References

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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 http://www.ed.gov/legislation/ESEA02/107-110.pdf.

A

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B

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C

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.

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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.

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D

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.

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E

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.



F

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.

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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.



G

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: http://www.ed.gov/offices/OUS/eval/elem.html#Math/Science.

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.

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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).



H

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: cpre@gse.upenn.edu; Web site: http://www.cpre.org/Publications/Publications.htm.

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.



I

Illinois State Board of Education. (1996). Illinois framework for restructuring the recruitment, preparation, licensure and continuing professional development of teachers. Retrieved from http://www.isbe.net/profprep/PDFs/Framework1996.pdf.



K

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.

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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.



L

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.

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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.

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M

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.

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N

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P

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R

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S

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T

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U

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W

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