Items

• District Central Office Leadership as Teaching: How Central Office Administrators Support Principals’ Development as Instructional Leaders

  Honig, M. I. (2012). District Central Office Leadership as Teaching: How Central Office Administrators Support Principals’ Development as Instructional Leaders. Educational Administration Quarterly, 48(4), 733–774. https://doi.org/10.1177/0013161X12443258
  

• School–Central Office Relationships in Evidence Use: Understanding Evidence Use as a Systems Problem

  Honig, M. I., & Venkateswaran, N. (2012). School–Central Office Relationships in Evidence Use: Understanding Evidence Use as a Systems Problem. American Journal of Education, 118(2), 199–222. https://doi.org/10.1086/663282
  

• Where’s the “Up” in Bottom-Up Reform?

  Honig, M. I. (2004). Where’s the “Up” in Bottom-Up Reform? Educational Policy, 18(4), 527–561. https://doi.org/10.1177/0895904804266640
  

• 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.
  

• 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
  

• What’s the Evidence on Districts’ Use of Evidence?

  Coburn, C. E., Honig, M. I., & Stein, M. K. (2009). What’s the Evidence on Districts’ Use of Evidence? In J. D. Bransford, D. J. Stipek, N. J. Vye, L. M. Gomez, & D. Lam (Eds.), The Role of Research in Educational Improvement (pp. 67–86). Harvard Education Press.
  

• What Works in Defining “What Works” in Educational Improvement: Lessons from Education Policy Implementation Research, Directions for Future Research

  Honig, M. I. (2009). What Works in Defining “What Works” in Educational Improvement: Lessons from Education Policy Implementation Research, Directions for Future Research. In Handbook of Education Policy Research (pp. 333–347). Routledge Handbooks Online. https://doi.org/10.4324/9780203880968.ch27
  

• Building Demand for Research Through Lesson Study

  Coburn, C. E., Stein, M. K., Baxter, J., D’Amico, L., Datnow, A., Engle, R., Honig, M., Ikemoto, G., Lewis, C., Park, V., Perry, R., Rosen, L., & Stokes, L. (2010). Building Demand for Research Through Lesson Study. In C. E. Coburn, & M. K. Stein (Eds.) Research and Practice in Education: Building Alliances, Bridging the Divide. Rowman & Littlefield Publishers.
  

• Evidence-Based Decision Making in School District Central Offices: Toward a Policy and Research Agenda

  Honig, M. I., & Coburn, C. (2008). Evidence-Based Decision Making in School District Central Offices: Toward a Policy and Research Agenda. Educational Policy, 22(4), 578–608. https://doi.org/10.1177/0895904807307067