Items

• How Well Aligned Are Textbooks to the Common Core Standards in Mathematics?

  Polikoff, M. S. (2015). How Well Aligned Are Textbooks to the Common Core Standards in Mathematics? American Educational Research Journal, 52(6), 1185–1211. https://doi.org/10.3102/0002831215584435
  

• Investigating Relationships Between Understanding of Inquiry Mathematics, District Context, and School Context on Principal Instructional Leadership Aimed at Ambitious Instruction

  Larbi-Cherif, A. M. (2017). Investigating Relationships Between Understanding of Inquiry Mathematics, District Context, and School Context on Principal Instructional Leadership Aimed at Ambitious Instruction [Ph.D., Vanderbilt University].
  

• District Central Office Leadership as Teaching: How Central Office Administrators Support Principals’ Development as Instructional Leaders

  Honig, M. I. (2012). District Central Office Leadership as Teaching: How Central Office Administrators Support Principals’ Development as Instructional Leaders. Educational Administration Quarterly, 48(4), 733–774. https://doi.org/10.1177/0013161X12443258
  

• Bringing Effective Instructional Practice to Scale in American Schools: Lessons from the Long Beach Unified School District

  Zavadsky, H. (2016). Bringing Effective Instructional Practice to Scale in American Schools: Lessons from the Long Beach Unified School District. Journal of Educational Change, 17(4), 505–527. https://doi.org/10.1007/s10833-016-9287-3
  

• Bringing Values Back in: How Purposes Shape Practices in Coherent School Designs

  Mehta, J., & Fine, S. (2015). Bringing Values Back in: How Purposes Shape Practices in Coherent School Designs. Journal of Educational Change, 16(4), 483–510. https://doi.org/10.1007/s10833-015-9263-3
  

• Curriculum Coherence: An Examination of US Mathematics and Science Content Standards from an International Perspective

  Schmidt, W. H., Wang, H. C., & McKnight, C. C. (2005). Curriculum Coherence: An Examination of US Mathematics and Science Content Standards from an International Perspective. Journal of Curriculum Studies, 37(5), 525–559. https://doi.org/10.1080/0022027042000294682
  

• Assessing the Impact of Partnership Recommendations on District Instructional Improvement Strategies

  Henrick, E. C., Klafehn, A. B., & Cobb, P. (2018). Assessing the Impact of Partnership Recommendations on District Instructional Improvement Strategies. In P. Cobb, K. Jackson, E. Henrick, & T. M. Smith (Eds.), Systems for Instructional Improvement: Creating Coherence from the Classroom to the District Office (pp. 209–220). Harvard Education Press.
  

• Irrational Exuberance for Market-based Reform: How Federal Turnaround Policies Thwart Democratic Schooling

  Trujillo, T., & Renée, M. (2015). Irrational Exuberance for Market-based Reform: How Federal Turnaround Policies Thwart Democratic Schooling. Teachers College Record, 117(6), 1–34. https://doi.org/10.1177/016146811511700602
  

• Networked Social Enterprises: A New Model of Community Schooling for Disadvantaged Neighborhoods Facing Challenging Times

  Kerr, K., & Dyson, A. (2016). Networked Social Enterprises: A New Model of Community Schooling for Disadvantaged Neighborhoods Facing Challenging Times. Education Sciences, 6(3), Article 3. https://doi.org/10.3390/educsci6030020
  

• (Un)Commonly Connected: A Social Network Analysis of State Standards Resources for English/Language Arts

  Hodge, E. M., Salloum, S. J., & Benko, S. L. (2016). (Un)Commonly Connected: A Social Network Analysis of State Standards Resources for English/Language Arts. AERA Open, 2(4), 2332858416674901. https://doi.org/10.1177/2332858416674901
  

• Diverse Schools in a Democratic Society: New Ways of Understanding How School Demographics Affect Civic and Political Learning

  Jacobsen, R., Frankenberg, E., & Lenhoff, S. W. (2012). Diverse Schools in a Democratic Society: New Ways of Understanding How School Demographics Affect Civic and Political Learning. American Educational Research Journal, 49(5), 812–843. https://doi.org/10.3102/0002831211430352
  

• Putting School Reform in Its Place: Social Geography, Organizational Social Capital, and School Performance

  Holme, J. J., & Rangel, V. S. (2012). Putting School Reform in Its Place: Social Geography, Organizational Social Capital, and School Performance. American Educational Research Journal, 49(2), 257–283. https://doi.org/10.3102/0002831211423316
  

• The Rise of Intermediary Organizations in Knowledge Production, Advocacy, and Educational Policy

  Lubienski, C. A., Scott, J., & DeBray, E. (2011). The Rise of Intermediary Organizations in Knowledge Production, Advocacy, and Educational Policy. Teachers College Record. https://www.tcrecord.org/content.asp?contentid=16487
  

• Building Capacity for Continuous Improvement of Math and Science Education in Rural Schools

  Blanton, R., & Harmon, H. (2005). Building Capacity for Continuous Improvement of Math and Science Education in Rural Schools. The Rural Educator, 26(2), 6–11. https://doi.org/10.35608/ruraled.v26i2.510
  

• Pathways to Improvement: Using Psychological Strategies to Help College Students Master Developmental Math

  Silva, E., & White, T. (2013). Pathways to Improvement: Using Psychological Strategies to Help College Students Master Developmental Math. In Carnegie Foundation for the Advancement of Teaching. Carnegie Foundation for the Advancement of Teaching. https://eric.ed.gov/?id=ED560149
  

• Taking Design Thinking to School: How the Technology of Design Can Transform Teachers, Learners, and Classrooms

  Goldman, S., & Kabayadondo, Z. (2017). Taking Design Thinking to School: How the Technology of Design Can Transform Teachers, Learners, and Classrooms. Routledge.
  

• Using Research to Improve Education Under the Every Student Succeeds Act

  Dynarski, M. (1 C.E., November 30). Using Research to Improve Education Under the Every Student Succeeds Act. Brookings. https://www.brookings.edu/research/using-research-to-improve-education-under-the-every-student-succeeds-act/
  

• “The Business of Teaching and Learning”: Institutionalizing Equity in Educational Organizations Through Continuous Improvement

  

• Using Instruction-Embedded Formative Assessment to Predict State Summative Test Scores and Achievement Levels in Mathematics

  Zheng, G., Fancsali, S. E., Ritter, S., & Berman, S. (2019). Using Instruction-Embedded Formative Assessment to Predict State Summative Test Scores and Achievement Levels in Mathematics. Journal of Learning Analytics, 6(2), Article 2. https://doi.org/10.18608/jla.2019.62.11
  

• Score Reporting Research and Applications

  Zapata-Rivera, D. (2018). Score Reporting Research and Applications. Routledge.