Items

• Rallying the Whole Village: The Comer Process for Reforming Education

  Comer, J. P., Haynes, N. M., Joyner, E. T., & Ben-Avie, M. (1996). Rallying the Whole Village: The Comer Process for Reforming Education. Teachers College Press.
  

• The Memphis Restructuring Initiative: Analysis of Activities and Outcomes that Affect Implementation Success

  Smith, L., Ross, S., Mcnelis, M., Squires, M., Wasson, R., Maxwell, S., Weddle, K., Nath, L., Grehan, A., & Buggey, T. (1998). The Memphis Restructuring Initiative: Analysis of Activities and Outcomes that Affect Implementation Success. Education and Urban Society, 30(3), 296–325. https://doi.org/10.1177/0013124598030003003
  

• Reform Ideology and the Locus of Development Problem in Educational Restructuring: Enduring Lessons from Studies of Educational Innovation

  Nunnery, J. A. (1998). Reform Ideology and the Locus of Development Problem in Educational Restructuring: Enduring Lessons from Studies of Educational Innovation. Education and Urban Society, 30(3), 277–295. https://doi.org/10.1177/0013124598030003002
  

• The Rand Change Agent Study Revisited: Macro Perspectives and Micro Realities

  McLaughlin, M. W. (1990). The Rand Change Agent Study Revisited: Macro Perspectives and Micro Realities. Educational Researcher, 19(9), 11–16. https://doi.org/10.3102/0013189X019009011
  

• Teachers’ Professional Development in a Climate of Educational Reform

  Little, J. W. (1993). Teachers’ Professional Development in a Climate of Educational Reform. Educational Evaluation and Policy Analysis, 15(2), 129–151. https://doi.org/10.3102/01623737015002129
  

• School System (re)design: Developing Educational Infrastructures to Support School Leadership and Teaching Practice

  Hopkins, M., & Woulfin, S. L. (2015). School System (re)design: Developing Educational Infrastructures to Support School Leadership and Teaching Practice. Journal of Educational Change, 16(4), 371–377. https://doi.org/10.1007/s10833-015-9260-6
  

• Implementation Theory and Practice: Toward a Third Generation

  Goggin, M. L., Bowman, A., Lester, J., & O’Toole, L. (1990). Implementation Theory and Practice: Toward a Third Generation. Scott, Foresman/Little, Brown Higher Education.
  

• Success for all: Improving the Quality of Implementation of Whole-School Change Through the Use of a National Reform Network

  Cooper, R., Slavin, R. E., & Madden, N. A. (1998). Success for all: Improving the Quality of Implementation of Whole-School Change Through the Use of a National Reform Network. Education and Urban Society, 30(3), 385–408. https://doi.org/10.1177/0013124598030003006
  

• Lessons From New American Schools' Scale-Up Phase: Prospects for Bringing Designs to Multiple Schools

  Bodilly, S. J., Keltner, B. R., Purnell, S. W., Reichardt, R., & Ikemoto, G. S. (1998). Lessons From New American Schools’ Scale-Up Phase: Prospects for Bringing Designs to Multiple Schools. RAND Corporation. https://www.rand.org/pubs/monograph_reports/MR942.html
  

• Capacity Building for School Improvement or Creating Capacity for Learning? A Changing Landscape

  Stoll, L. (2009). Capacity Building for School Improvement or Creating Capacity for Learning? A Changing Landscape. Journal of Educational Change, 10(2), 115–127. https://doi.org/10.1007/s10833-009-9104-3
  

• Is Sustainability of Schooling Improvement an Article of Faith, or Can It Be Deliberately Crafted?

  O’Connell, P. J. (2010). Is Sustainability of Schooling Improvement an Article of Faith, or Can It Be Deliberately Crafted? [Ph.D., The University of Auckland]. https://researchspace.auckland.ac.nz/handle/2292/5795
  

• Sustaining continued acceleration in reading comprehension achievement following an intervention

  Lai, M. K., McNaughton, S., Timperley, H., & Hsiao, S. (2009). Sustaining continued acceleration in reading comprehension achievement following an intervention. Educational Assessment, Evaluation and Accountability, 21(1), 81–100. https://doi.org/10.1007/s11092-009-9071-5
  

• Sustaining School–University Partnerships: Threats, Challenges and Critical Success Factors

  Herbert, S., Redman, C., & Speldewinde, C. (2018). Sustaining School–University Partnerships: Threats, Challenges and Critical Success Factors. In L. Hobbs, C. Campbell, & M. Jones (Eds.), School-based Partnerships in Teacher Education: A Research Informed Model for Universities, Schools and Beyond (pp. 169–189). Springer. https://doi.org/10.1007/978-981-13-1795-8_9
  

• Moving the Learning of Teaching Closer to Practice: Teacher Education Implications of School‐Based Inquiry Teams

  Gallimore, R., Ermeling, B., Saunders, W., & Goldenberg, C. (2009). Moving the Learning of Teaching Closer to Practice: Teacher Education Implications of School‐Based Inquiry Teams. The Elementary School Journal, 109(5), 537–553. https://doi.org/10.1086/597001
  

• Understanding Teachers’ Self-Sustaining, Generative Change in the Context of Professional Development

  Franke, M. L., Carpenter, T., Fennema, E., Ansell, E., & Behrend, J. (1998). Understanding Teachers’ Self-Sustaining, Generative Change in the Context of Professional Development. Teaching and Teacher Education, 14(1), 67–80. https://doi.org/10.1016/S0742-051X(97)00061-9
  

• Sustaining Research–Practice Partnerships: Benefits and Challenges of a Long-Term Research and Development Agenda

  Donovan, M. S., & Snow, C. (2017). Sustaining Research–Practice Partnerships: Benefits and Challenges of a Long-Term Research and Development Agenda. In B. Bevan & W. R. Penuel (Eds.), Connecting Research and Practice for Educational Improvement (pp. 33–50). Routledge.
  

• Research–Practice Partnerships in Education: Outcomes, Dynamics, and Open Questions

  Coburn, C. E., & Penuel, W. R. (2016). Research–Practice Partnerships in Education: Outcomes, Dynamics, and Open Questions. Educational Researcher, 45(1), 48–54. https://doi.org/10.3102/0013189X16631750
  

• The Sustainability of Inclusive School Reform

  Sindelar, P. T., Shearer, D. K., Yendol-Hoppey, D., & Liebert, T. W. (2006). The Sustainability of Inclusive School Reform. Exceptional Children, 72(3), 317–331. https://doi.org/10.1177/001440290607200304
  

• Factors Contributing to Teachers’ Sustained Use of Kindergarten Peer-Assisted Learning Strategies

  Kearns, D. M., Fuchs, D., McMaster, K. L., Sáenz, L., Fuchs, L. S., Yen, L., Meyers, C., Stein, M., Compton, D., Berends, M., & Smith, T. M. (2010). Factors Contributing to Teachers’ Sustained Use of Kindergarten Peer-Assisted Learning Strategies. Journal of Research on Educational Effectiveness, 3(4), 315–342. https://doi.org/10.1080/19345747.2010.491151
  

• Educational Change Over Time? The Sustainability and Nonsustainability of Three Decades of Secondary School Change and Continuity

  Hargreaves, A., & Goodson, I. (2006). Educational Change Over Time? The Sustainability and Nonsustainability of Three Decades of Secondary School Change and Continuity. Educational Administration Quarterly, 42(1), 3–41. https://doi.org/10.1177/0013161X05277975