Items

• Implementation Science: Key Concepts, Themes, and Evidence for Practitioners in Educational Psychology

  Blase, K. A., Van Dyke, M., Fixsen, D. L., & Bailey, F. W. (2012). Implementation Science: Key Concepts, Themes, and Evidence for Practitioners in Educational Psychology. In B. Kelly & D. F. Perkins (Eds.), Handbook of Implementation Science for Psychology in Education (pp. 13–34). Cambridge University Press. https://doi.org/10.1017/CBO9781139013949.004
  

• Implementation of Educational Innovation

  Berman, P., & McLaughlin, M. W. (1976). Implementation of Educational Innovation. The Educational Forum, 40(3), 345–370. https://doi.org/10.1080/00131727609336469
  

• Researching Readiness for Implementation of Evidence-Based Practice: A Comprehensive Review of the Evidence-Based Practice Attitude Scale (EBPAS)

  Aarons, G. A., Green, A. E., & Miller, E. (2012). Researching Readiness for Implementation of Evidence-Based Practice: A Comprehensive Review of the Evidence-Based Practice Attitude Scale (EBPAS). In B. Kelly & D. F. Perkins (Eds.), Handbook of Implementation Science for Psychology in Education (pp. 150–164). Cambridge University Press. https://doi.org/10.1017/CBO9781139013949.013
  

• A Design Inquiry: Bridging Assessment and Curriculum Frameworks to Engage Students in Science Practices

  DeBarger, A. H., Tate, E., Beauvineau, Y., Feng, M., Schank, P., Heck, T., & Williams, M. (2014, June). A Design Inquiry: Bridging Assessment and Curriculum Frameworks to Engage Students in Science Practices. Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014. Volume 2. The 11th International Conference of the Learning Sciences, Boulder, CO. https://repository.isls.org//handle/1/926
  

• Learning About Genetics in an Elementary Classroom: A Comparative Study

  Cisterna, D., Williams, M., Ibourk, A., & Frahm, A. (2014). Learning About Genetics in an Elementary Classroom: A Comparative Study. National Association for Research in Science Teaching Conference, Pittsburgh, PA.
  

• Community College Pathways: 2012-2013 Descriptive Report

  Sowers, N., Strother, S., & van Campen, J. (2013). Community College Pathways: 2012-2013 Descriptive Report. Carnegie Foundation for the Advancement of Teaching. https://www.carnegiefoundation.org/resources/publications/community-college-pathways-2012-2013-descriptive-report/
  

• Statistical Method from the Viewpoint of Quality Control

  Shewhart, W. A. (1986). Statistical Method from the Viewpoint of Quality Control. Dover Publications.
  

• Reinventing Discovery: The New Era of Networked Science

  Nielsen, M. A. (2011). Reinventing Discovery: The New Era of Networked Science. Princeton University Press.
  

• The Breakthrough Series: IHI’s Collaborative Model for Achieving Breakthrough Improvement

  Institute for Healthcare Improvement. (2003). The Breakthrough Series: IHI’s Collaborative Model for Achieving Breakthrough Improvement (IHI Breakthrough Series White Papers) [White Paper]. Institute for Healthcare Improvement. https://www.ihi.org:443/resources/Pages/IHIWhitePapers/TheBreakthroughSeriesIHIsCollaborativeModelforAchievingBreakthroughImprovement.aspx
  

• Improving Our Ability to Improve: A Call for Investment in a New Future

  Engelbart, D. C. (2003). Improving Our Ability to Improve: A Call for Investment in a New Future [Lecture]. IBM Co-Evolution Symposium, San Jose, CA.
  

• Out of the Crisis

  Deming, W. E. (1986). Out of the Crisis. Massachusetts Institute of Technology, Center for Advanced Engineering Study.
  

• 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