doi.org/10.1086/689928
  

• Argument Writing Advanced Institute: Teaching Teachers to Utilize C3WP Units

  Moman, J., & Maher, S. (2019). Argument Writing Advanced Institute: Teaching Teachers to Utilize C3WP Units. Language Arts Journal of Michigan, 34(2). https://doi.org/10.9707/2168-149X.2208
  

• Core Practices and Pedagogies of Teacher Education: A Call for a Common Language and Collective Activity

  McDonald, M., Kazemi, E., & Kavanagh, S. S. (2013). Core Practices and Pedagogies of Teacher Education: A Call for a Common Language and Collective Activity. Journal of Teacher Education, 64(5), 378–386. https://doi.org/10.1177/0022487113493807
  

• 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
  

• Organising Schools for Teacher and Leader Learning

  Kazemi, E., & Resnick, A. F. (2019). Organising Schools for Teacher and Leader Learning. In G. M. Lloyd, O. Chapman, G. M. Lloyd, O. Chapman, G. M. Lloyd, O. Chapman, G. M. Lloyd, O. Chapman, G. M. Lloyd, O. Chapman, G. M. Lloyd, O. Chapman, G. M. Lloyd, & O. Chapman (Eds.), International Handbook of Mathematics Teacher Education: Volume 3: Participants in Mathematics Teacher Education (Second Edition). Brill. https://doi.org/10.1163/9789004419230_016
  

• 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
  

• Math Labs: Teachers, Teacher Educators, and School Leaders Learning Together With and From Their Own Students

  Kazemi, E., Gibbons, L., Lewis, R., Fox, A., Hintz, A., Kelley-Petersen, M., Cunard, A., Lomax, K., Lenges, A., & Balf, R. (2018). Math Labs: Teachers, Teacher Educators, and School Leaders Learning Together With and From Their Own Students. NCSM Journal of Mathematics Education Leadership, 19(1), 14.
  

• Specifying Goals for Students’ Mathematical Learning and the Development of Teachers’ Knowledge, Perspective, and Practices

  Kane, B., Cobb, P., & Gibbons, L. (2018). Understanding Content-Specific Instructional Coaching: On-the-Ground Support for Teacher Development. In P. Cobb, K. Jackson, E. Henrick, & T. M. Smith, Systems for Instructional Improvement: Creating Coherence from the Classroom to the District Office (pp. 113–134). Harvard Education Press.
  

• 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.
  

• Rewriting: How to Do Things with Texts

  Harris, J. (2006). Rewriting: How to Do Things with Texts. University Press of Colorado.
  

• Teaching Core Practices in Teacher Education

  Grossman, P. (2021). Teaching Core Practices in Teacher Education. Harvard Education Press.
  

• They Say, I Say: The Moves that Matter in Academic Writing

  Gerald, G., & Cathy, B. (2021). They Say, I Say: The Moves that Matter in Academic Writing. W.W. Norton & Company.
  

• Developing Collective Capacity to Improve Mathematics Instruction: Coaching as a Lever for School-Wide Improvement

  Gibbons, L. K., Kazemi, E., & Lewis, R. M. (2017). Developing Collective Capacity to Improve Mathematics Instruction: Coaching as a Lever for School-Wide Improvement. The Journal of Mathematical Behavior, 46, 231–250. https://doi.org/10.1016/j.jmathb.2016.12.002
  

• Teacher Time Out: Educators Learning Together In and Through Practice

  Gibbons, L., Kazemi, E., Hintz, A., & Hartmann, E. (2017). Teacher Time Out: Educators Learning Together In and Through Practice. NCSM Journal of Mathematics Education Leadership, 18(2), 28–46.
  

• Impact of the National Writing Project's College-Ready Writers Program in High-Need Rural Districts

  Gallagher, H. A., Arshan, N., & Woodworth, K. (2017). Impact of the National Writing Project’s College-Ready Writers Program in High-Need Rural Districts. Journal of Research on Educational Effectiveness, 10(3), 570–595. https://doi.org/10.1080/19345747.2017.1300361
  

• 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].