Items

• Authority, Status, and the Dynamics of Insider–Outsider Partnerships at the District Level

  Coburn, C. E., Bae, S., & Turner, E. O. (2008). Authority, Status, and the Dynamics of Insider–Outsider Partnerships at the District Level. Peabody Journal of Education, 83(3), 364–399. https://doi.org/10.1080/01619560802222350
  

• The Pushes and Pulls of New Localism: School-Level Instructional Arrangements, Instructional Resources, and Family-Community Partnerships

  Cohen-Vogel, L., & Rutledge, S. (2009). The Pushes and Pulls of New Localism: School-Level Instructional Arrangements, Instructional Resources, and Family-Community Partnerships. Teachers College Record, 111(13), 70–103. https://doi.org/10.1177/016146810911101308
  

• The Agenda Discourse: A Framework for Understanding the Federal Role in Improving Education Research

  Cohen-Vogel, L., Socol, A. R., Edwards, T., & Xing, Q. W. (2016). The Agenda Discourse: A Framework for Understanding the Federal Role in Improving Education Research. The Association for Education Finance and Policy 41st Annual Conference, Denver, CO.
  

• What Research Do State Education Agencies Really Need? The Promise and Limitations of State Longitudinal Data Systems

  Conaway, C., Keesler, V., & Schwartz, N. (2015). What Research Do State Education Agencies Really Need? The Promise and Limitations of State Longitudinal Data Systems. Educational Evaluation and Policy Analysis, 37(1S), 16S-28S. https://doi.org/10.3102/0162373715576073
  

• The Nature and Impact of Policy-Induced Partnerships Between Research and Practice Communities

  Cousins, J. B., & Simon, M. (1996). The Nature and Impact of Policy-Induced Partnerships Between Research and Practice Communities. Educational Evaluation and Policy Analysis, 18(3), 199–218. https://doi.org/10.3102/01623737018003199
  

• Experimental Impacts of a Teacher Professional Development Program in Chile on Preschool Classroom Quality and Child Outcomes

  Yoshikawa, H., Leyva, D., Snow, C. E., Treviño, E., Barata, M. C., Weiland, C., Gomez, C. J., Moreno, L., Rolla, A., D’Sa, N., & Arbour, M. C. (2015). Experimental Impacts of a Teacher Professional Development Program in Chile on Preschool Classroom Quality and Child Outcomes. Developmental Psychology, 51, 309–322. https://doi.org/10.1037/a0038785
  

• Problem Delimitation in Public Policy Analysis

  Veselý, A. (2007). Problem Delimitation in Public Policy Analysis. Central European Journal of Public Policy, 1(01), 80–100.
  

• Democratizing Evidence in Education

  Tseng, V., Fleischman, S., & Quintero, E. (2017). Democratizing Evidence in Education. In B. Bevan & W. R. Penuel (Eds.), Connecting Research and Practice for Educational Improvement (pp. 3–16). Routledge.
  

• Gestión del Tiempo en 12 Salas Chilenas de Kindergarten: Recreo, Colación y Algo de Instrucción

  Strasser, K., Lissi, M. R., & Silva, M. (2009). Gestión del Tiempo en 12 Salas Chilenas de Kindergarten: Recreo, Colación y Algo de Instrucción. Psykhe (Santiago), 18(1), 85–96. https://doi.org/10.4067/S0718-22282009000100008
  

• Policy Paradox: The Art of Political Decision Making

  Stone, D. A. (1988). Policy Paradox: The Art of Political Decision Making. Norton.
  

• Causal Stories and the Formation of Policy Agendas

  Stone, D. A. (1989). Causal Stories and the Formation of Policy Agendas. Political Science Quarterly, 104(2), 281–300. https://doi.org/10.2307/2151585
  

• The Fifth Discipline: The Art & Practice of The Learning Organization

  Senge, P. M. (2006). The Fifth Discipline: The Art & Practice of The Learning Organization. Crown.
  

• Our Mission and Vision

  San Francisco Unified School District. (n.d.). Our Mission and Vision. San Francisco Unified School District (SFUSD). Retrieved November 4, 2022, from https://www.sfusd.edu/about-sfusd/our-mission-and-vision
  

• The Politics of Problem Definition: Shaping the Policy Agenda

  Rochefort, D. A., & Cobb, R. W. (1994). The Politics of Problem Definition: Shaping the Policy Agenda. University Press of Kansas.
  

• The Improvement Science Dissertation in Practice: A Guide for Faculty, Committee Members, and their Students

  Perry, J. A., Zambo, D., & Crow, R. (2020). The Improvement Science Dissertation in Practice: A Guide for Faculty, Committee Members, and their Students. Myers Education Press.
  

• Scientific Research in Education

  National Research Council. (2001). Scientific Research in Education (R. J. Shavelson & L. Towne, Eds.). https://doi.org/10.17226/10236
  

• Opening the Black Box: Intervention Fidelity in a Randomized Trial of a Preschool Teacher Professional Development Program

  Mendive, S., Weiland, C., Yoshikawa, H., & Snow, C. (2016). Opening the Black Box: Intervention Fidelity in a Randomized Trial of a Preschool Teacher Professional Development Program. Journal of Educational Psychology, 108, 130–145. https://doi.org/10.1037/edu0000047
  

• CAFECS: Supporting Quality CS Access 4 All Chicago Students

  McGee, S., Dettori, L., Greenberg, R., Rasmussen, A., Reed, D., & Yanek, D. (Directors). (2018, May 14). CAFECS: Supporting Quality CS Access 4 All Chicago Students. https://stemforall2018.videohall.com/presentations/1178
  

• Stuck in the Shallow End: Education, Race, and Computing

  Margolis, J. (2010). Stuck in the Shallow End: Education, Race, and Computing. MIT Press.
  

• Lesson Study Step by Step: How Teacher Learning Communities Improve Instruction

  Hurd, J., & Lewis, C. C. (2011). Lesson Study Step by Step: How Teacher Learning Communities Improve Instruction. Heinemann.