Items

• Education Policy Implementation

  Odden, A. (1991). Education Policy Implementation. SUNY Press.
  

• Research Methods for Reaching Urban Students from Groups Underrepresented in Stem Disciplines

  McGee, S., McGee-Tekula, R., Dettori, L., Rasmussen, A. M., & Greenberg, R. I. (2019). Research Methods for Reaching Urban Students from Groups Underrepresented in Stem Disciplines. In T. Ruecker & V. Svihla (Eds.), Navigating Challenges in Qualitative Educational Research. Routledge. https://doi.org/10.4324/9780429056352-3
  

• The Changing Profile of ECS Teachers

  McGee, S., Dettori, L., Greenberg, R. I., Rasmussen, A. M., Reed, D. F., & Yanek, D. (2020). The Changing Profile of ECS Teachers. Proceedings of the 51st ACM Technical Symposium on Computer Science Education, 1382. https://doi.org/10.1145/3328778.3372679
  

• Implementation Research in Education: Lessons Learned, Lingering Questions and New Opportunities

  McLaughlin, M. W. (2006). Implementation Research in Education: Lessons Learned, Lingering Questions and New Opportunities. In M. I. Honig (Ed.), New Directions in Education Policy Implementation: Confronting Complexity (pp. 209–228). State University of New York Press.
  

• Improving High School Success: Searching for Evidence of Promise

  Mazzeo, C., Fleischman, S., Heppen, J., & Jahangir, T. (2016). Improving High School Success: Searching for Evidence of Promise. Teachers College Record, 118(13), 1–32. https://doi.org/10.1177/016146811611801305
  

• Improving Mathematics Instruction Through Lesson Study: A Theoretical Model and North American Case

  Lewis, C. C., Perry, R. R., & Hurd, J. (2009). Improving Mathematics Instruction Through Lesson Study: A Theoretical Model and North American Case. Journal of Mathematics Teacher Education, 12(4), 285–304. https://doi.org/10.1007/s10857-009-9102-7
  

• Inside Teaching: How Classroom Life Undermines Reform

  Kennedy, M. M. (2009). Inside Teaching: How Classroom Life Undermines Reform. Harvard University Press.
  

• The Quality Teacher and Education Act in San Francisco: Lessons Learned

  Hough, H. J. (2009). The Quality Teacher and Education Act in San Francisco: Lessons Learned (Policy Brief No. 09–2). Policy Analysis for California Education. https://cepa.stanford.edu/content/quality-teacher-and-education-act-san-francisco-lessons-learned
  

• Complexity and Policy Implementation: Challenges and Opportunities for the Field

  Honig, M. I. (2006). Complexity and Policy Implementation: Challenges and Opportunities for the Field. In M. I. Honig (Ed.), New Directions in Education Policy Implementation: Confronting Complexity (pp. 1–22). State University of New York Press.
  

• Un Buen Comienzo (A Good Start)

  Fundacion Educacional Oportunidad. (n.d.). Un Buen Comienzo (A Good Start). Retrieved October 27, 2022, from https://fundacionoportunidad.cl/en/un-buen-comienzo/
  

• Design for Scalability: A Case Study of the River City Curriculum

  Clarke, J., & Dede, C. (2009). Design for Scalability: A Case Study of the River City Curriculum. Journal of Science Education and Technology, 18(4), 353–365. https://doi.org/10.1007/s10956-009-9156-4
  

• Negotiating Position during the Process of Design within a Researcher-Developer-Practitioner Partnership: An Activity Systems Analysis

  Brown, S. L. (2017). Negotiating Position during the Process of Design within a Researcher-Developer-Practitioner Partnership: An Activity Systems Analysis [Ph.D., Florida State University]. https://diginole.lib.fsu.edu/islandora/object/fsu%3A507635/
  

• Supporting Teachers for Computer Science Reform: Lessons from over 20,000 Students in Chicago

  Boda, P., & McGee, S. (2021). Supporting Teachers for Computer Science Reform: Lessons from over 20,000 Students in Chicago. The Learning Partnership. https://doi.org/10.51420/brief.2021.1
  

• Lesson Study Design Features for Supporting Collaborative Teacher Learning

  Akiba, M., Murata, A., Howard, C. C., & Wilkinson, B. (2019). Lesson Study Design Features for Supporting Collaborative Teacher Learning. Teaching and Teacher Education, 77, 352–365. https://doi.org/10.1016/j.tate.2018.10.012
  

• School Teams’ Regulation Strategies for Dealing with School-External Expectations for School Improvement

  Wullschleger, A., Rickenbacher, A., Rechsteiner, B., Grob, U., & Maag Merki, K. (2022). School Teams’ Regulation Strategies for Dealing with School-External Expectations for School Improvement. Research in Education, 00345237221090540. https://doi.org/10.1177/00345237221090540
  

• Mapping Roles in Research-Practice Partnerships – a Systematic Literature Review

  Sjölund, S., Lindvall, J., Larsson, M., & Ryve, A. (2022b). Mapping Roles in Research-Practice Partnerships – a Systematic Literature Review. Educational Review, 0(0), 1–29. https://doi.org/10.1080/00131911.2021.2023103
  

• Using Research to Inform Practice Through Research-Practice Partnerships: A Systematic Literature Review

  Sjölund, S., Lindvall, J., Larsson, M., & Ryve, A. (2022a). Using Research to Inform Practice Through Research-Practice Partnerships: A Systematic Literature Review. Review of Education, 10(1), e3337. https://doi.org/10.1002/rev3.3337
  

• “Title Does Not Dictate Behavior”: Associations of Formal, Structural, and Behavioral Brokerage with School Staff Members’ Professional Well-Being

  Rechsteiner, B., Compagnoni, M., Maag Merki, K., & Wullschleger, A. (2022). “Title Does Not Dictate Behavior”: Associations of Formal, Structural, and Behavioral Brokerage with School Staff Members’ Professional Well-Being. Frontiers in Psychology, 13. https://www.frontiersin.org/articles/10.3389/fpsyg.2022.885616
  

• Teachers Involved in School Improvement: Analyzing Mediating Mechanisms of Teachers’ Boundary-Crossing Activities Between Leadership Perception and Teacher Involvement

  Rechsteiner, B., Compagnoni, M., Wullschleger, A., Schäfer, L. M., Rickenbacher, A., & Maag Merki, K. (2022). Teachers Involved in School Improvement: Analyzing Mediating Mechanisms of Teachers’ Boundary-Crossing Activities Between Leadership Perception and Teacher Involvement. Teaching and Teacher Education, 116, 103774. https://doi.org/10.1016/j.tate.2022.103774
  

• Concept and Design Developments in School Improvement Research: Longitudinal, Multilevel and Mixed Methods and Their Relevance for Educational Accountability

  Oude Groote Beverborg, A., Feldhoff, T., Maag Merki, K., & Radisch, F. (Eds.). (2021). Concept and Design Developments in School Improvement Research: Longitudinal, Multilevel and Mixed Methods and Their Relevance for Educational Accountability. Springer International Publishing. https://doi.org/10.1007/978-3-030-69345-9