AarkesH. R. (1991). Cost and benefits of judgment errors: Implications for debiasing. Psychological Review, 110, 486—498.
2.
AlthusserL. (1971). Ideology and ideological state apparatus. In B. Brewster (Trans.), Lenin and philosophy and other essays (pp. 229—236). New York: Monthly Review Press.
3.
BergerP. L., and LuckmannT. (1966). The social construction of reality. New York: Doubleday.
4.
BirkelandS., Murphy-GrahamE., and WeissC. (2005). Good reasons for ignoring good evaluation: The case of the drug abuse resistance education (D.A.R.E.) program. Evaluation and Program Planning, 28(3), 247—256.
5.
BourdieuP. (1981). Men and machines. In Knorr-CetinaK., and CicourelA.V. (Eds.), Advances in social theory and methodology (pp. 304—317). London: Routledge.
6.
BourdieuP. (1990). The logic of practice (R. Nice, Trans.). Stanford, CA: Stanford University Press.
7.
BrewerW. F., and NakamuraG. V. (1984). The nature and function of schemas. In WyerR.S., and SrullT.K. (Eds.), Handbook of social cognition (pp. 119—160). Hillsdale, NJ: Erlbaum.
8.
BrownA. L., and CampioneJ. C. (1990). Communities of learning and thinking, or a context by any other name. Human Development, 21, 108—125.
9.
BrownJ. S., CollinsA., and DuguidP. (1989). Situated cognition and the culture of learning. Educational Researcher, 18, 32—41.
10.
BrykA., and SchneiderB. (2002). Trust in schools: A core resource for improvement. New York: Russell Sage Foundation.
11.
BurchP. (in press). School leadership practice and the school subject: The Baxter case. In SpillaneJ., and DiamondJ. (Eds.), Distributed leadership in practice. New York: Teachers College Press.
12.
CantorN., and MischelW. (1979). Prototypes in person perception. Advances in Experimental Social Psychology, 12, 3—52.
13.
CareyS. (1985). Conceptual change in childhood. Cambridge: MIT Press, Bradford Books.
14.
ChaseW. G., and SimonH. A. (1973). The mind's eye in chess. In and and ChaseW.G. (Ed.), Visual information processing (pp. 215—281). New York: Academic Press.
15.
CoburnC. E. (2006). Framing the problem of reading instruction: Using frame analysis to uncover the microprocesses of policy implementation in schools. American Educational Research Journal, 43(3), 343—379.
16.
CoburnC., ToureJ., and YamashitaM. (2006). District evidence use: An analysis of instructional decision-making. Paper presented at the annual conference of the American Education Research Association, San Francisco.
17.
CoburnC. E., and TalbertJ. E. (2006). Conceptions of evidence-based practice in school districts: Mapping the terrain. American Journal of Education, 112(4), 469—495.
18.
CohenD. K. (1990). A revolution in one classroom: The case of Mrs. Oublier. Educational Evaluation and Policy Analysis, 12, 327—345.
19.
ColdrenA. (in press). Spanning the boundary between school leadership and classroom instruction at Hillside Elementary School. In SpillaneJ., and DiamondJ. (Eds.), Distributed leadership in practice. New York: Teachers College Press.
20.
ColeM. (1996). Cultural psychology: A once and future discipline. Boston: The Belknap Press of Harvard University Press.
21.
ColeM., and EngeströmY. (1993). A cultural-historical approach to distributed cognition. In and and SalomonG. (Ed.), Distributed cognitions: Psychological and educational considerations (pp. 1—46). New York: Cambridge University Press.
22.
CookT. D. (2002, February). The three cultures of research on effective practices in schools: Given their diversity, what can (and should) the Campbell Collaboration do? Paper presented at the Campbell Collaboration Colloquium, Philadelphia.
23.
CronbachL. J., AmbronS. R., DornbuschS. M., HessR. D., HornikR. C., and PhillipsD. C.. (1980). Toward reform of program evaluation. San Francisco: Jossey-Bass.
24.
DiamondJ. B., and CooperK. (2007). The uses of testing data in urban elementary schools: Some lessons from Chicago. In and and MossP.A. (Ed.), Evidence and decision making. The 106th yearbook of the National Society for the Study of Education, Part I (pp. 241—263). Malden, MA: Blackwell Publishing.
25.
DittoP. H., and LopezD. F. (1992). Motivated skepticism: Use of differential decision criteria for preferred and nonpreferred conclusions. Journal of Personality and Social Psychology, 63, 568—584.
26.
EngeströmY., and MiddletonD. (Eds.). (1998). Cognition and communication at work (2nd ed.). Cambridge: Cambridge University Press.
27.
FeldmanJ. (2000). Minimization of Boolean complexity in human concept learning. Nature, 407, 630—633.
28.
FeldmanM. S., and PentlandB. T. (2003). Reconceptualizing organizational routines as a source of flexibility and change. Administrative Science Quarterly, 48(1), 96.
29.
FeuerM. J., TowneL., and ShavelsonR. J. (2002). Scientific culture and educational research. Educational Researcher, 31(8), 4—14.
30.
FlavellJ. H. (1963). The developmental psychology of Jean Piaget. Princeton, NJ: Van Nostrand.
31.
FreemanJ., and HannanM. T. (1983). Niche width and the dynamics of organizational populations. American Journal of Sociology, 88(6), 1116—1145.
32.
GalbraithJ. R. (1973). Designing complex organizations. Reading, MA: Addison-Wesley.
33.
GentnerD., RattermannM. J., and ForbusK. D. (1993). The roles of similarity in transfer: Separating retrievability from inferential soundness. Cognitive Psychology, 25, 524—575.
34.
GentnerD., and StevensA. (Eds.). (1983). Mental models. Hillsdale, NJ: Erlbaum.
35.
GiddensA. (1979). Central problems in social theory: Action, structure, and contradiction in social analysis. Berkeley and Los Angeles: University of California Press.
36.
GiddensA. (1984). The constitution of society: Outline of the theory of structuration. Berkeley and Los Angeles: University of California Press.
37.
GreenoJ. G. (1989). Situations, mental models, and generative knowledge. In KlahrD., and KotovskyK. (Eds.), Complex information processing: The impact of Herbert A. Simon (pp. 285—318). Hillsdale, NJ: Erlbaum.
38.
GreenoJ. G. (1998). Where is teaching?Issues in Education, 4(1), 110—119.
39.
GreenoJ. G., CollinsA. M., and ResnickL. B. (1996). Cognition and learning. In BerlinerD.C., and CalfeeR.C. (Eds.), Handbook of Educational Psychology (pp. 15—46). New York: Macmillan.
40.
HallettT. (in press). The leadership struggle. In SpillaneJ., and DiamondJ. (Eds.), Distributed leadership in practice. New York: Teachers College Press.
41.
HammersleyM. (2001, September). Some questions about evidence-based practice in education. Paper presented at the annual conference of the British Educational Research Association, University of Leeds, England.
42.
HammondK. R., HarveyL. O., and HastieR. (1992). Making better use of scientific knowledge: Separating truth from justice. Psychological Science, 3, 80—87.
43.
HigginsE. T. (1996). Knowledge activation: Accessibility, applicability, and salience. In HigginsE.T., and KruglanskiA.W. (Eds.), Social psychology: Handbook of basic principles (pp. 133—168). New York: Guilford Press.
44.
HillH. (2001). Policy is not enough: Language and the interpretation of state standards. American Educational Research Journal, 38(2), 289—318.
45.
HutchinsE. (1995). Cognition in the wild. Cambridge, MA: MIT Press.
46.
IsenbergD. J. (1986). Group polarization: A critical review and meta-analysis. Journal of Personality and Social Psychology, 50, 1141—1151.
47.
JanisI. L. (1972). Victims of groupthink. Boston: Houghton Mifflin.
48.
JanisI. L., and MannL. (1977). Decision making: A psychological analysis of conflict, choice and commitment. New York: Free Press.
49.
KerrN. L., and TindaleR. S. (2004). Group performance and decision making. Annual Review of Psychology, 56, 623—655.
50.
KlaymanJ., and HaY. W. (1987). Confirmation, disconfirmation, and information in hypothesis testing. Psychological Review, 94, 211—228.
51.
KundaZ. (1990). The case for motivated reasoning. Psychological Bulletin, 108, 480—498.
52.
LarkinJ. H., McDermottJ., SimonD. P., and SimonH. A. (1980). Expert and novice performance in solving physics problems. Science, 208, 1335—1342.
53.
LatourB. (1986). The powers of association. Power, action and belief. A new sociology of knowledge? In and and LawJ. (Ed.), Sociological Review Monograph (Vol. 32, pp. 264—280). London: Routledge & Kegan Paul.
54.
LatourB. (1987). Science in action: How to follow engineers and scientists through society. Milton Keynes: Open University Press.
55.
Leont'evA.N. (1981). Problems of the development of the mind. Moscow: Progress.
56.
LinnR. L., BakerE. L., and BetebennerD. W. (2002). Accountability systems: Implications of requirements of the No Child Left Behind Act of 2001. Educational Researcher, 31(6), 3—16.
57.
LordC. G., RossL., and LepperM. R. (1979). Biased assimilation and attitude polarization: The effects of prior theories on subsequently considered evidence. Journal of Personality and Social Psychology, 37, 2098—2109.
58.
MacCounR. J. (1998). Biases in the interpretation and use of research results. Annual Review of Psychology, 49, 264.
59.
MajoneG. (1989). Evidence, argument, and persuasion in the policy process. New Haven, CT: Yale University Press.
60.
MandlerG. (1984). Mind and body. New York: Norton.
61.
MarkusH., and ZajoncR. B. (1985). The cognitive perspective in social psychology. In LindzeyG., and AronsonE. (Eds.), Handbook of Social Psychology (3rd ed., pp. 137—230). New York: Random House.
62.
MurphyG. L., and MedinD. L. (1985). The role of theories in conceptual coherence. Psychological Review, 92, 289—316.
63.
NormanD. A. (1988). The design of everyday things. New York: Doubleday Currency.
64.
NovickL. R. (1988). Analogical transfer, problem similarity, and expertise. Journal of Experimental Psychology: Learning, Memory, & Cognition, 14, 510—520.
65.
PhillipsD. C. (2007). Adding complexity: Philosophical perspectives on the relationship between evidence and policy. In and and MossP.A. (Ed.), Evidence and decision making. The 106th yearbook of the National Society for the Study of Education, Part I (pp. 376—403). Malden, MA: Blackwell Publishing.
66.
PiagetJ. (1972). The psychology of the child. New York: Basic Books.
67.
PickeringA. (Ed.). (1992). Science as practice and culture. Chicago: University of Chicago Press.
68.
ResnickL. B. (1991). Shared cognition: Thinking as social practice. In ResnickL.B., LevineJ.M., and TeasleyS.D. (Eds.), Perspectives on socially shared cognition (pp. 1—20). Washington, DC: American Psychological Association.
69.
RossB. (1987). This is like that: The use of earlier problems and the separation of similarity effects. Journal of Experimental Psychology; Learning, Memory, and Cognition, 13, 629—639.
70.
RossL., and WardA. (1995). Psychological barriers to dispute resolution. In and and ZannaM. (Ed.), Advances in experimental social psychology (Vol. 27, pp. 255—304). New York: Academic Press.
71.
RumelhartD. (1980). Schemata: The building blocks of cognition. In SpiroR., BruceB., and BrewerW. (Eds.), Theoretical issues in reading comprehension (pp. 33—58). Hillsdale, NJ: Erlbaum.
72.
RumelhartD., and OrtonyA. (1977). The representation of knowledge in memory. In AndersonR., SpiroR., and MontagneW. (Eds.), Schooling and the acquisition of knowledge (pp. 99—135). Hillsdale, NJ: Erlbaum.
73.
SchankR. C., and AbelsonR. P. (1977). Scripts, plans, goals, and understanding. Hillsdale, NJ: Erlbaum.
74.
ShavelsonR. J., and TowneL. (Eds.). (2002). Scientific research in education. Committee on Scientific Principles for Education Research. Division on Behavioral and Social Sciences and Education. Washington, DC: National Academy Press.
75.
ShepardL. A. (2000). The role of assessment in a learning culture. Educational Researcher, 29(7), 4—14.
76.
ShererJ. (in press). The practice of leadership in mathematics and language arts: The Adams Case. In SpillaneJ., and DiamondJ. (Eds.), Distributed leadership in practice. New York: Teachers College Press.
77.
SiegelL. S. (1989). IQ is irrelevant to the definition of learning disabilities. Journal of Learning Disabilities, 22(8), 469—478, 486.
78.
SlavinR. (2002). Evidence-based education policies: Transforming educational practice and research. Educational Researcher, 31(7), 15—21.
79.
SpillaneJ. (2006). Distributed leadership. San Francisco: Jossey-Bass.
80.
SpillaneJ., and DiamondJ. (Eds.). (in press). Distributed leadership in practice. New York: Teachers College Press.
81.
SpillaneJ., and OrlinaE. (2005). Investigating leadership practice: Exploring the entailments of taking a distributed perspective. Leadership and Policy in Schools, 4, 157—176.
82.
SpillaneJ., ReiserB. J., and ReimerT. (2002). Policy implementation and cognition: Reframing and refocusing implementation research. Review of Educational Research, 72(3), 387—431.
83.
SpillaneJ., ShererJ., and ColdrenA. (2005). Distributed leadership: Leadership practice and the situation. In HoyW., and MiskelC. (Eds.), Educational leadership and reform (pp. 149—167). Charlotte, NC: IAP Publishing.
84.
StarbuckW., and MillikenF. (1988). Executives’ perceptual filters: What they notice and how they make sense. In and and HambrickD. (Ed.), The executive effect: Concepts and methods for studying top managers (pp. 35—65). Greenwich, CT: JAI.
85.
StasserG., and TitusW. (1985). Pooling of unshared information in group decision making: Biased information sampling during discussion. Journal of Personality and Social Psychology, 48(6), 1467—1478.
86.
StawB. M. (1976). Knee-deep in the big muddy: A study of escalating commitment to a chosen course of action. Organizational Behavior and Human Performance, 16, 27—44.
87.
StraussS. (1993). Teachers’ pedagogical content knowledge about children's minds and learning: Implications for teacher education. Educational Psychologist, 28, 279—290.
88.
SuchmanL. A. (1983). Office procedures as practical action: Models of work and system design. ACM Transactions on Office Information Systems, 1(4), 320—328.
89.
TowneL., WiseL. L., and WintersT. M. (Eds.). (2005). Advancing scientific research in education. Washington, DC: National Academy Press.
90.
TropeY. (1986). Identification and inferential processes in dispositional attribution. Psychological Review, 93, 239—257.
91.
VanLehnK. (1989). Problem solving and cognitive skill acquisition. In and and PosnerM. (Ed.), Foundations of cognitive science (pp. 526—579). Cambridge, MA: MIT Press.
92.
VosniadouS., and BrewerW. F. (1992). Mental models of the earth: A study of conceptual change in childhood. Cognitive Psychology, 24, 535—585.
93.
VygotskyL. S. (1978). Mind and society: The development of higher mental processes. Cambridge, MA: Harvard University Press.
94.
WebbJ. M., DianaE. M., LuftP., BrooksE. W., and BrennanE. L. (1997). Influence of pedagogical expertise and feedback on assessing student comprehension from nonverbal behavior. The Journal of Educational Research, 91(2), 89.
95.
WeickK. E. (1979). The social psychology of organizing (2nd ed.). New York: McGraw-Hill.
96.
WeickK. E. (1995). Sensemaking in organizations. Thousand Oaks, CA: Sage Publications.
97.
WertschJ. V. (1991). Voices of the mind: A sociocultural approach to mediated action. Cambridge, MA: Harvard University Press.
98.
WertschJ. V. (1998). Mind as action. New York: Oxford University Press.
99.
WhittingtonR. (1992). Putting Giddens into action: Social systems and managerial agency. Journal of Management Studies, 29(6), 693—712.
100.
WhyteG. (1993). Escalating commitment in individual and group decision making: A prospect theory approach. Organizational Behavior and Human Decision Processes, 54, 430—455.
101.
WilsonT. D., and BrekkeN. (1994). Mental contamination and mental correction: Unwanted influences on judgments and evaluation. Psychological Bulletin, 116(1), 117—142.
102.
WinquistJ. R., and LarsonJ. R.Jr.. (1998). Information pooling: When it impacts group decision making. Journal of Personality and Social Psychology, 74, 371—377.