Items

• Making Organizational Theory Work: Institutions, Occupations, and Negotiated Orders

  Bechky, B. A. (2011). Making Organizational Theory Work: Institutions, Occupations, and Negotiated Orders. Organization Science, 22(5), 1157–1167. https://doi.org/10.1287/orsc.1100.0603
  

• Institutionalization and Structuration: Studying the Links between Action and Institution

  Barley, S. R., & Tolbert, P. S. (1997). Institutionalization and Structuration: Studying the Links between Action and Institution. Organization Studies, 18(1), 93–117. https://doi.org/10.1177/017084069701800106
  

• Reframing Organizational Contexts from Barriers to Levers for Teacher Learning in Science Education Reform

  Allen, C. D., & Heredia, S. C. (2021). Reframing Organizational Contexts from Barriers to Levers for Teacher Learning in Science Education Reform. Journal of Science Teacher Education, 32(2), 148–166. https://doi.org/10.1080/1046560X.2020.1794292
  

• Social Capital: Prospects for a New Concept

  Adler, P. S., & Kwon, S.-W. (2002). Social Capital: Prospects for a New Concept. Academy of Management Review, 27(1), 17–40. https://doi.org/10.5465/amr.2002.5922314
  

• Quality Assurance in Education: Working to Improve: Seven Approaches to Quality Improvement in Education [Special Issue]

  LeMahieu, P. G., & Bryk, A. S. (Eds.). (2017). Quality Assurance in Education: Working to Improve: Seven Approaches to Quality Improvement in Education [Special Issue]. Quality Assurance in Education,
  

• Carnegie Commons Blog: Improvement Approaches [Special Series]

  McKay, Sarah. (2017). Improvement Approaches [Special Series]. Carnegie Commons Blog. https://www.carnegiefoundation.org/blog/tag/Improvement_Approaches/
  

• Oxford Bibliographies: Continuous Improvement in Education [Special Series]

  Peurach, D. P. (Ed.). (n.d.). Oxford Bibliographies: Continuous Improvement in Education [Special Series]. Oxford University Press.
  

• INCLUDES Center Webinar Series

  INCLUDES Center. (n.d.). Webinars. https://includescenter.org/webinars/
  

• Chinese Lesson Study Reconceptualized in Time of Core Competencies-based (hexin suyang 核心素养) Reform [Special Issue]

  Fang, Y., Huang, R., & Chen, X. (Eds.). (2022). Chinese Lesson Study Reconceptualized in Time of Core Competencies-based (hexin suyang 核心素养) Reform [Special Issue]. International Journal for Lesson and Learning Studies, 11(2).
  

• Theory and Practice of Chinese Lesson Study and Its Adaption in Other Countries [Special Issue]

  Huang, R., Fang, Y., & Chen, X. (Eds.). (2017). Theory and practice of Chinese Lesson Study and Its Adaption in Other Countries [Special Issue]. International Journal for Lesson and Learning Studies, 6(4).
  

• Reimagining the Education Research Commons: Toward Epistemic Justice [Presidential Session]

  Moss, P. A., & Hammond, J. W. (Chairs). (2022, April 22). Reimagining the Education Research Commons: Toward Epistemic Justice [Presidential Session]. AERA Annual Meeting. San Diego, CA.
  

• Platformed Knowledge Brokerage in Education: Power and Possibilities [Poster]

  Lawlor, J. A., Hammond, J. W., Lagoze, C., Huynh, M., & Moss, P. (2020, October 7). Platformed Knowledge Brokerage in Education: Power and Possibilities. 2020 Michigan Regional Postdoctoral Symposium. Lansing, MI. [Virtual Conference]
  

• Exploring Tools for Community Engagement in Scoping and Populating a Knowledge Base

  Lawlor, J. A., Lagoze, C., Huynh, M. Q., Hammond, J. W., & Moss, P. A. (2021, June 22). Exploring Tools for Community Engagement in Scoping and Populating a Knowledge Base. 18th Biennial Conference of the Society for Community Research and Action (SCRA): Uprooting White Supremacy. [Virtual Conference]
  

• Infrastructuring to Scale Multi-Institutional Equity and Inclusion Innovations

  Hammond, J. W., Brownell, S., Byrd, W. C., Cheng, S. J., McKay, T. A., & Tarchinski, N. A. (2022). Infrastructuring to Scale Multi-Institutional Equity and Inclusion Innovations. Change: The Magazine of Higher Learning, 54(4), 37-43. https://doi.org/10.1080/00091383.2022.2101866
  

• Sloan Equity and Inclusion in STEM Introductory Courses (SEISMIC) Project

  SEISMIC Collaboration. (n.d.). Retrieved from https://www.seismicproject.org/
  

• Cognitive Tutors: Lessons Learned

  Anderson, J. R., Corbett, A. T., Koedinger, K. R., & Pelletier, Ray. (1995). Cognitive Tutors: Lessons Learned. Journal of the Learning Sciences, 4(2), 167–207. https://doi.org/10.1207/s15327809jls0402_2
  

• Learning in and Out of School in Diverse Environments

  Banks, J. A., Au, K. H., Ball, A. F., Bell, P., Gordon, E. W., Gutiérrez, K. D., Heath, S. B., Lee, C. D., Lee, Y., Mahiri, J., Nasir, N. S., Valdés, G., & Zhou, M. (2007). Learning in and Out of School in Diverse Environments. The Learning in Informal and Formal Environments (LIFE) Center; Center for Multicultural Education, University of Washington, Seattle.
  

• Interest and Self-Sustained Learning as Catalysts of Development: A Learning Ecology Perspective

  Barron, B. (2006). Interest and Self-Sustained Learning as Catalysts of Development: A Learning Ecology Perspective. Human Development, 49(4), 193–224. https://doi.org/10.1159/000094368
  

• STEM Learning Ecologies: Relevant, Responsive, Connected

  Bevan, B. (2016). STEM Learning Ecologies: Relevant, Responsive, Connected. Connected Science Learning, 1(1). https://www.nsta.org/connected-science-learning/connected-science-learning-march-2016/stem-learning-ecologies
  

• Academic Ideology and the New Attention to Teaching

  Bleich, D. (1995). Academic Ideology and the New Attention to Teaching. New Literary History, 26(3), 565–590.