Items

• Implementation Research: A Synthesis of the Literature

  Fixsen, D. L., Naoom, S. F., Blase, K. A., Friedman, R. M., & Wallace, F. (2005). Implementation Research: A Synthesis of the Literature. In The National Implementation Research Network (p. 34). University of South Florida; Louis de la Parte Florida Mental Health Institute; The National Implementation Research Network. https://nirn.fpg.unc.edu/resources/implementation-research-synthesis-literature
  

• Practices That Support Data Use in Urban High Schools

  Lachat, M. A., & Smith, S. (2005). Practices That Support Data Use in Urban High Schools. Journal of Education for Students Placed at Risk (JESPAR), 10(3), 333–349. https://doi.org/10.1207/s15327671espr1003_7
  

• Teachers’ Emotions in Educational Reforms: Self-Understanding, Vulnerable Commitment and Micropolitical Literacy

  Kelchtermans, G. (2005). Teachers’ Emotions in Educational Reforms: Self-Understanding, Vulnerable Commitment and Micropolitical Literacy. Teaching and Teacher Education, 21(8), 995–1006. https://doi.org/10.1016/j.tate.2005.06.009
  

• The Sustainability of Comprehensive School Reform Models in Changing District and State Contexts

  Datnow, A. (2005). The Sustainability of Comprehensive School Reform Models in Changing District and State Contexts. Educational Administration Quarterly, 41(1), 121–153. https://doi.org/10.1177/0013161X04269578
  

• Designing for Scalable Educational Improvement: Processes of Inquiry in Practice

  Goldman, S. R. (2005). Designing for Scalable Educational Improvement: Processes of Inquiry in Practice. In C. Dede, J. P. Honan, & L. C. Peters (Eds.), Scaling Up Success: Lessons from Technology-Based Educational Improvement (pp. 67–96). Wiley.
  

• Adapting Innovations to Particular Contexts of Use: A Collaborative Framework

  Fishman, B. J. (2005). Adapting Innovations to Particular Contexts of Use: A Collaborative Framework. In C. Dede, J. P. Honan, & L. C. Peters (Eds.), Scaling Up Success: Lessons from Technology-Based Educational Improvement (pp. 48–66). Wiley.
  

• Scaling Up Success: Lessons from Technology-Based Educational Improvement

  Dede, C., Honan, J. P., & Peters, L. C. (2005). Scaling Up Success: Lessons from Technology-Based Educational Improvement. Wiley.
  

• In from the Cold? Reflections on Participatory Research from 1970-2005

  Hall, B. L. (2005). In from the Cold? Reflections on Participatory Research from 1970-2005. Convergence, 38(1), 5–24.
  

• Some Reflections on Designing Construction Kits for Kids

  Resnick, M., & Silverman, B. (2005). Some Reflections on Designing Construction Kits for Kids. Proceedings of the 2005 Conference on Interaction Design and Children, 117–122. https://doi.org/10.1145/1109540.1109556
  

• Engineering Design Thinking, Teaching, and Learning

  Dym, C. L., Agogino, A. M., Eris, O., Frey, D. D., & Leifer, L. J. (2005). Engineering Design Thinking, Teaching, and Learning. Journal of Engineering Education, 94(1), 103–120. https://doi.org/10.1002/j.2168-9830.2005.tb00832.x
  

• Towards More Powerful Learning Environments Through Combining the Perspectives of Designers, Teachers, and Students

  Könings, K. D., Brand-Gruwel, S., & van Merriënboer, J. J. G. (2005). Towards More Powerful Learning Environments Through Combining the Perspectives of Designers, Teachers, and Students. British Journal of Educational Psychology, 75(4), 645–660. https://doi.org/10.1348/000709905X43616
  

• What Happens When Teachers Design Educational Technology? The Development of Technological Pedagogical Content Knowledge

  Koehler, M. J., & Mishra, P. (2005). What Happens When Teachers Design Educational Technology? The Development of Technological Pedagogical Content Knowledge. Journal of Educational Computing Research, 32(2), 131–152. https://doi.org/10.2190/0EW7-01WB-BKHL-QDYV
  

• Understanding by Design

  Wiggins, G., Wiggins, G. P., & McTighe, J. (2005). Understanding by Design. ASCD.
  

• Break-Through Innovations and Continuous Improvement: Two Different Models of Innovative Processes in the Public Sector

  Moore, M. H. (2005). Break-Through Innovations and Continuous Improvement: Two Different Models of Innovative Processes in the Public Sector. Public Money & Management, 25(1), 43–50. https://doi.org/10.1111/j.1467-9302.2005.00449.x
  

• Involving Teachers in Data-Driven Decision Making: Using Computer Data Systems to Support Teacher Inquiry and Reflection

  Wayman, J. C. (2005). Involving Teachers in Data-Driven Decision Making: Using Computer Data Systems to Support Teacher Inquiry and Reflection. Journal of Education for Students Placed at Risk (JESPAR), 10(3), 295–308. https://doi.org/10.1207/s15327671espr1003_5
  

• A Toolkit for Analyzing Corporate Cultural Toolkits

• Centrality and Network Flow

• From Networking to School Networks to “Networked Learning”: The Challenge for the Networked Learning Communities Programme

• The Role of Districts in Fostering Instructional Improvement: Lessons from Three Urban Districts Partnered with the Institute for Learning

  Marsh, J. A., Kerr, K. A., Ikemoto, G. S., Darilek, H., Booth, M., Zimmer, R., & Barney, H. (2005). The Role of Districts in Fostering Instructional Improvement: Lessons from Three Urban Districts Partnered with the Institute for Learning. RAND Corporation. https://www.rand.org/pubs/monographs/MG361.html
  

• Curriculum Coherence: An Examination of US Mathematics and Science Content Standards from an International Perspective

  Schmidt, W. H., Wang, H. C., & McKnight, C. C. (2005). Curriculum Coherence: An Examination of US Mathematics and Science Content Standards from an International Perspective. Journal of Curriculum Studies, 37(5), 525–559. https://doi.org/10.1080/0022027042000294682