Previous Page

A | B | C | D | E | F | G | H | I | K | L | M | N | P | R | S | T | U | W

107th Congress of the Unites States. (2001). No Child Left Behind Act of 2001. Retrieved from


Abell, S. K., & Lederman, N. G. (2007). Handbook of research on science education. Mahwah, N.J.: Lawrence Erlbaum Associates.

Alvarado, C. (1997). If Leadership Was Everyone's Domain. Working Papers (pp. 10). Boston, Ma: Wheelock College Center for Career Development in Early Care and Education.

Anderson, B. T., Brown, C. L., & Lopez-Ferrao, J. (2003). Systemic Reform: Good Educational Practice with Positive Impacts and Unresolved Problems and Issues. Review of Policy Research, 20(4), 11p. doi: 10.1046/j.1541-1338.2003.00042.x


Ball, D. L. (1996). Teacher learning and the mathematics reforms. Phi Delta Kappan, 77(7), 9.

Ball, D. L., & Cohen, D. K. (1996). Reform by the Book: What Is--Or Might Be--the Role of Curriculum Materials in Teacher Learning and Instructional Reform? [Opinion Papers Reports - Descriptive]. Educational Researcher, 25(9), 6-8,14.

Ball, D. L., & Cohen, D. K. (1999). Developing practice, developing practitioners: Toward a practice-based theory of professional education. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the Learning Profession: Handbook of Policy and Practice. (pp. 426): Jossey-Bass Inc.

Banilower, E. R., Boyd, S. E., Pasley, J. D., & Weiss, I. R. (2006). Lessons from a Decade of Mathematics and Science Reform: A Capstone Report for the Local Systemic Change through Teacher Enhancement Initiative: Horizon Research Inc.

Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 68p.

Blank, R. K., Birman, B., Garet, M., Yoon, K. S., Jacobson, R., Smithson, J., et al. (2005). Longitudinal Study of the Effects of Professional Development on Improving Mathematics and Science Instruction (MSP PD Study). Year 2 Progress Report (pp. 111): Wisconsin Center for Education Research, Madison.

Blank, R. K., De las Alas, N., & Smith, C. (2008). Does Teacher Professional Development Have Effects on Teaching and Learning? Analysis of Evaluation Findings from Programs for Mathematics and Science Teachers in 14 states. Washington, DC: Council of Chief State School Officers.

Blank, R. K., Langesen, D., Laird, E., & De Mello, V. B. (2003). Meeting NCLB Goals for Highly Qualified Teachers: Estimates by State from Survey Data. Washington, DC: Council of Chief State School Officers.

Bourexis, D., Kaser, J., & Raizen, S. (1999). Results of a follow-up study of the Teachers Academy for Math and Science: September 1997-December 1998. Washington, D.C.: National Center for Improving Science Education; West Ed.

Brett, B. (1996). Using a template for a summarizing assessment of the Teachers Academy for Mathematics and Science. In M. A. Scheirer & American Evaluation Association. (Eds.), A user's guide to program templates : a new tool for evaluating program content (pp. 111 p.). San Francisco, Ca: Jossey-Bass Pub.

Bryk, A. S. (2009). Support a Science of Performance Improvement. [Reports - Descriptive]. Phi Delta Kappan, 90(8), 597-600.

Bybee, R. W. (2002). Learning science and the science of learning : science educators' essay collection. Arlington, Va.: NSTA Press.


Chatterji, M. (2002). Models and Methods for Examining Standards-Based Reforms and Accountability Initiatives: Have the Tools of Inquiry Answered Pressing Questions on Improving Schools? Review of Educational Research, 72(3), 42p.

Chavez, O. (2003). From the textbook to the enacted curriculum: Textbook use in the middle school mathematics classroom. University of Missouri-Columbia.

Chicago Public Schools. (2002). Chicago Math and Science Initiative: Home Retrieved February 18, 2010, from

Chicago Public Schools. (2008). 08-1022-P01, Rescind Board Report 87-0527-P02 and adopt a new middle grades specialization policy. Chicago, Il: Retrieved from /The_Board_of_Education /Documents /BoardActions /2008_10/ 08-1022-PO1.pdf.

Clifford, M., & Millar, S. B. (2007). K-20 Partnerships: Literature review and recommendations for research. Report of the NSF-funded SCALE Partnership. Madison, Wi: University of Wisconsin-Madison.

Clotfelter, C. T., Ladd, H. F., & Vigdor, J. L. (2007). Teacher Credentials and Student Achievement in High School: A Cross-Subject Analysis with Student Fixed Effects. NBER Working Paper No. 13617. Cambridge, Ma: National Bureau of Economic Research.

Coburn, C. E. (2001). Collective Sensemaking about Reading: How Teachers Mediate Reading Policy in Their Professional Communities. [Reports - Research]. Educational Evaluation and Policy Analysis, 23(2), 145-170.

Coburn, C. E. (2003). Rethinking Scale: Moving beyond Numbers to Deep and Lasting Change. [Reports - Descriptive]. Educational Researcher, 32(6), 3-12.

Cohen, D. K., Hill, H. C., & Consortium for Policy Research in Education. (1998). Instructional Policy and Classroom Performance: The Mathematics Reform in California (pp. 56). Philadelphia, PA: Consortium for Policy Research in Education, University of Pennsylvania, Graduate School of Education.

Condliffe Lagemann, E. (2000). An Elusive Science: The Troubling History of Education Research (pp. 302). Chicago, IL: University of Chicago Press.

Conley, S., & Muncey, D. E. (1999). Teachers Talk About Teaming and Leadership in Their Work. Theory Into Practice, 38(1), 10p.

Corwin Press, Inc., A Sage Publications Company, 2455 Teller Road, Thousand Oaks, CA 91320; Tel: 805-499-9734; Fax: 805-499-9734; Fax: 805-499-0871; e-mail: (paperback: ISBN-0-8039-6858-2,.

Council of Chief State School Officers, & The Charles A. Dana Center at the University of Texas at Austin. (2002). Expecting Success: A Study of Five High Performing, High Poverty Elementary Schools. Washington, DC: Council of Chief State School Officers.

Coyle, M. (1997). Teacher Leadership vs. School Management: Flatten the Hierarchies. [Opinion Papers]. Clearing House, 70(5), 236-239.

Cummings, T. G., Mohrman, S. A., Mohrman, A. M., & Ledford Jr., G. E. (1985). Organizational design for the future: A collaborative research approach. In E. E. Lawler (Ed.), Doing research that is useful for theory and practice (1st ed., pp. xxiii, 371 p.). San Francisco: Jossey-Bass.


Darling-Hammond, L., & McLaughlin, M. W. (1995). Policies That Support Professional Development in an Era of Reform. [Reports - Evaluative]. Phi Delta Kappan, 76(8), 597-604.

Darling-Hammond, L., & Sykes, G. (2003). Wanted: A National Teacher Supply Policy for Education: The Right Way To Meet the "Highly Qualified Teacher" Challenge. [Reports - Descriptive]. Education Policy Analysis Archives, 11(33).

Drake, C., & Sherin, M. G. (2006). Practicing Change: Curriculum Adaptation and Teacher Narrative in the Context of Mathematics Education Reform. [Reports - Evaluative]. Curriculum Inquiry, 36(2), 153-187.


Elmore, R. F. (1996). Getting to Scale with Good Educational Practice. [Information Analyses]. Harvard Educational Review, 66(1), 1-26.

Elmore, R. F. (2004). School reform from the inside out : policy, practice, and performance. Cambridge, Mass.: Harvard Education Press.

Elmore, R. F., Burney, D., & National Commission on Teaching & America's Future. (1997). Investing in Teacher Learning: Staff Development and Instructional Improvement in Community School District #2, New York City (pp. 62). New York, NY: Consortium for Policy Research in Education, Philadelphia, PA.


Floden, R. E., Goertz, M., & O'Day, J. (1995). Capacity Building in Systemic Reform. [Reports - Evaluative Reports - Descriptive]. Phi Delta Kappan, 77(1), 19-21.

Frechtling, J. A., Sharp, L. M., & National Science Foundation (U.S.). (1997). User-friendly handbook for mixed method evaluations. Arlington, VA: NSF, Directorate for Education and Human Resources, Division of Research, Evaluation, and Communication.

Fuhrman, S. H., & Consortium for Policy Research in Education. (1994). Challenges in Systemic Education Reform. CPRE Policy Briefs (pp. 10). New Brunswick, NJ: CPRE, Carriage House at the Eagleton Institute of Politics, Rutgers University, 86 Clifton Ave., New Brunswick, NJ 08901-1568.

Fullan, M. G. (1994). Coordinating top-down and bottom up strategies for education reform. In R. J. Anson (Ed.), Systemic reform : perspectives on personalizing education (pp. iii, 200 p.). Washington, DC: U.S. Department of Education: Office of Educational Research & Improvement.


Garet, M. S., Birman, B. F., Porter, A. C., Desimone, L., Herman, R., & American Institutes for Research Washington DC. (1999). Designing Effective Professional Development: Lessons from the Eisenhower Program [and] Technical Appendices (pp. 532): ED Pub P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free). For full text:

Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001). What Makes Professional Development Effective? Results from a National Sample of Teachers. [Reports - Research]. American Educational Research Journal, 38(4), 915-945.

Gioa, D. A., & Chittipeddi, K. (1991). Sensemaking and sensegiving in strategic change initiation. Strategic Management Journal, 12.

Gitlin, A., & Margonis, F. (1995). The Political Aspect of Reform: Teacher Resistance as Good Sense. [Information Analyses Opinion Papers]. American Journal of Education, 103(4), 377-405.

Goertz, M. E., & National Center for Research on Teacher Learning East Lansing MI. (1995). Systemic Reform. [Volume I: Findings and Conclusions.] Studies of Education Reform (pp. 187): Consortium for Policy Research in Education, New Brunswick, NJ.

U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.

Gomez, L., & Reiser, B. (2002). Northwestern University Chicago Urban Systemic Program: Second Annual Report, Submitted to Chicago Public Schools for the period from September 1, 2001 to August 31, 2002. Chicago, Il: Northwestern University Chicago.

Greene, J. C., & Caracelli, V. J. (1997). Defining and Describing the Paradigm Issue in Mixed-Method Evaluation. [Reports - Evaluative]. New Directions for Evaluation(74), 5-17.

Guskey, T. R. (1995). Professional Development in Education: In Search of the Optimal Mix (pp. 36).


Hamilton, L. S., McCaffrey, D. F., Stecher, B. M., Klein, S. P., Robyn, A., & Bugliari, D. (2003). Studying Large-Scale Reforms of Instructional Practice: An Example from Mathematics and Science. [Reports - Descriptive]. Educational Evaluation and Policy Analysis, 25(1), 1-29.

Haycock, K. (2001). Closing the Achievement Gap. [Reports - Evaluative]. Educational Leadership, 58(6), 6-11.

Heck, D. J., Weiss, I. R., & Consortium for Policy Research in Education. (2005). Strategic Leadership for Education Reform: Lessons from the Statewide Systemic Initiatives Program. CPRE Policy Briefs RB-41 (pp. 16). Philadelphia, PA: Consortium for Policy Research in Education. University of Pennsylvania, 3440 Market Street, Suite 560, Philadelphia, PA 19104. Tel: 215-593-0700; Fax: 215-573-7914; e-mail:; Web site:

Heilig, J. V., & Darling-Hammond, L. (2008). Accountability Texas-Style: The Progress and Learning of Urban Minority Students in a High-Stakes Testing Context. [Reports - Research]. Educational Evaluation and Policy Analysis, 30(2), 75-110.

Hill, H. C., Rowan, B., & Ball, D. L. (2005). Effects of Teachers' Mathematical Knowledge for Teaching on Student Achievement. [Reports - Research]. American Educational Research Journal, 42(2), 371-406.

Honig, M. I., & Hatch, T. C. (2004). Crafting Coherence: How Schools Strategically Manage Multiple, External Demands. [Reports - Descriptive]. Educational Researcher, 33(8), 16-30.


Illinois State Board of Education. (1996). Illinois framework for restructuring the recruitment, preparation, licensure and continuing professional development of teachers. Retrieved from


Kannapel, P. J., & Clements, S. K. (2005). Inside the black box of high-performing high-poverty schoolos: A report from the Prichard Committee for Academic Excellence. Lexington, Ky: Prichard Committee for Academic Excellence.

Kaser, J. S., Bourexis, P. S., Loucks-Horsley, S., Raizen, S. A., & National Center for Improving Science Education. (1999). Enhancing Program Quality in Science and Mathematics (pp. 260). Washington, DC: NETWORK, Inc., Andover, MA.

Knapp, M. S. (1997). Between Systemic Reforms and the Mathematics and Science Classroom: The Dynamics of Innovation, Implementation, and Professional Learning. [Information Analyses Reports - Evaluative]. Review of Educational Research, 67(2), 227-266.


Lieberman, A. (1988). Building a Professional Culture in Schools (pp. 251): Teachers College Press, Teachers College, Columbia University, 1234 Amsterdam Ave., New York, NY 10027.

Lieberman, A. (1995). Practices That Support Teacher Development. [Reports - Evaluative]. Phi Delta Kappan, 76(8), 591-596.

Lipman, P., & Haines, N. (2007). From Accountability to Privatization and African American Exclusion: Chicago's "Renaissance 2010". [Opinion Papers Reports - Evaluative]. Educational Policy, 21(3), 471-502.

Loveless, T., & Brookings Institution Washington DC. (2004). How Well Are American Students Learning? With Studies of NAEP Math Items, Middle School Math Teachers, and the Revamped Blue Ribbon Schools Awards. Volume I, Number 5 (pp. 36): The Brookings Institution, 1775 Massachusetts Ave., NW, Washington, DC 20036. Tel: 202-797-6000.


McDermott, K. A. (2000). Barriers to Large-Scale Success of Models for Urban School Reform. [Reports - Descriptive]. Educational Evaluation and Policy Analysis, 22(1), 83-89.

McKnight, C. C., & Valverde, G. A. (1999). Explaining TIMSS Mathematics Achievement: A Preliminary Survey. In G. Kaiser, E. Luna & I. Huntley (Eds.), International Comparisons in Mathematics Education (pp. 48-67). London: Falmer Press.

McLaughlin, M. (1987). Learning from Experience: Lessons from Policy Implementation. Educational Evaluation and Policy Analysis, 9(2), 171-178.

McLaughlin, M. W. (1976). Implementation as Mutual Adaptation: Change in Classroom Organization. Teachers College Record.

Merriam, S. B. (1988). Case Study Research in Education. A Qualitative Approach (pp. 246): Jossey-Bass Inc., Publishers, P.O. Box 44305, San Francisco, CA 94144-4305 (


National Center for Education Statistics, & University of Pittsburgh. (1997). Performance standards: English language arts, mathematics, science and applied learning. Washington, DC.

National Commission on Teaching & America's Future, Box 117, Teachers College, Columbia University, New York, NY 10027.

National Council of Teachers of Mathematics. (2000). Principles & Standards for school mathematics. Reston, Va.

National Council of Teachers of Mathematics, & Commission on Standards for School Mathematics. (1989). Curriculum and evaluation standards for school mathematics. Reston, Va.: The Council.

National Council of Teachers of Mathematics. Commission on Teaching Standards for School Mathematics. (1991). Professional standards for teaching mathematics. Reston, VA: The Council.

National Research Council (U.S.). (1996). National Science Education Standards : observe, interact, change, learn. Washington, DC: National Academy Press.

National Research Council (U.S.), Atkin, J. M., Black, P. J., & Coffey, J. (2001). Classroom assessment and the National Science Education Standards. Washington, DC: National Academy Press.

National Research Council (U.S.), Bransford, J., Brown, A. L., & Cocking, R. R. (1999). How people learn : brain, mind, experience, and school. Washington, D.C.: National Academy Press.

Nevo, D. (Ed.). (2002). School-based Evaluation: An International Perspective (Vol. 8). Kidlington, Oxford, UK: Elsevier Science, Ltd.

Newmann, F. M. (1996). Authentic achievement : restructuring schools for intellectual quality (1st ed.). San Francisco: Jossey-Bass Publishers.

Newmann, F. M., & Sconzert, K. (2000). School improvement with external partners Improving Chicago's schools. Chicago, Il: University of Chicago.

Newmann, F. M., Smith, B., Allensworth, E., & Bryk, A. S. (2001). Instructional Program Coherence: What It Is and Why It Should Guide School Improvement Policy. [Reports - Descriptive]. Educational Evaluation and Policy Analysis, 23(4), 297-321.


Pellegrino, J. W., Chudowsky, N., Glaser, R., & National Research Council (U.S.). Committee on the Foundations of Assessment. (2001). Knowing what students know : the science and design of educational assessment. Washington, DC: National Academy Press.

Pelletier, L. G., Seguin-Levesque, C., & Legault, L. (2002). Pressure from Above and Pressure from Below as Determinants of Teachers' Motivation and Teaching Behaviors. Journal of Educational Psychology, 94(1), 186-196.


Reys, B. J., & Reys, R. E. (1997). Collaborative curriculum investigation as a vehicle for teacher enhancement and mathematics. School Science & Mathematics, 97(5), 7p.

Reys, B. J., Robinson, E., Sconiers, S., & Mark, J. (1999). Mathematics Curricula Based on Rigorous National Standards. Phi Delta Kappan, 80(6), 3p.

Robitaille, D. F., & Travers, K. J. (1992). International studies of achievement in mathematics. In D. A. Grouws & National Council of Teachers of Mathematics. (Eds.), Handbook of research on mathematics teaching and learning. New York; London: Macmillan Library Reference USA; Simon & Schuster and Prentice Hall International.

Ruiz-Primo, M. A., Shavelson, R. J., Hamilton, L., & Klein, S. (2002). On the Evaluation of Systemic Science Education Reform: Searching for Instructional Sensitivity. [Reports - Research]. Journal of Research in Science Teaching, 39(5), 369-393.


Schmidt, W., Houang, R., & Cogan, L. (2002). A Coherent Curriculum: The Case of Mathematics. [Reports - Descriptive]. American Educator, 26(2), 10-26,47.

Schmidt, W. H., McKnight, C. C., Houang, R. T., Wang, H., Wiley, D. E., Cogan, L. S., et al. (2001). Why Schools Matter: A Cross-National Comparison of Curriculum and Learning The Jossey-Bass Education Series. San Francisco, CA.

Shulman, L. S. (1986). Those Who Understand: Knowledge Growth in Teaching. [Reports - General]. Educational Researcher, 15(2), 4-14.

Smith, M., & O'Day, J. (1990). Systemic School Reform. In S. Fuhrman & B. Malen (Eds.), The politics of curriculum and testing (pp. 233-267). Philadelpha, Pa: Falmer Press.

Smylie, M. A. (1995). Teacher learning in the workplace: Implications for school reform. In T. R. Guskey & M. Huberman (Eds.), Professional Development in Education: New Paradigms and Practices (pp. 290). New York, NY: Columbia University, Teachers College Press.

Smylie, M. A., Allensworth, E., Greenberg, R. C., Harris, R., & Luppescu, S. (2001). Teacher professional development in Chicago: Supporting effective practice. Chicago, Il: Consortium on Chicago School Research; University of Chicago.

Smylie, M. A., & Wenzel, S. (2003). The Chicago Annenberg Challenge: Successes, failures, and lessons for the future: Final technical report of the Chicago Annenberg Research Project. Chicago, Il: Consortium on Chicago School Research.

Spillane, J. P., Reiser, B. J., & Reimer, T. (2002). Policy Implementation and Cognition: Reframing and Refocusing Implementation Research. [Information Analyses]. Review of Educational Research, 72(3), 387-431.

State of Illinois. (2010). Illinois Administrative Code, Title 23: Education and cultural resources, Subtitle a: Education, Chapter 1: State board of education, Subchapter b: Personnel, Part 25: Certification. Retrieved from

Stigler, J. W., & Hiebert, J. (1999). The Teaching Gap: Best Ideas from the World's Teachers for Improving Education in the Classroom (pp. 210). New York, NY.

Supovitz, J. A., & Taylor, B. S. (2005). Systemic Education Evaluation: Evaluating the Impact of Systemwide Reform in Education. [Reports - Evaluative]. American Journal of Evaluation, 26(2), 204-230.


Tollefson, N. (2000). Classroom Applications of Cognitive Theories of Motivation. Educational Psychology Review, 12(1), 21p.

Trafton, P. R., Reys, B. J., & Wasman, D. G. (2001). Standards-Based Mathematics Curriculum Materials: A Phrase In Search of a Definition. Phi Delta Kappan, 83(3), 6p.

Tyack, D., & Cuban, L. (1995). Tinkering toward Utopia: A Century of Public School Reform (pp. 190): Harvard University Press, 79 Garden Street, Cambridge, MA 02138 (

Tyson-Bernstein, H., & Woodward, A. (1991). Nineteenth century policies for twenty-first century practice: The textbook reform dilemma. In P. G. Altbach, G. P. Kelly, H. G. Petrie & L. Weis (Eds.), Textbooks in American society (pp. 91-104). Albany, Ny: State University of New York Press.


Urbanski, A., & Nickolaou, M. B. (1997). Reflections on Teachers as Leaders. [Reports - Evaluative]. Educational Policy, 11(2), 243-254.


Waters, G. A. (1998). Critical Evaluation for Education Reform. [Reports - Evaluative]. Education Policy Analysis Archives, 6(20).

Weick, K. E. (2001). Making sense of the organization. Oxford, UK ; Malden, MA: Blackwell Publishers.

Weiss, I. R., Banilower, E. R., McMahon, K. C., & Smith, P. S. (2001). Report of the 2000 National Survey of Science and Mathematics Education. Chapel Hill, NC: Horizon Research, Inc.

Wenglinsky, H. (2004). Closing the Racial Achievement Gap: The Role of Reforming Instructional Practices. [Reports - Research]. Education Policy Analysis Archives, 12(64).

Wenglinsky, H., & Educational Testing Service Princeton NJ. Policy Information Center. (2000). How Teaching Matters: Bringing the Classroom Back into Discussions of Teacher Quality (pp. 41): Policy Information Center, Mail Stop 04-R, Educational Testing Service, Rosedale Road, Princeton, NJ 08541-0001.

Wisconsin Center for Education Research. (2010). Surveys of Enacted Curriculum, 2010

Wynne, J. (2001). Teachers as Leaders in Education Reform ERIC Educational Reports.

Previous Page