Items

• Broken Bridges: The Role of Brokers in Connecting Educational Leaders Around Research Evidence

  Finnigan, K. S., Daly, A. J., Caduff, A., & Leal, C. C. (2021). Broken Bridges: The Role of Brokers in Connecting Educational Leaders Around Research Evidence. In M. S. Weber & I. Yanovitzky (Eds.), Networks, Knowledge Brokers, and the Public Policymaking Process (pp. 129–153). Springer International Publishing. https://doi.org/10.1007/978-3-030-78755-4_6
  

• A Network Case of Knowledge Brokering

  Rodway, J., MacGregor, S., Daly, A., Liou, Y.-H., Yonezawa, S., & Pollock, M. (2021). A Network Case of Knowledge Brokering. Journal of Professional Capital and Community, 6(2), 148–163. https://doi.org/10.1108/JPCC-11-2020-0089
  

• When Seekers Reap Rewards and Providers Pay a Price: The Role of Relationships and Discussion in Improving Practice in a Community of Learning

  Sinnema, C., Liou, Y.-H., Daly, A., Cann, R., & Rodway, J. (2021). When Seekers Reap Rewards and Providers Pay a Price: The Role of Relationships and Discussion in Improving Practice in a Community of Learning. Teaching and Teacher Education, 107, 103474. https://doi.org/10.1016/j.tate.2021.103474
  

• Key Actors Leading Knowledge Brokerage for Sustainable School Improvement With PLCs: Who Brokers What?

  van den Boom-Muilenburg, S. N., Poortman, C. L., Daly, A. J., Schildkamp, K., de Vries, S., Rodway, J., & van Veen, K. (2022). Key Actors Leading Knowledge Brokerage for Sustainable School Improvement With PLCs: Who Brokers What? Teaching and Teacher Education, 110, 103577. https://doi.org/10.1016/j.tate.2021.103577
  

• Restructuring Instructional Leadership: How Multiple-Measure Teacher Evaluation Systems Are Redefining the Role of the School Principal

  Neumerski, C. M., Grissom, J. A., Goldring, E., Drake, T. A., Rubin, M., Cannata, M., & Schuermann, P. (2018). Restructuring Instructional Leadership: How Multiple-Measure Teacher Evaluation Systems Are Redefining the Role of the School Principal. The Elementary School Journal, 119(2), 270–297. https://doi.org/10.1086/700597
  

• Building Student Ownership and Responsibility: Examining Student Outcomes from a Research-Practice Partnership

  Cannata, M., Redding, C., & Nguyen, T. D. (2019). Building Student Ownership and Responsibility: Examining Student Outcomes from a Research-Practice Partnership. Journal of Research on Educational Effectiveness, 12(3), 333–362. https://doi.org/10.1080/19345747.2019.1615157
  

• Continuous Improvement and "High Leverage" Educational Problems

  Closson-Pitts, B., Gilliam, E., Rutledge, S., & Cannata, M. (2020). Continuous Improvement and “High Leverage” Educational Problems. In B. Closson-Pitts, E. Gilliam, S. Rutledge, & M. Cannata, Oxford Bibliographies: Education. Oxford University Press. https://doi.org/10.1093/obo/9780199756810-0236
  

• Collaboration versus Concreteness: Tensions in Designing for Scale

  Cannata, M., & Nguyen, T. D. (2020). Collaboration versus Concreteness: Tensions in Designing for Scale. Teachers College Record, 122(12), 1–34. https://doi.org/10.1177/016146812012201207
  

• In the NIC of Time: How Sustainable Are Networked Improvement Communities?

  Joshi, E., Redding, C., & Cannata, M. (2021). In the NIC of Time: How Sustainable Are Networked Improvement Communities? American Journal of Education, 127(3), 369–397. https://doi.org/10.1086/713826
  

• Design Thinking, Leadership, and the Grammar of Schooling: Implications for Educational Change

  Hubbard, L., & Datnow, A. (2020). Design Thinking, Leadership, and the Grammar of Schooling: Implications for Educational Change. American Journal of Education, 126(4), 499–518. https://doi.org/10.1086/709510
  

• When Data Don’t Drive: Teacher Agency in Data Use Efforts in Low-Performing Schools

  Lockton, M., Weddle, H., & Datnow, A. (2020). When Data Don’t Drive: Teacher Agency in Data Use Efforts in Low-Performing Schools. School Effectiveness and School Improvement, 31(2), 243–265. https://doi.org/10.1080/09243453.2019.1647442
  

• Teacher Collaboration in School Improvement

  Weddle, H., Lockton, M., & Datnow, A. (2020). Teacher Collaboration in School Improvement. In H. Weddle, M. Lockton, & A. Datnow, Oxford Bibliographies: Education. Oxford University Press. https://doi.org/10.1093/obo/9780199756810-0248
  

• Research In, Research Out: The Role of Research in the Development and Scale-Up of Success for All

  Slavin, R. E., Madden, N. A., & Datnow, A. (2007). Research In, Research Out: The Role of Research in the Development and Scale-Up of Success for All. In The State of Education Policy Research. Routledge.
  

• Mediated Diffusion: Translating Professional Practice Across Schools in a High-Stakes System

  Eddy-Spicer, D. H. (2017). Mediated Diffusion: Translating Professional Practice Across Schools in a High-Stakes System. Journal of Educational Change, 18(2), 235–256. https://doi.org/10.1007/s10833-017-9296-x
  

• School Inspections in Low- and Middle-Income Countries: Explaining Impact and Mechanisms of Impact

  Ehren, M. C. M., Eddy-Spicer, D., Bangpan, M., & Reid, A. (2017). School Inspections in Low- and Middle-Income Countries: Explaining Impact and Mechanisms of Impact. Compare: A Journal of Comparative and International Education, 47(4), 468–482. https://doi.org/10.1080/03057925.2016.1239188
  

• Headteacher Performance Management in England: Balancing Internal and External Accountability Through Performance Leadership

  Eddy-Spicer, D., Bubb, S., Earley, P., Crawford, M., & James, C. (2019). Headteacher Performance Management in England: Balancing Internal and External Accountability Through Performance Leadership. Educational Management Administration & Leadership, 47(2), 170–188. https://doi.org/10.1177/1741143217739361
  

• Monitoring and Data Use in Developing Countries: Findings From a Systematic Literature Review

  Eddy-Spicer, D., Ehren, M., & Bangpan, M. (2019). Monitoring and Data Use in Developing Countries: Findings From a Systematic Literature Review. Journal of Professional Capital and Community, 4(3), 172–197. https://doi.org/10.1108/JPCC-11-2018-0028
  

• System Leadership for Continuous Improvement: The Role of District-Level Leaders in Creating the Conditions for System-Wide Improvement

  Dixon, C. J., & Eddy-Spicer, D. (2018). System Leadership for Continuous Improvement: The Role of District-Level Leaders in Creating the Conditions for System-Wide Improvement. In H. Shaked, C. Schechter, & A. J. Daly (Eds.), Leading Holistically: How Schools, Districts, and States Improve Systemically (pp. 141–157). Routledge. https://doi.org/10.4324/9780203712184-8
  

• Mixing Metaphors: Building Infrastructure for Large Scale School Turnaround

  Peurach, D. J., & Neumerski, C. M. (2015). Mixing Metaphors: Building Infrastructure for Large Scale School Turnaround. Journal of Educational Change, 16(4), 379–420. https://doi.org/10.1007/s10833-015-9259-z
  

• Democratizing Educational Innovation and Improvement: The Policy Contexts of Improvement Research in Education

  Peurach, D. J., Foster, A. T., Lyle, A., & Seeber, E. (2021). Democratizing Educational Innovation and Improvement: The Policy Contexts of Improvement Research in Education. CPRE Working Papers. https://repository.upenn.edu/cpre_workingpapers/27