Items

• External Reform Initiatives and Teachers' Efforts to Reconstruct Their Practice: The Mediating Role of Teachers' Zones of Enactment

  Spillane, J. P. (1999). External Reform Initiatives and Teachers’ Efforts to Reconstruct Their Practice: The Mediating Role of Teachers’ Zones of Enactment. Journal of Curriculum Studies, 31(2), 143–175. https://doi.org/10.1080/002202799183205
  

• Reform and Resistance in Schools and Classrooms: An Ethnographic View of the Coalition of Essential Schools

  Muncey, D. E., & McQuillan, P. J. (1996). Reform and Resistance in Schools and Classrooms: An Ethnographic View of the Coalition of Essential Schools. Yale University Press.
  

• Improving the Urban High School: What Works and Why

  Louis, K. S., & Miles, M. B. (1991). Improving the Urban High School: What Works and Why. NASSP Bulletin, 75(534), 117–119. https://doi.org/10.1177/019263659107553420
  

• Accelerated Schools: A Decade of Evolution

  Levin, H. M. (1998). Accelerated Schools: A Decade of Evolution. In A. Hargreaves, A. Lieberman, M. Fullan, & D. Hopkins (Eds.), International Handbook of Educational Change: Part One (pp. 807–830). Springer Netherlands. https://doi.org/10.1007/978-94-011-4944-0_40
  

• Change Forces: Probing the Depths of Educational Reform

  Fullan, M. (1993). Change Forces: Probing the Depths of Educational Reform. Routledge.
  

• Making Comprehensive School Reform Work

  Desimone, L. (2000). Making Comprehensive School Reform Work (No. 112; Urban Diversity Series). https://eric.ed.gov/?id=ED441915
  

• Socio-Cultural and Within-School Factors That Affect the Quality of Implementation of School-Wide Programs

  Cooper, R. (1998). Socio-Cultural and Within-School Factors That Affect the Quality of Implementation of School-Wide Programs (Report No. 28). Center for Research on the Education of Students Placed At Risk. https://eric.ed.gov/?id=ED426173
  

• Rallying the Whole Village: The Comer Process for Reforming Education

  Comer, J. P., Haynes, N. M., Joyner, E. T., & Ben-Avie, M. (1996). Rallying the Whole Village: The Comer Process for Reforming Education. Teachers College Press.
  

• The Memphis Restructuring Initiative: Analysis of Activities and Outcomes that Affect Implementation Success

  Smith, L., Ross, S., Mcnelis, M., Squires, M., Wasson, R., Maxwell, S., Weddle, K., Nath, L., Grehan, A., & Buggey, T. (1998). The Memphis Restructuring Initiative: Analysis of Activities and Outcomes that Affect Implementation Success. Education and Urban Society, 30(3), 296–325. https://doi.org/10.1177/0013124598030003003
  

• Reform Ideology and the Locus of Development Problem in Educational Restructuring: Enduring Lessons from Studies of Educational Innovation

  Nunnery, J. A. (1998). Reform Ideology and the Locus of Development Problem in Educational Restructuring: Enduring Lessons from Studies of Educational Innovation. Education and Urban Society, 30(3), 277–295. https://doi.org/10.1177/0013124598030003002
  

• The Rand Change Agent Study Revisited: Macro Perspectives and Micro Realities

  McLaughlin, M. W. (1990). The Rand Change Agent Study Revisited: Macro Perspectives and Micro Realities. Educational Researcher, 19(9), 11–16. https://doi.org/10.3102/0013189X019009011
  

• Teachers’ Professional Development in a Climate of Educational Reform

  Little, J. W. (1993). Teachers’ Professional Development in a Climate of Educational Reform. Educational Evaluation and Policy Analysis, 15(2), 129–151. https://doi.org/10.3102/01623737015002129
  

• School System (re)design: Developing Educational Infrastructures to Support School Leadership and Teaching Practice

  Hopkins, M., & Woulfin, S. L. (2015). School System (re)design: Developing Educational Infrastructures to Support School Leadership and Teaching Practice. Journal of Educational Change, 16(4), 371–377. https://doi.org/10.1007/s10833-015-9260-6
  

• Implementation Theory and Practice: Toward a Third Generation

  Goggin, M. L., Bowman, A., Lester, J., & O’Toole, L. (1990). Implementation Theory and Practice: Toward a Third Generation. Scott, Foresman/Little, Brown Higher Education.
  

• Success for all: Improving the Quality of Implementation of Whole-School Change Through the Use of a National Reform Network

  Cooper, R., Slavin, R. E., & Madden, N. A. (1998). Success for all: Improving the Quality of Implementation of Whole-School Change Through the Use of a National Reform Network. Education and Urban Society, 30(3), 385–408. https://doi.org/10.1177/0013124598030003006
  

• Lessons From New American Schools' Scale-Up Phase: Prospects for Bringing Designs to Multiple Schools

  Bodilly, S. J., Keltner, B. R., Purnell, S. W., Reichardt, R., & Ikemoto, G. S. (1998). Lessons From New American Schools’ Scale-Up Phase: Prospects for Bringing Designs to Multiple Schools. RAND Corporation. https://www.rand.org/pubs/monograph_reports/MR942.html
  

• Capacity Building for School Improvement or Creating Capacity for Learning? A Changing Landscape

  Stoll, L. (2009). Capacity Building for School Improvement or Creating Capacity for Learning? A Changing Landscape. Journal of Educational Change, 10(2), 115–127. https://doi.org/10.1007/s10833-009-9104-3
  

• Is Sustainability of Schooling Improvement an Article of Faith, or Can It Be Deliberately Crafted?

  O’Connell, P. J. (2010). Is Sustainability of Schooling Improvement an Article of Faith, or Can It Be Deliberately Crafted? [Ph.D., The University of Auckland]. https://researchspace.auckland.ac.nz/handle/2292/5795
  

• Sustaining continued acceleration in reading comprehension achievement following an intervention

  Lai, M. K., McNaughton, S., Timperley, H., & Hsiao, S. (2009). Sustaining continued acceleration in reading comprehension achievement following an intervention. Educational Assessment, Evaluation and Accountability, 21(1), 81–100. https://doi.org/10.1007/s11092-009-9071-5
  

• Sustaining School–University Partnerships: Threats, Challenges and Critical Success Factors

  Herbert, S., Redman, C., & Speldewinde, C. (2018). Sustaining School–University Partnerships: Threats, Challenges and Critical Success Factors. In L. Hobbs, C. Campbell, & M. Jones (Eds.), School-based Partnerships in Teacher Education: A Research Informed Model for Universities, Schools and Beyond (pp. 169–189). Springer. https://doi.org/10.1007/978-981-13-1795-8_9