Items

• Characteristics of High-Performing School Districts

  Leithwood, K., & Azah, V. N. (2017). Characteristics of High-Performing School Districts. Leadership and Policy in Schools, 16(1), 27–53. https://doi.org/10.1080/15700763.2016.1197282
  

• Urban District Central Office Transformation for Teaching and Learning Improvement: Beyond a Zero-Sum Game

  Honig, M. I., Lorton, J. S., & Copland, M. A. (2009). Urban District Central Office Transformation for Teaching and Learning Improvement: Beyond a Zero-Sum Game. Teachers College Record, 111(13), 21–40. https://doi.org/10.1177/016146810911101302
  

• District Central Offices as Learning Organizations: How Sociocultural and Organizational Learning Theories Elaborate District Central Office Administrators' Participation in Teaching and Learning Improvement Efforts

  Honig, M. I. (2008). District Central Offices as Learning Organizations: How Sociocultural and Organizational Learning Theories Elaborate District Central Office Administrators’ Participation in Teaching and Learning Improvement Efforts. American Journal of Education, 114(4), 627–664. https://doi.org/10.1086/589317
  

• A Dynamic Model of Intra-and Interorganizational Learning

  Holmqvist, M. (2003). A Dynamic Model of Intra-and Interorganizational Learning. Organization Studies, 24(1), 95–123. https://doi.org/10.1177/0170840603024001684
  

• Managing to Change: How Schools Can Survive (and Sometimes Thrive) in Turbulent Times

  Hatch, T. (2015). Managing to Change: How Schools Can Survive (and Sometimes Thrive) in Turbulent Times. Teachers College Press.
  

• Place-Based Governance and Leadership in Decentralised School Systems: Evidence from England

  Greany, T. (2022). Place-Based Governance and Leadership in Decentralised School Systems: Evidence from England. Journal of Education Policy, 37(2), 247–268. https://doi.org/10.1080/02680939.2020.1792554
  

• School Peer Review for Educational Improvement and Accountability: Theory, Practice and Policy Implications

  Godfrey, D. (Ed.). (2020). School Peer Review for Educational Improvement and Accountability: Theory, Practice and Policy Implications. Springer International Publishing. https://doi.org/10.1007/978-3-030-48130-8
  

• Charter Schools in Turnaround: Competing Institutional Logics in the Tennessee Achievement School District

  Glazer, J. L., Massell, D., & Malone, M. (2019). Charter Schools in Turnaround: Competing Institutional Logics in the Tennessee Achievement School District. Educational Evaluation and Policy Analysis, 41(1), 5–33. https://doi.org/10.3102/0162373718795051
  

• District-led School Turnaround: Aiming for Ambitious and Equitable Instruction in Shelby County’s iZone

  Glazer, J., Massell, D., Lenhoff, S. W., Larbi-Cherif, A., Egan, C., Taylor, J., Ison, A., Deleveaux, J., & Millington, Z. (2020). District-led School Turnaround: Aiming for Ambitious and Equitable Instruction in Shelby County’s iZone (CPRE Research Reports). https://repository.upenn.edu/cpre_researchreports/114
  

• The Ties That Bind: Building Civic Capacity for the Tennessee Achievement School District

  Glazer, J. L., & Egan, C. (2018). The Ties That Bind: Building Civic Capacity for the Tennessee Achievement School District. American Educational Research Journal, 55(5), 928–964. https://doi.org/10.3102/0002831218763088
  

• Segregation by District Boundary Line: The Fragmentation of Memphis Area Schools

  Frankenberg, E., Siegel-Hawley, G., & Diem, S. (2017). Segregation by District Boundary Line: The Fragmentation of Memphis Area Schools. Educational Researcher, 46(8), 449–463. https://doi.org/10.3102/0013189X17732752
  

• Managing Networks for School Improvement: Seven Lessons from the Field

  Duff, M., Flack, C., Lyle, A., Massell, D., & Wohlstetter, P. (2019). Managing Networks for School Improvement: Seven Lessons from the Field (CPRE Workbooks). https://repository.upenn.edu/cpre_workbooks/1
  

• Thinking and Acting Systemically: Improving School Districts Under Pressure

  Daly, A., & Finnigan, K. (2016). Thinking and Acting Systemically: Improving School Districts Under Pressure. American Educational Research Association.
  

• Multi-Academy Trusts: Do They Make a Difference to Pupil Outcomes?

  Bernardinelli, D., Rutt, S., Greany, T., & Higham, R. (2018). Multi-Academy Trusts: Do They Make a Difference to Pupil Outcomes? In UCL IOE Press: London, UK. [Report]. UCL IOE Press.
  

• Organizational Learning: A Theory of Action Perspective

  Argyris, C., & Schön, D. A. (1978). Organizational Learning: A Theory of Action Perspective. Addison-Wesley Publishing Company.
  

• If They Knew Then What We Know Now, Why Haven't Things Changed? An Examination of District Effectiveness Research

  Anderson, E., & Young, M. D. (2018). If They Knew Then What We Know Now, Why Haven’t Things Changed? An Examination of District Effectiveness Research. Frontiers in Education, 3. https://doi.org/10.3389/feduc.2018.00087
  

• Principal Instructional Leadership to Transform Elementary Mathematics School-Wide: Why Vision for Teacher Learning Matters

  Kazemi, E., Resnick, A. F., & Gibbons, L. K. (n.d.). Principal Instructional Leadership to Transform Elementary Mathematics School-Wide: Why Vision for Teacher Learning Matters.
  

• Practical Measurement for Improvement: Context of Use and Features

  Takahashi, S., & Norman, J. R. (in press). Practical Measurement for Improvement: Context of Use and Features. In P. G. LeMahieu & P. Cobb (Eds.), Practical Measurement for Improvement. Harvard Education Press.
  

• The National Writing Project’s Using Sources Tool: Practical Measures for Informing Instruction and Building a Shared Vision of Argument and Student Capacity

  Friedrich, I., Bear, R., & Eidman-Aadahl, E. (in press). The National Writing Project’s Using Sources Tool: Practical Measures for Informing Instruction and Building a Shared Vision of Argument and Student Capacity. In P. G. LeMahieu & P. Cobb (Eds.), Practical Measurement for Improvement. Harvard Education Press.
  

• Developing and Using Practical Measures to Inform Instructional Improvement in Mathematics at Scale

  Jackson, K. J., Cobb, P., Ing, M., Ahn, J., Smith, T. M., & Kochmanski, N. M. (in press). Developing and Using Practical Measures to Inform Instructional Improvement in Mathematics at Scale. In P. G. LeMahieu & P. Cobb (Eds.), Practical Measurement for Improvement. Harvard Education Press.