School Improvement Processes and Practices: Professional Learning for Building Instructional Capacity

Anderson C. , & Smith C. (1987). Teaching science. In Richardson V. (Ed.), Educator's handbook: A research perspective. New York: Longman.

Anyon J. (1981). Social class and school knowledge. Curriculum Inquiry, 11(1), 3–42.

Argyris C. , & Schon D. (1974). Theory in practice: Increasing professional effectiveness. San Francisco: Jossey-Bass.

Bakkenes I. , de Brabander C. , & Imants J. (1999). Teacher isolation and communication network analysis in primary schools. Educational Administration Quarterly, 35(2), 166–202.

Ball D. L. , & Rundquist S. S. (1993). Collaboration as a context for joining teacher learning with learning about teaching. In Cohen D. K. , McLaughlin M. W. , & Talbert J. E. (Eds.), Teaching for understanding: Challenges for policy and practice (pp. 13–42). San Francisco: Jossey-Bass.

Bender-Sebring P. B. , Bryk A. S. , & Easton J. Q. (1995). Charting reform: Chicago teachers take stock. Chicago: Consortium on Chicago School Research.

Bernstein B. (1971). Class, codes and control (Vol. 1). London: Routledge and Kegan Paul.

Bowles S. , & Gintis H. A. (1976). Schooling in capitalist America. New York: Basic Books.

Brooks J. G. , & Brooks M. G. (1993). In search of understanding: The case for constructivist classrooms. Alexandria, VA: ASCD.

Brophy J. E. , & Good T. L. (1973). Teacher-student relationships: Causes and consequences. New York: Holt, Rinehart, and Winston.

Brown A. L. (1997). Transforming schools into communities of thinking and learning about serious matters. American Psychologist, 52(4), 399–413.

Bryk A. , Camburn E. , & Louis K. S. (1999). Professional community in Chicago elementary schools: Facilitating factors and organizational consequences. Educational Administration Quarterly, 35, 751–781.

Bryk A. , & Driscoll M. E. (1985). An empirical investigation of the school as community. Chicago: University of Chicago Press.

Cochran-Smith M. , & Lytle S. L. (Eds.). (1993). Inside/Outside: Teacher research and knowledge. New York: Teachers College Press.

Cohen D. K. , & Ball D. L. (1998). Instruction, capacity and improvement (RR–42). Philadelphia: Consortium for Policy Research in Education, University of Pennsylvania.

Cohen D. K. , & Barnes C. A. (1993). Pedagogy and policy, and Conclusion: A new pedagogy for policy? In Cohen D. K. , McLaughlin M. W. , & Talbert J. E. (Eds.), Teaching for understanding: Challenges for policy and practice (pp. 207–276). San Francisco: Jossey-Bass.

Coleman J. , Campbell E. Q. , Hobson C. J. , McPartland J. , Mood A. M. , Weinfield E. D. , & York R. L. (1966). Equality of educational opportunity. Washington, DC: U.S. Government Printing Office.

Confrey J. (1990). A review of the research on student conceptions in mathematics, science and programming. In Cazden C. (Ed.), Review of research in education (Vol. 16). Washington, DC: American Educational Research Association.

Cook S. D. , & Yanow D. (1993). Culture and organizational learning. In Cohen M. D. , & Sproull L. (Eds.), Organizational learning (pp. 430–459). Thousand Oaks, CA: Sage.

Darling-Hammond L. (1990). Teacher professionalism: Why and how. In Lieberman A. (Ed.), Schools as collaborative cultures: Creating the future now (Vol. 3). Bristol, PA: The Falmer Press.

Drake C. , Spillane J. , & Hufferd K. (2000). Storied identities: Teacher learning and subject matter context. Journal of Curriculum Studies, 33(1), 1–43.

Education Trust. (1999). Achievement in America. Washington, DC: Education Trust.

Elmore R. (1985). Forward and backward mapping: Reversible logic in the analysis of public policy. Political Science Quarterly, 94, 606–616.

Farkas G. , Grobe R. , Sheehan D. , & Shaun Y. (1990). Cultural resources and school success: Gender, ethnicity, and poverty groups within an urban school district. American Sociological Review, 55(1), 127–142.

Firestone W. A. , & Corbett H. D. (1988). Organizational change. In Boyan N. (Ed.), Handbook of research on educational administration (1st ed.). White Plains, NY: Longman.

Furman-Brown G. (1999). School as community: Editor's foreword. Educational Administration Quarterly, 35(1), 6–12.

Good T. L. , & Brophy J. E. (1987). Looking in classrooms. New York: Harper and Row.

Gronn P. (2000). Distributed properties: A new architecture for leadership. Educational Management and Administration, 28(3), 317–338.

Hallinger P. , & Heck R. (1996). Reassessing the principal's role in school effectiveness: A research of the empirical research. Educational Administration Quarterly, 32(1).

Hargreaves A. (1994). Changing teachers, changing times: Teachers’ work and culture in the postmodern age (Professional development and practice). New York: Teachers College, Columbia University.

Heath S. B. , & Mangiola L. (1991). Children of promise: Literate activity in linguistically and culturally diverse classrooms. Washington, DC: National Education Association.

Huberman M. (1993). The model of the independent artisan in teachers’ professional relations. In Little J. W. , & McLaughlin M. W. (Eds.), Teachers’ work: Individuals, colleagues, and contexts (pp. 11–50). New York: Teachers College, Columbia University.

Huberman M. (1994). Research utilization: The state of the art. Knowledge and Policy, 7(4), 13–33.

Huberman M. , & Miles M. (1994). Innovation up close: How school improvement works. New York: Plenum.

Hufferd-Ackles K. (1999). Learning by all in a math-talk learning community. Unpublished doctoral dissertation, Northwestern University, Evanston, IL.

Kennedy M. (1991). An agenda for research on teacher learning (Special report). Lansing, MI: Michigan State University.

Lareau A. (1987). Social class differences in family-school relationships: The importance of cultural capital. Sociology of Education, 60(1), 73–85.

Leithwood K. (1995). Cognitive perspectives on school leadership. Journal of School Leadership, 5(2), 115–135.

Leithwood K. , & Jantzi D. (1990). Transformational leadership: How principals can help reform school cultures. School Effectiveness and School Improvement, 1(4), 249–280.

Leithwood K. , & Louis K. S. (Eds.). (1998). Organizational learning in schools. Lisse, Netherlands: Swets and Zeitlinger.

Leithwood K. , & Montgomery D. (1982). The role of the elementary school principal in program improvement. Review of Educational Research, 52(3), 309–339.

Little J. W. , & McLaughlin M. W. (Eds.). (1993). Teachers’ work: Individuals, colleagues, and contexts. New York: Teachers College, Columbia University.

Lortie D. C. (1975). Schoolteacher: A sociological study. Chicago: University of Chicago Press.

Louis K. S. , Kruse S. & Associates. (1995). Professionalism and community: Perspectives on reforming urban schools. Thousand Oaks, CA: Corwin Press.

Louis K. S. , & Marks H. (1998). Does professional community affect the classroom? Teachers’ work and student work in restructuring schools. American Journal of Education, 106(4), 532–575.

Louis K. S. , Marks H. , & Kruse S. (1996). Teachers’ professional community in restructuring schools. American Educational Research Journal, 33(4), 757–798.

Louis K. S. , & Smith B. (1991). Restructuring, teacher engagement and school culture: Perspectives on school reform and the improvement of teachers’ work. School Effectiveness and School Improvement, 2(1), 34–52.

Louis K. S. , Toole J. , & Hargreaves A. (1999). Rethinking school improvement. In Murphy J. , & Louis K. S. (Eds.), Handbook of research on educational administration (2nd ed., pp. 251–275). San Francisco: Jossey-Bass.

Marks H. , & Louis K. S. (1999). Teacher empowerment and the capacity for organizational learning. Education Administration Quarterly, 35(5), 751–781.

McLaughlin M. W. , & Talbert J. E. (1990). The contexts of teaching in secondary schools: Teachers’ realities. New York: Teachers College, Columbia University.

McLaughlin M. W. , & Talbert J. E. (1993). Contexts that matter for teaching and learning: Strategic opportunities for meeting the nation's education goals. Stanford, CA: Center for Research on the Context of Secondary School Teaching, Stanford University.

McLaughlin M. W. , & Yee S. (1988). School as a place to have a career. In Lieberman A. (Ed.), Building a professional culture in schools. New York: Teachers College Press.

Metz M. H. (1994). Desegregation as a necessity and a challenge. Journal of Negro Education, 63(1), 64–76.

Newall A. , & Simon H. (1972). Human problem solving. Englewood Cliffs, NJ: Prentice-Hall.

Newmann F. M. & Associates. (1996). Authentic achievement: Restructuring schools for intellectual quality. San Francisco: Jossey-Bass.

Newmann F. M. , King B. , & Rigdon M. (1996). Accountability and school performance: Implications from restructuring schools (Deliverable to OERI). Madison, WI: Center on Organization and Restructuring of Schools.

Newmann F. M. , & Wehlage G. G. (1995). Successful school restructuring: A report to the public and educators. Madison, WI: Center on Organization and Restructuring of Schools, Wisconsin Center for Education Research, University of Wisconsin.

Oakes J. (1985). Keeping track: How schools structure inequality. New Haven: Yale University Press.

OECD. (1999). Education at a glance. Paris: Organization for Economic Cooperation and Development.

Ogbu J. (1994). Racial stratification and education in the United States: Why inequality persists. Teachers College Record, 96(2), 264–298.

Piaget J. (1970). Science of education and the psychology of the child. New York: Orion Press.

Reiser B. J. , Spillane J. P. , Steinmuller F. , Sorsa D. , Carney K. , & Kyza E. (2000). Investigating the mutual adaptation process in teachers’ design of technology-infused curricula. Paper presented at the International Conference of the Learning Sciences, Ann Arbor, MI.

Resnick L. (1991). Shared cognition: Thinking as social practice. In Resnick L. , Levine J. , & Teasley S. (Eds.), Perspectives on socially shared cognition (pp. 1–20). Washington, DC: American Psychological Association.

Richardson V. (1990). Significant and worthwhile change in teaching practice. Educational Researcher, 19(7), 10–18.

Rist R. (1970). Social class and teacher expectations: The self-fulfilling prophecy in ghetto education. Harvard Educational Review, 40, 411–451.

Rowan B. (1991). Commitment and control: Alternative strategies for the organizational design of schools. Review of Educational Research (Vol. 16). Washington, DC: American Educational Research Association.

Salomon G. , & Perkins D. (1998). Learning in wonderland: What do computers really offer education? In Kerr S. T. (Ed.), Technology and the future of schooling. Ninety-fifth yearbook of the National Society for the Study of Education. Part II. Chicago: National Society for the Study of Education.

Schmuck R. , & Runkel P. (1985). Organization development in schools (3rd ed.). Palo Alto, CA: Mayfield Publishing Co.

Schneider B. , & Coleman J. (Eds.). (1993). Parents, their children, and schools. Boulder, CO: Westview Press.

Schwille J. , Porter A. , Floden R. , Freeman D. , Knappen L. , Kuhs T. , & Schmidt W. (1983). Teachers as policy brokers in the content of elementary school mathematics. In Schulman L. , & Sykes G. (Eds.), Handbook of teaching and policy (pp. 370–391). New York: Longman.

Senge P. M. (1990). The fifth discipline: The art and practice of the learning organization (1st ed.). New York: Currency Doubleday.

Senge P. M. , Cambron-McCabe N. , Lucas T. , Smith B. , Dutton J. , & Kleiner A. (2000). Schools that learn: A fifth fieldbook for educators, parents, and everyone who cares about education (1st ed.). New York: Doubleday.

Shulman L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–22.

Siskin L. S. (1994). Is the school the unit of change? Internal and external contexts of restructuring. In Gimmett P. P. , & Neufeld J. (Eds.), Teacher development and the struggle for authenticity: Professional growth and restructuring in the context of change (pp. 121–140). New York: Teachers College, Columbia University.

Sparks D. , & Hirsh S. (1997). A new vision for staff development. Alexandria, VA: Association for Supervision and Curriculum Development.

Spillane J. , Halvorson R. , & Diamond J. (2001). Investigating school leadership practice. Educational Researcher, 30(3), 23–28.

Stodolsky S. (1988). The subject matters. Chicago: University of Chicago Press.

Talbert J. E. , & McLaughlin M. W. (1993). Understanding teaching in context. In Cohen D. K. , McLaughlin M. W. , & Talbert J. E. (Eds.), Teaching for understanding (pp. 1–10). San Francisco: Jossey-Bass.

Talbert J. E. , & McLaughlin M. W. (1994). Teacher professionalism in local school contexts. American Journal of Education, 102(2), 123–153.

Teddlie C. , & Reynolds D. (2000). The international handbook of school effectiveness research. New York: Falmer.

Toole J. (2001). Mental models, professional learning communities, and the deep structure of school change: Case studies of service learning. Minneapolis, MN: University of Minnesota.

Wheatley M. J. (1992). Leadership and the new science: Learning about organization from an orderly universe. San Francisco: Berrett-Koehler Publishers, Inc.

Wohlstetter P. , Smyer R. , & Mohrman S. A. (1994). New boundaries for school-based management: The high involvement model. Educational Evaluation and Policy Analysis, 16(3), 268–286.

Wood T. , Cobb P. , & Yackel E. (1991). Change in teaching mathematics: A case study. American Educational Research Journal, 28(3), 587–616.