Items

• Professional Learning Communities: A Review of the Literature

  Stoll, L., Bolam, R., McMahon, A., Wallace, M., & Thomas, S. (2006). Professional Learning Communities: A Review of the Literature. Journal of Educational Change, 7(4), 221–258. https://doi.org/10.1007/s10833-006-0001-8
  

• Achieving Excellence: Bringing Effective Literacy Pedagogy to Scale in Ontario’s Publicly-Funded Education System

  Gallagher, M. J., Malloy, J., & Ryerson, R. (2016). Achieving Excellence: Bringing Effective Literacy Pedagogy to Scale in Ontario’s Publicly-Funded Education System. Journal of Educational Change, 17(4), 477–504. https://doi.org/10.1007/s10833-016-9284-6
  

• Educational Infrastructure, Professional Learning, and Changes in Teachers’ Instructional Practices and Beliefs

  Shirrell, M., Hopkins, M., & Spillane, J. P. (2019). Educational Infrastructure, Professional Learning, and Changes in Teachers’ Instructional Practices and Beliefs. Professional Development in Education, 45(4), 599–613. https://doi.org/10.1080/19415257.2018.1452784
  

• Improving Mathematics Instruction Through Lesson Study: A Theoretical Model and North American Case

  Lewis, C. C., Perry, R. R., & Hurd, J. (2009). Improving Mathematics Instruction Through Lesson Study: A Theoretical Model and North American Case. Journal of Mathematics Teacher Education, 12(4), 285–304. https://doi.org/10.1007/s10857-009-9102-7
  

• Shifting the Focus of Validity for Test Use

  Moss, P. A. (2016). Shifting the Focus of Validity for Test Use. Assessment in Education: Principles, Policy & Practice, 23(2), 236–251. https://doi.org/10.1080/0969594X.2015.1072085
  

• Toward a Practice-Based Theory for How Professional Learning Communities Engage in the Improvement of Tools and Practices for Scientific Modeling

  Thompson, J. J., Hagenah, S., McDonald, S., & Barchenger, C. (2019). Toward a Practice-Based Theory for How Professional Learning Communities Engage in the Improvement of Tools and Practices for Scientific Modeling. Science Education, 103(6), 1423–1455. https://doi.org/10.1002/sce.21547
  

• Student-Led Improvement Science Projects: A Praxiographic, Actor-Network Theory Study

  Mitchell, B. (2020). Student-Led Improvement Science Projects: A Praxiographic, Actor-Network Theory Study. Studies in Continuing Education, 42(1), 133–146. https://doi.org/10.1080/0158037X.2019.1577234
  

• Professional Learning through Collaborative Curriculum Design in a Research-Practice Partnership

  Bergsman, K. C. (2019). Professional Learning through Collaborative Curriculum Design in a Research-Practice Partnership [Ph.D., University of Washington]. https://www.proquest.com/dissertations/docview/2374455034/abstract/AC78DBB94D2E45B4PQ/6
  

• A Network Case of Knowledge Brokering

  Rodway, J., MacGregor, S., Daly, A., Liou, Y.-H., Yonezawa, S., & Pollock, M. (2021). A Network Case of Knowledge Brokering. Journal of Professional Capital and Community, 6(2), 148–163. https://doi.org/10.1108/JPCC-11-2020-0089
  

• Improving Teaching Does Improve Teachers: Evidence from Lesson Study

  Lewis, C. C., Perry, R. R., Friedkin, S., & Roth, J. R. (2012). Improving Teaching Does Improve Teachers: Evidence from Lesson Study. Journal of Teacher Education, 63(5), 368–375. https://doi.org/10.1177/0022487112446633