Items

• Teachers Leading Educational Reform: The Power of Professional Learning Communities

  Harris, A., Jones, M., & Huffman, J. B. (Eds.). (2017). Teachers Leading Educational Reform: The Power of Professional Learning Communities. Routledge. https://doi.org/10.4324/9781315630724
  

• Collaborative Professionalism: When Teaching Together Means Learning for All

  Hargreaves, A., & O’Connor, M. T. (2018). Collaborative Professionalism: When Teaching Together Means Learning for All. Corwin Press.
  

• Increasing Achievement by Focusing Grade-Level Teams on Improving Classroom Learning: A Prospective, Quasi-Experimental Study of Title I Schools

  Saunders, W. M., Goldenberg, C. N., & Gallimore, R. (2009). Increasing Achievement by Focusing Grade-Level Teams on Improving Classroom Learning: A Prospective, Quasi-Experimental Study of Title I Schools. American Educational Research Journal, 46(4), 1006–1033. https://doi.org/10.3102/0002831209333185
  

• Teacher Collaboration in Instructional Teams and Student Achievement

  Ronfeldt, M., Farmer, S. O., McQueen, K., & Grissom, J. A. (2015). Teacher Collaboration in Instructional Teams and Student Achievement. American Educational Research Journal, 52(3), 475–514. https://doi.org/10.3102/0002831215585562
  

• Does Professional Community Affect the Classroom? Teachers' Work and Student Experiences in Restructuring Schools

  Louis, K. S., & Marks, H. M. (1998). Does Professional Community Affect the Classroom? Teachers’ Work and Student Experiences in Restructuring Schools. American Journal of Education, 106(4), 532–575. https://doi.org/10.1086/444197
  

• A Theoretical and Empirical Investigation of Teacher Collaboration for School Improvement and Student Achievement in Public Elementary Schools

  Goddard, Y. L., Goddard, R. D., & Tschannen-Moran, M. (2007). A Theoretical and Empirical Investigation of Teacher Collaboration for School Improvement and Student Achievement in Public Elementary Schools. Teachers College Record, 109(4), 877–896. https://doi.org/10.1177/016146810710900401
  

• A Theoretical and Empirical Analysis of the Roles of Instructional Leadership, Teacher Collaboration, and Collective Efficacy Beliefs in Support of Student Learning

  Goddard, R., Goddard, Y., Sook Kim, E., & Miller, R. (2015). A Theoretical and Empirical Analysis of the Roles of Instructional Leadership, Teacher Collaboration, and Collective Efficacy Beliefs in Support of Student Learning. American Journal of Education, 121(4), 501–530. https://doi.org/10.1086/681925
  

• Teachers’ Use of Data: Loose Coupling, Agenda Setting, and Team Norms

  Young, V. M. (2006). Teachers’ Use of Data: Loose Coupling, Agenda Setting, and Team Norms. American Journal of Education, 112(4), 521–548. https://doi.org/10.1086/505058
  

• The Impact of Collaboration on Teachers’ Individual Data Use

  Van Gasse, R., Vanlommel, K., Vanhoof, J., & Van Petegem, P. (2017). The Impact of Collaboration on Teachers’ Individual Data Use. School Effectiveness and School Improvement, 28(3), 489–504. https://doi.org/10.1080/09243453.2017.1321555
  

• Data in Practice: Conceptualizing the Data-Based Decision-Making Phenomena

  Spillane, J. P. (2012). Data in Practice: Conceptualizing the Data-Based Decision-Making Phenomena. American Journal of Education, 118(2), 113–141. https://doi.org/10.1086/663283
  

• Factors Influencing the Functioning of Data Teams

  Schildkamp, K., & Poortman, C. (2015). Factors Influencing the Functioning of Data Teams. Teachers College Record, 117(4), 1–42. https://doi.org/10.1177/016146811511700403
  

• Using Data to Alter Instructional Practice: The Mediating Role of Coaches and Professional Learning Communities

  Marsh, J. A., Bertrand, M., & Huguet, A. (2015). Using Data to Alter Instructional Practice: The Mediating Role of Coaches and Professional Learning Communities. Teachers College Record, 117(4), 1–40. https://doi.org/10.1177/016146811511700411
  

• Understanding Data Use Practice among Teachers: The Contribution of Micro-Process Studies

  Little, J. W. (2012). Understanding Data Use Practice among Teachers: The Contribution of Micro-Process Studies. American Journal of Education, 118(2), 143–166. https://doi.org/10.1086/663271
  

• Practices That Support Data Use in Urban High Schools

  Lachat, M. A., & Smith, S. (2005). Practices That Support Data Use in Urban High Schools. Journal of Education for Students Placed at Risk (JESPAR), 10(3), 333–349. https://doi.org/10.1207/s15327671espr1003_7
  

• Professional Learning for Using Data: Examining Teacher Needs & Supports

  Jimerson, J. B., & Wayman, J. C. (2015). Professional Learning for Using Data: Examining Teacher Needs & Supports. Teachers College Record, 117(4), 1–36. https://doi.org/10.1177/016146811511700405
  

• The Development of Capacity for Data Use: The Role of Teacher Networks in an Elementary School

  Farley-Ripple, E., & Buttram, J. (2015). The Development of Capacity for Data Use: The Role of Teacher Networks in an Elementary School. Teachers College Record, 117(4), 1–34. https://doi.org/10.1177/016146811511700410
  

• Teacher Learning, Instructional Considerations and Principal Communication: Lessons from a Longitudinal Study of Collaborative Data Use by Teachers

  Cosner, S. (2011). Teacher Learning, Instructional Considerations and Principal Communication: Lessons from a Longitudinal Study of Collaborative Data Use by Teachers. Educational Management Administration & Leadership, 39(5), 568–589. https://doi.org/10.1177/1741143211408453
  

• Teachers’ Spaces for Coping with Change in the Context of a Reform Effort

  Zembylas, M., & Barker, H. B. (2007). Teachers’ Spaces for Coping with Change in the Context of a Reform Effort. Journal of Educational Change, 8(3), 235–256. https://doi.org/10.1007/s10833-007-9025-y
  

• Teacher Collaboration, Differing Expectations, and Emotions in School Improvement: “It’s Always Take, Take, Take”

  Weddle, H., Lockton, M., & Datnow, A. (2019). Teacher collaboration, differing expectations, and emotions in school improvement: “It’s always take, take, take.” Journal of Professional Capital and Community, 4(4), 325–343. https://doi.org/10.1108/JPCC-03-2019-0005
  

• The Role of Teacher Emotions in Change: Experiences, Patterns and Implications for Professional Development

  Saunders, R. (2013). The Role of Teacher Emotions in Change: Experiences, Patterns and Implications for Professional Development. Journal of Educational Change, 14(3), 303–333. https://doi.org/10.1007/s10833-012-9195-0