Items

• Creating Shared Instructional Products: An Alternative Approach to Improving Teaching

  Morris, A. K., & Hiebert, J. (2011). Creating Shared Instructional Products: An Alternative Approach to Improving Teaching. Educational Researcher, 40(1), 5–14. https://doi.org/10.3102/0013189X10393501
  

• The Role of Districts in Fostering Instructional Improvement: Lessons from Three Urban Districts Partnered with the Institute for Learning

  Marsh, J. A., Kerr, K. A., Ikemoto, G. S., Darilek, H., Booth, M., Zimmer, R., & Barney, H. (2005). The Role of Districts in Fostering Instructional Improvement: Lessons from Three Urban Districts Partnered with the Institute for Learning. RAND Corporation. https://www.rand.org/pubs/monographs/MG361.html
  

• Under What Conditions Do School Districts Learn From External Partners? The Role of Absorptive Capacity

  Farrell, C. C., Coburn, C. E., & Chong, S. (2019). Under What Conditions Do School Districts Learn From External Partners? The Role of Absorptive Capacity. American Educational Research Journal, 56(3), 955–994. https://doi.org/10.3102/0002831218808219
  

• Measuring the Content of Instruction: Uses in Research and Practice

  Porter, A. C. (2002). Measuring the Content of Instruction: Uses in Research and Practice. Educational Researcher, 31(7), 3–14. https://doi.org/10.3102/0013189X031007003
  

• How Well Aligned Are State Assessments of Student Achievement with State Content Standards?

  Polikoff, M. S., Porter, A. C., & Smithson, J. (2011). How Well Aligned Are State Assessments of Student Achievement with State Content Standards? American Educational Research Journal, 48(4), 965–995. https://doi.org/10.3102/0002831211410684
  

• How Well Aligned Are Textbooks to the Common Core Standards in Mathematics?

  Polikoff, M. S. (2015). How Well Aligned Are Textbooks to the Common Core Standards in Mathematics? American Educational Research Journal, 52(6), 1185–1211. https://doi.org/10.3102/0002831215584435
  

• Investigating Relationships Between Understanding of Inquiry Mathematics, District Context, and School Context on Principal Instructional Leadership Aimed at Ambitious Instruction

  Larbi-Cherif, A. M. (2017). Investigating Relationships Between Understanding of Inquiry Mathematics, District Context, and School Context on Principal Instructional Leadership Aimed at Ambitious Instruction [Ph.D., Vanderbilt University].
  

• District Central Office Leadership as Teaching: How Central Office Administrators Support Principals’ Development as Instructional Leaders

  Honig, M. I. (2012). District Central Office Leadership as Teaching: How Central Office Administrators Support Principals’ Development as Instructional Leaders. Educational Administration Quarterly, 48(4), 733–774. https://doi.org/10.1177/0013161X12443258
  

• Bringing Effective Instructional Practice to Scale in American Schools: Lessons from the Long Beach Unified School District

  Zavadsky, H. (2016). Bringing Effective Instructional Practice to Scale in American Schools: Lessons from the Long Beach Unified School District. Journal of Educational Change, 17(4), 505–527. https://doi.org/10.1007/s10833-016-9287-3
  

• Bringing Values Back in: How Purposes Shape Practices in Coherent School Designs

  Mehta, J., & Fine, S. (2015). Bringing Values Back in: How Purposes Shape Practices in Coherent School Designs. Journal of Educational Change, 16(4), 483–510. https://doi.org/10.1007/s10833-015-9263-3
  

• Curriculum Coherence: An Examination of US Mathematics and Science Content Standards from an International Perspective

  Schmidt, W. H., Wang, H. C., & McKnight, C. C. (2005). Curriculum Coherence: An Examination of US Mathematics and Science Content Standards from an International Perspective. Journal of Curriculum Studies, 37(5), 525–559. https://doi.org/10.1080/0022027042000294682
  

• Assessing the Impact of Partnership Recommendations on District Instructional Improvement Strategies

  Henrick, E. C., Klafehn, A. B., & Cobb, P. (2018). Assessing the Impact of Partnership Recommendations on District Instructional Improvement Strategies. In P. Cobb, K. Jackson, E. Henrick, & T. M. Smith (Eds.), Systems for Instructional Improvement: Creating Coherence from the Classroom to the District Office (pp. 209–220). Harvard Education Press.
  

• School Reform from the Inside Out: Policy, Practice, and Performance

  Elmore, R. F. (2004). School Reform from the Inside Out: Policy, Practice, and Performance. Harvard Education Press.
  

• 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
  

• What Is the System in Systemic Reform?

  Cohen, D. K. (1995). What Is the System in Systemic Reform? Educational Researcher, 24(9), 11–31. https://doi.org/10.3102/0013189X024009011
  

• Creating a Framework for Research on Systemic Technology Innovations

  Fishman, B., Marx, R. W., Blumenfeld, P., Krajcik, J., & Soloway, E. (2004). Creating a Framework for Research on Systemic Technology Innovations. Journal of the Learning Sciences, 13(1), 43–76. https://doi.org/10.1207/s15327809jls1301_3
  

• The Internal Coherence Framework: Creating the Conditions for Continuous Improvement in Schools

  Forman, M. L., Stosich, E. L., & Bocala, C. (2017). The Internal Coherence Framework: Creating the Conditions for Continuous Improvement in Schools. Harvard Education Press.
  

• Becoming an Instructional Leader for Elementary Mathematics: Transforming Principal Learning through a Research-Practice Partnership

  Fox, A. (2018). Becoming an Instructional Leader for Elementary Mathematics: Transforming Principal Learning through a Research-Practice Partnership [Ph.D., University of Washington]. https://www.proquest.com/dissertations/docview/2084108093/abstract/CF2EC4663B604A25PQ/1
  

• Building Coherence for Instructional Improvement Through Professional Development: A Design-Based Implementation Research Study

  Stosich, E. L., Bocala, C., & Forman, M. (2018). Building Coherence for Instructional Improvement Through Professional Development: A Design-Based Implementation Research Study. Educational Management Administration & Leadership, 46(5), 864–880. https://doi.org/10.1177/1741143217711193
  

• Organizing Schools for Improvement: Lessons from Chicago

  Bryk, A. S., Sebring, P. B., Allensworth, E., Easton, J. Q., & Luppescu, S. (2010). Organizing Schools for Improvement: Lessons from Chicago. University of Chicago Press.