Items

• Learning From Adaptation to Support Instructional Improvement at Scale: Understanding Coach Adaptation in the TN Mathematics Coaching Project

  Russell, J. L., Correnti, R., Stein, M. K., Bill, V., Hannan, M., Schwartz, N., Booker, L. N., Pratt, N. R., & Matthis, C. (2020). Learning From Adaptation to Support Instructional Improvement at Scale: Understanding Coach Adaptation in the TN Mathematics Coaching Project. American Educational Research Journal, 57(1), 148–187. https://doi.org/10.3102/0002831219854050
  

• Using Data for Improvement to Support Implementation At Scale: Adaptive Integration in the TN Mathematics Coaching Project

  Russell, J. L., Correnti, R., Stein, M. K., Hannan, M., Bill, V., Schwartz, N., Booker, L. N., & Pratt, N. R. (2015, October 7). Using Data for Improvement to Support Implementation At Scale: Adaptive Integration in the TN Mathematics Coaching Project. Using Continuous Improvement to Integrating Design, Implementation, and Scale Up, Nashville, TN. https://my.vanderbilt.edu/scalingupcenter/files/2016/12/Using-Data-for-Improvement-to-Support-Implementation-At-Scale-Adaptive-Integration-in-the-TN-Mathematics-Coaching-Project-.pdf
  

• Improving Low-Achieving Schools: Building State Capacity to Support School Improvement Through Race to the Top

  Childs, J., & Russell, J. L. (2017). Improving Low-Achieving Schools: Building State Capacity to Support School Improvement Through Race to the Top. Urban Education, 52(2), 236–266. https://doi.org/10.1177/0042085916656899
  

• Organizing for School Improvement: The Dilemmas of Research-Practice Partnerships

  Cohen-Vogel, L., Allen, D., Rutledge, S., Cannata, M., Harrison, C., & Smith, T. M. (2018). Organizing for School Improvement: The Dilemmas of Research-Practice Partnerships. Journal of Research on Organization in Education, 2, 1–24.
  

• Studying Implementation within a Continuous-Improvement Process: What Happens When We Design with Adaptations in Mind?

  Tichnor-Wagner, A., Allen, D., Socol, A., Cohen-Vogel, L., Rutledge, S., & Xing, Q. W. (2018). Studying Implementation Within a Continuous-Improvement Process: What Happens When We Design With Adaptations in Mind? Teachers College Record, 120(5), 1–52.
  

• Evidence-Based Staffing in High Schools: Using Student Achievement Data in Teacher Hiring, Evaluation, and Assignment

  Cohen-Vogel, L., Little, M., & Fierro, C. (2019). Evidence-Based Staffing in High Schools: Using Student Achievement Data in Teacher Hiring, Evaluation, and Assignment. Leadership and Policy in Schools, 18(1), 1–34. https://doi.org/10.1080/15700763.2017.1326146
  

• Developing Research-Based Instructional Materials to Support Large-Scale Transformation of Science Teaching and Learning: The Approach of the OpenSciEd Middle School Program

  Edelson, D. C., Reiser, B. J., McNeill, K. L., Mohan, A., Novak, M., Mohan, L., Affolter, R., McGill, T. A. W., Buck Bracey, Z. E., Deutch Noll, J., Kowalski, S. M., Novak, D., Lo, A. S., Landel, C., Krumm, A., Penuel, W. R., Van Horne, K., González-Howard, M., & Suárez, E. (2021). Developing Research-Based Instructional Materials to Support Large-Scale Transformation of Science Teaching and Learning: The Approach of the OpenSciEd Middle School Program. Journal of Science Teacher Education, 32(7), 780–804. https://doi.org/10.1080/1046560X.2021.1877457
  

• Fostering Educational Improvement With Research-Practice Partnerships

  Coburn, C. E., Penuel, W. R., & Farrell, C. C. (2021). Fostering Educational Improvement With Research-Practice Partnerships. Phi Delta Kappan, 102(7), 14–19. https://doi.org/10.1177/00317217211007332
  

• Supporting Use of Data and Evidence from Early Warning Indicator Systems in Research–Practice Partnerships

  Penuel, W. R., Farrell, C. C., & Daniel, J. (2020). Supporting Use of Data and Evidence from Early Warning Indicator Systems in Research–Practice Partnerships. Teachers College Record, 122(14), 1–24. https://doi.org/10.1177/016146812012201410
  

• A Comparative, Descriptive Study of Three Research–Practice Partnerships: Goals, Activities, and Influence on District Policy, Practice, and Decision Making [Technical Report No. 4]

  Penuel, W. R., Farrell, C. C., Anderson, E. R., Coburn, C. E., Allen, A.-R., Bohannon, A. X., Hopkins, M., & Brown, S. (2020). A Comparative, Descriptive Study of Three Research–Practice Partnerships (Technical Report No. 4). National Center for Research in Policy and Practice.
  

• Teachers' Views of Students' Mathematical Capabilities: Challenges and Possibilities for Ambitious Reform

  Jackson, K., Gibbons, L., & Sharpe, C. J. (2017). Teachers’ Views of Students’ Mathematical Capabilities: Challenges and Possibilities for Ambitious Reform. Teachers College Record, 119(7), 1–43.
  

• Using Informal Classroom Observations to Improve Instruction

  Ing, M. (2010). Using Informal Classroom Observations to Improve Instruction. Journal of Educational Administration, 48(3), 337–358. https://doi.org/10.1108/09578231011041053
  

• What Is Improvement Science? Do We Need It in Education?

  Lewis, C. (2015). What Is Improvement Science? Do We Need It in Education? Educational Researcher, 44(1), 54–61. https://doi.org/10.3102/0013189X15570388
  

• Youth Participatory Action Research as an Approach to Sociopolitical Development and the New Academic Standards: Considerations for Educators

  Kornbluh, M., Ozer, E. J., Allen, C. D., & Kirshner, B. (2015). Youth Participatory Action Research as an Approach to Sociopolitical Development and the New Academic Standards: Considerations for Educators. The Urban Review, 47(5), 868–892. https://doi.org/10.1007/s11256-015-0337-6
  

• Understanding Effective High Schools: Evidence for Personalization for Academic and Social Emotional Learning

  Rutledge, S., Cohen-Vogel, L., Osborne-Lampkin, L., & Roberts, R. L. (2015). Understanding Effective High Schools: Evidence for Personalization for Academic and Social Emotional Learning. American Educational Research Journal, 52(6), 1060–1092. https://doi.org/10.3102/0002831215602328
  

• The Educational Leader's Guide to Improvement Science: Data, Design and Cases for Reflection

  Crow, R., Hinnant-Crawford, B. N., & Spaulding, D. T. (Eds.). (2019). The Educational Leader’s Guide to Improvement Science: Data, Design and Cases for Reflection. Myers Education Press. https://myersedpress.presswarehouse.com/browse/book/9781975500948/The-Educational-Leader-s-Guide-to-Improvement-Science
  

• Examining Relations between Teachers’ Explanations of Sources of Students’ Difficulty in Mathematics and Students’ Opportunities to Learn

  Wilhelm, A. G., Munter, C., & Jackson, K. (2017). Examining Relations between Teachers’ Explanations of Sources of Students’ Difficulty in Mathematics and Students’ Opportunities to Learn. The Elementary School Journal, 117(3), 345–370. https://doi.org/10.1086/690113
  

• The Policy Context of United States Educational Innovation and Improvement

  Peurach, D. J., & Foster, A. T. (2020). The Policy Context of United States Educational Innovation and Improvement. Oxford Bibliographies. https://doi.org/10.1093/OBO/9780199756810-0249
  

• Research-Practice Partnership to Support Social–Emotional Learning in Schools

  Herrenkohl, T. I., Herrenkohl, L. R., Proulx, M. A., Benner, J., & Calvo, N. (2016). Research-Practice Partnership to Support Social–Emotional Learning in Schools. SAGE Publications, Ltd. https://doi.org/10.4135/978144627305015595372
  

• Relationships in Reform: The Role of Teachers’ Social Networks

  Daly, A. J., Moolenaar, N. M., Bolivar, J. M., & Burke, P. (2010). Relationships in Reform: The Role of Teachers’ Social Networks. Journal of Educational Administration, 48(3), 359–391. https://doi.org/10.1108/09578231011041062