Items

• Charter Schools in Turnaround: Competing Institutional Logics in the Tennessee Achievement School District

  Glazer, J. L., Massell, D., & Malone, M. (2019). Charter Schools in Turnaround: Competing Institutional Logics in the Tennessee Achievement School District. Educational Evaluation and Policy Analysis, 41(1), 5–33. https://doi.org/10.3102/0162373718795051
  

• District-led School Turnaround: Aiming for Ambitious and Equitable Instruction in Shelby County’s iZone

  Glazer, J., Massell, D., Lenhoff, S. W., Larbi-Cherif, A., Egan, C., Taylor, J., Ison, A., Deleveaux, J., & Millington, Z. (2020). District-led School Turnaround: Aiming for Ambitious and Equitable Instruction in Shelby County’s iZone (CPRE Research Reports). https://repository.upenn.edu/cpre_researchreports/114
  

• The Ties That Bind: Building Civic Capacity for the Tennessee Achievement School District

  Glazer, J. L., & Egan, C. (2018). The Ties That Bind: Building Civic Capacity for the Tennessee Achievement School District. American Educational Research Journal, 55(5), 928–964. https://doi.org/10.3102/0002831218763088
  

• Segregation by District Boundary Line: The Fragmentation of Memphis Area Schools

  Frankenberg, E., Siegel-Hawley, G., & Diem, S. (2017). Segregation by District Boundary Line: The Fragmentation of Memphis Area Schools. Educational Researcher, 46(8), 449–463. https://doi.org/10.3102/0013189X17732752
  

• Managing Networks for School Improvement: Seven Lessons from the Field

  Duff, M., Flack, C., Lyle, A., Massell, D., & Wohlstetter, P. (2019). Managing Networks for School Improvement: Seven Lessons from the Field (CPRE Workbooks). https://repository.upenn.edu/cpre_workbooks/1
  

• Thinking and Acting Systemically: Improving School Districts Under Pressure

  Daly, A., & Finnigan, K. (2016). Thinking and Acting Systemically: Improving School Districts Under Pressure. American Educational Research Association.
  

• Multi-Academy Trusts: Do They Make a Difference to Pupil Outcomes?

  Bernardinelli, D., Rutt, S., Greany, T., & Higham, R. (2018). Multi-Academy Trusts: Do They Make a Difference to Pupil Outcomes? In UCL IOE Press: London, UK. [Report]. UCL IOE Press.
  

• Organizational Learning: A Theory of Action Perspective

  Argyris, C., & Schön, D. A. (1978). Organizational Learning: A Theory of Action Perspective. Addison-Wesley Publishing Company.
  

• If They Knew Then What We Know Now, Why Haven't Things Changed? An Examination of District Effectiveness Research

  Anderson, E., & Young, M. D. (2018). If They Knew Then What We Know Now, Why Haven’t Things Changed? An Examination of District Effectiveness Research. Frontiers in Education, 3. https://doi.org/10.3389/feduc.2018.00087