Items

• Lean for Education

  LeMahieu, P. G., Nordstrum, L. E., & Greco, P. (2017). Lean for Education. Quality Assurance in Education, 25(1), 74–90. https://doi.org/10.1108/QAE-12-2016-0081
  

• Teachers Leading Educational Reform: The Power of Professional Learning Communities

  Harris, A., Jones, M., & Huffman, J. B. (Eds.). (2017). Teachers Leading Educational Reform: The Power of Professional Learning Communities. Routledge. https://doi.org/10.4324/9781315630724
  

• The Impact of Collaboration on Teachers’ Individual Data Use

  Van Gasse, R., Vanlommel, K., Vanhoof, J., & Van Petegem, P. (2017). The Impact of Collaboration on Teachers’ Individual Data Use. School Effectiveness and School Improvement, 28(3), 489–504. https://doi.org/10.1080/09243453.2017.1321555
  

• 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.
  

• Cultivating Safe and Supportive Schools: The Implementation and Institutionalization of Restorative Justice Practices

  Anderson, E. R. (2017). Cultivating Safe and Supportive Schools: The Implementation and Institutionalization of Restorative Justice Practices [Ph.D., Northwestern University]. https://arch.library.northwestern.edu/concern/generic_works/kd17ct10k
  

• Scaffolding Fidelity and Adaptation in Educational Program Implementation: Experimental Evidence From a Literacy Intervention

  Quinn, D. M., & Kim, J. S. (2017). Scaffolding Fidelity and Adaptation in Educational Program Implementation: Experimental Evidence From a Literacy Intervention. American Educational Research Journal, 54(6), 1187–1220. https://doi.org/10.3102/0002831217717692
  

• The Identification, Influence, and Impact of Boundary Spanners Within Research–Practice Partnerships

  

• Investigating Purposeful Science Curriculum Adaptation as a Strategy to Improve Teaching and Learning

  Debarger, A. H., Penuel, W. R., Moorthy, S., Beauvineau, Y., Kennedy, C. A., & Boscardin, C. K. (2017). Investigating Purposeful Science Curriculum Adaptation as a Strategy to Improve Teaching and Learning. Science Education, 101(1), 66–98. https://doi.org/10.1002/sce.21249
  

• Research Practice Partnerships: A Strategy for Promoting Evidence-Based Decision-Making in Education

  Wentworth, L., Mazzeo, C., & Connolly, F. (2017). Research Practice Partnerships: A Strategy for Promoting Evidence-Based Decision-Making in Education. Educational Research, 59(2), 241–255. https://doi.org/10.1080/07391102.2017.1314108
  

• Considering Interest and Action: Analyzing Types of Questions Explored by Researcher-Practitioner Partnerships

  Thompson, K. D., Martinez, M. I., Clinton, C., & Díaz, G. (2017). Considering Interest and Action: Analyzing Types of Questions Explored by Researcher-Practitioner Partnerships. Educational Researcher, 46(8), 464–473. https://doi.org/10.3102/0013189X17733965
  

• Building Productive Relationships: District Leaders’ Advice to Researchers

  Harrison, C., Davidson, K., & Farrell, C. (2017). Building Productive Relationships: District Leaders’ Advice to Researchers. International Journal of Education Policy and Leadership, 12(4), Article 4. https://doi.org/10.22230/ijepl.2017v12n4a770
  

• Mi Padre: Mexican Immigrant Fathers and Their Children's Education

  Gallo, S. (2017). Mi Padre: Mexican Immigrant Fathers and Their Children’s Education. Teachers College Press.
  

• Brokering Tareas: Mexican Immigrant Families Translanguaging Homework Literacies

  

• The Routledge Handbook of Epistemic Injustice

  Kidd, I. J., Medina, J., & Pohlhaus, Jr., G. (Eds.). (2017). The Routledge Handbook of Epistemic Injustice. Routledge. https://doi.org/10.4324/9781315212043
  

• Design and Out-of-School Learning

  Sheridan, K. M. (2017). Design and Out-of-School Learning. In K. Peppler (Ed.), The SAGE Encyclopedia of Out-of-School Learning (Vol. 1–2, pp. 204–207). SAGE Publications, Inc. https://doi.org/10.4135/9781483385198
  

• Design Thinking

  Goldman, S. (2017). Design Thinking. In K. Peppler (Ed.), The SAGE Encyclopedia of Out-of-School Learning (Vol. 1–2, pp. 210–212). SAGE Publications, Inc. https://doi.org/10.4135/9781483385198
  

• Learning in Practice: Exploring the Use of Plan-Do-Study-Act Cycles to Support Professional Learning

  Lozano, M. (2017). Learning in Practice: Exploring the Use of Plan-Do-Study-Act Cycles to Support Professional Learning [Ph.D., UCLA]. https://escholarship.org/uc/item/3mn1j51b
  

• Lesson Study to Scale Up Research-Based Knowledge: A Randomized, Controlled Trial of Fractions Learning

  Lewis, C., & Perry, R. (2017). Lesson Study to Scale Up Research-Based Knowledge: A Randomized, Controlled Trial of Fractions Learning. Journal for Research in Mathematics Education, 48(3), 261–299. https://doi.org/10.5951/jresematheduc.48.3.0261
  

• Teaching Versus Teachers as a Lever for Change: Comparing a Japanese and a U.S. Perspective on Improving Instruction

  Hiebert, J., & Stigler, J. W. (2017). Teaching Versus Teachers as a Lever for Change: Comparing a Japanese and a U.S. Perspective on Improving Instruction. Educational Researcher, 46(4), 169–176. https://doi.org/10.3102/0013189X17711899
  

• The Critical Role of a Well-Articulated, Coherent Design in Professional Development: An Evaluation of a State-Wide Two-Week Program for Mathematics and Science Teachers