Improvement Research in Education · Search · University of Michigan CoRE Project

Operating Room: Relational Spaces and Microinstitutional Change in Surgery

Kellogg, K. C. (2009). Operating Room: Relational Spaces and Microinstitutional Change in Surgery. American Journal of Sociology, 115(3), 657–711. https://doi.org/10.1086/603535

The Study of Identity As Cultural, Institutional, Organizational, and Personal Narratives: Theoretical and Empirical Integrations

Loseke, D. R. (2007). The Study of Identity As Cultural, Institutional, Organizational, and Personal Narratives: Theoretical and Empirical Integrations. The Sociological Quarterly, 48(4), 661–688. https://doi.org/10.1111/j.1533-8525.2007.00096.x

Teachers’ Professional Community in Restructuring Schools

Louis, K. S., Marks, H. M., & Kruse, S. (1996). Teachers’ Professional Community in Restructuring Schools. American Educational Research Journal, 33(4), 757–798. https://doi.org/10.3102/00028312033004757

Institutional Change in Toque Ville: Nouvelle Cuisine as an Identity Movement in French Gastronomy

Rao, H., Monin, P., & Durand, R. (2003). Institutional Change in Toque Ville: Nouvelle Cuisine as an Identity Movement in French Gastronomy. American Journal of Sociology, 108(4), 795–843. https://doi.org/10.1086/367917

Culture in Action: Symbols and Strategies

Swidler, A. (1986). Culture in Action: Symbols and Strategies. American Sociological Review, 51(2), 273–286. https://doi.org/10.2307/2095521

A Toolkit for Analyzing Corporate Cultural Toolkits

Weber, K. (2005). A Toolkit for Analyzing Corporate Cultural Toolkits. Poetics, 33(3), 227–252. https://doi.org/10.1016/j.poetic.2005.09.011

Managing Knowledge in Organizations: An Integrative Framework and Review of Emerging Themes

Argote, L., McEvily, B., & Reagans, R. (2003). Managing Knowledge in Organizations: An Integrative Framework and Review of Emerging Themes. Management Science, 49(4), 571–582. https://doi.org/10.1287/mnsc.49.4.571.14424

Accessing, Documenting, and Communicating Practical Wisdom: The Phronesis of School Leadership Practice

Halverson, R. (2004). Accessing, Documenting, and Communicating Practical Wisdom: The Phronesis of School Leadership Practice. American Journal of Education, 111(1), 90–121. https://doi.org/10.1086/424721

Within and Beyond Communities of Practice: Making Sense of Learning Through Participation, Identity and Practice

Handley, K., Sturdy, A., Fincham, R., & Clark, T. (2006). Within and Beyond Communities of Practice: Making Sense of Learning Through Participation, Identity and Practice. Journal of Management Studies, 43(3), 641–653. https://doi.org/10.1111/j.1467-6486.2006.00605.x

Study Designs for PDSA Quality Improvement Research

Speroff, T., & O’Connor, G. T. (2004). Study Designs for PDSA Quality Improvement Research. Quality Management in Healthcare, 13(1), 17.

Learning and Practicing Continuous Improvement: Lessons from the CORE Districts

Gallagher, H. A., & Cottingham, B. W. (2019). Learning and Practicing Continuous Improvement: Lessons from the CORE Districts. Policy Analysis for California Education. https://edpolicyinca.org/publications/learning-and-practicing-continuous-improvement-lessons-core-districts

Carnegie Math Pathways 2015-2016 Impact Report: A Five-Year Review

Hoang, H., Huang, M., Sulcer, B., & Yesilyurt, S. (2017). Carnegie Math Pathways 2015-2016 Impact Report: A Five-Year Review. Carnegie Foundation for the Advancement of Teaching. https://www.carnegiefoundation.org/resources/publications/carnegie-math-pathways-2015-2016-impact-report-a-five-year-review/

The Critical Role of a Well-Articulated, Coherent Design in Professional Development: An Evaluation of a State-Wide Two-Week Program for Mathematics and Science Teachers

Saderholm, J., Ronau, R. N., Rakes, C. R., Bush, S. B., & Mohr-Schroeder, M. (2017). The Critical Role of a Well-Articulated, Coherent Design in Professional Development: An Evaluation of a State-Wide Two-Week Program for Mathematics and Science Teachers. Professional Development in Education, 43(5), 789–818. https://doi.org/10.1080/19415257.2016.1251485

Strengthening Developmental Education Reforms: Evidence on Implementation Efforts From the Scaling Innovation Project

Edgecombe, N., Cormier, M. S., Bickerstaff, S., & Barragan, M. (2013). Strengthening Developmental Education Reforms: Evidence on Implementation Efforts From the Scaling Innovation Project (Working Paper No. 6; pp. 1–48). Community College Research Center.

Lesson Study: A Japanese Approach To Improving Mathematics Teaching and Learning

Fernandez, C., & Yoshida, M. (2004). Lesson Study: A Japanese Approach To Improving Mathematics Teaching and Learning. Routledge. https://doi.org/10.4324/9781410610867

Using Design-Based Research to Improve the Lesson Study Approach to Professional Development in Camden (London)

Brown, C., Taylor, C., & Ponambalum, L. (2016). Using Design-Based Research to Improve the Lesson Study Approach to Professional Development in Camden (London). London Review of Education. https://doi.org/10.18546/LRE.14.2.02

Japanese Lesson Study: Teacher Professional Development through Communities of Inquiry

Doig, B., & Groves, S. (2011). Japanese Lesson Study: Teacher Professional Development through Communities of Inquiry. Mathematics Teacher Education and Development, 13(1), Article 1.

Implementing Japanese Lesson Study in Foreign Countries: Misconceptions Revealed

Fujii, T. (2014). Implementing Japanese Lesson Study in Foreign Countries: Misconceptions Revealed. Mathematics Teacher Education and Development, 16(1), Article 1.

Reassessing the Principal's Role in School Effectiveness: A Review of Empirical Research, 1980-1995

Hallinger, P., & Heck, R. H. (1996). Reassessing the Principal’s Role in School Effectiveness: A Review of Empirical Research, 1980-1995. Educational Administration Quarterly, 32(1), 5–44. https://doi.org/10.1177/0013161X96032001002

Teaching Versus Teachers as a Lever for Change: Comparing a Japanese and a U.S. Perspective on Improving Instruction

Hiebert, J., & Stigler, J. W. (2017). Teaching Versus Teachers as a Lever for Change: Comparing a Japanese and a U.S. Perspective on Improving Instruction. Educational Researcher, 46(4), 169–176. https://doi.org/10.3102/0013189X17711899

System Learning in an Urban School District: A Case Study of Intra-District Learning

Redding, C., Cannata, M., & Miller, J. M. (2018). System Learning in an Urban School District: A Case Study of Intra-District Learning. Journal of Educational Change, 19(1), 77–101. https://doi.org/10.1007/s10833-017-9310-3

Poco a Poco: Leadership Practices Supporting Productive Communities of Practice in Schools Serving the New Mainstream

Scanlan, M., Kim, M., Burns, M. B., & Vuilleumier, C. (2016). Poco a Poco: Leadership Practices Supporting Productive Communities of Practice in Schools Serving the New Mainstream. Educational Administration Quarterly, 52(1), 3–44. https://doi.org/10.1177/0013161X15615390

Examining Capacity for “Cross-Pollination” in a Rural School District: A Social Network Analysis Case Study

Woodland, R. H., & Mazur, R. (2019). Examining Capacity for “Cross-Pollination” in a Rural School District: A Social Network Analysis Case Study. Educational Management Administration & Leadership, 47(5), 815–836. https://doi.org/10.1177/1741143217751077

Using Research to Improve College Readiness: A Research Partnership Between the Los Angeles Unified School District and the Los Angeles Education Research Institute

Phillips, M., Yamashiro, K., Farrukh, A., Lim, C., Hayes, K., Wagner, N., White, J., & Chen, H. (2015). Using Research to Improve College Readiness: A Research Partnership Between the Los Angeles Unified School District and the Los Angeles Education Research Institute. Journal of Education for Students Placed at Risk (JESPAR), 20(1–2), 141–168. https://doi.org/10.1080/10824669.2014.990562

Creating a Culture of Data Use for Continuous Improvement: A Case Study of an Edison Project School

Sutherland, S. (2004). Creating a Culture of Data Use for Continuous Improvement: A Case Study of an Edison Project School. The American Journal of Evaluation, 25(3), 277–293. https://doi.org/10.1016/j.ameval.2004.05.009

The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions

Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions. Child Development, 82(1), 405–432. https://doi.org/10.1111/j.1467-8624.2010.01564.x

Engaging Families in the High School Transition: Initial Findings From a Continuous Improvement Initiative

Iver, M. A. M., Sheldon, S., Epstein, J., Rice, E., Iver, D. M., & Simmons, A. (2018). Engaging Families in the High School Transition: Initial Findings From a Continuous Improvement Initiative. School Community Journal, 28(1), 37–66.

Wise Feedback as a Timely Intervention for At-Risk Students Transitioning Into High School

Thayer, A. J., Cook, C. R., Fiat, A. E., Bartlett-Chase, M. N., & Kember, J. M. (2018). Wise Feedback as a Timely Intervention for At-Risk Students Transitioning Into High School. School Psychology Review, 47(3), 275–290. https://doi.org/10.17105/SPR-2017-0021.V47-3

Lesson Study: An Approach to Increase the Competency of Out-of-Field Mathematics Teacher in Building the Students Conceptual Understanding in Learning Mathematics

Amirullah, A. H. (2018). Lesson Study: An Approach to Increase the Competency of Out-of-Field Mathematics Teacher in Building the Students Conceptual Understanding in Learning Mathematics. Journal of Educational Sciences, 2(2), Article 2. https://doi.org/10.31258/jes.2.2.p.1-13

University Support of Secondary STEM Teachers Through Professional Development.

Beaudoin, C. R., Johnston, P. C., Jones, L. B., & Waggett, R. J. (2013). University Support of Secondary STEM Teachers Through Professional Development. Education, 133(3), 330–340.

Lesson Study to Scale Up Research-Based Knowledge: A Randomized, Controlled Trial of Fractions Learning

Lewis, C., & Perry, R. (2017). Lesson Study to Scale Up Research-Based Knowledge: A Randomized, Controlled Trial of Fractions Learning. Journal for Research in Mathematics Education, 48(3), 261–299. https://doi.org/10.5951/jresematheduc.48.3.0261

Learning in Practice: Exploring the Use of Plan-Do-Study-Act Cycles to Support Professional Learning

Lozano, M. (2017). Learning in Practice: Exploring the Use of Plan-Do-Study-Act Cycles to Support Professional Learning [Ph.D., UCLA]. https://escholarship.org/uc/item/3mn1j51b

Lesson Study in Mathematics: Three Cases from Singapore

This chapter reports mainly the mathematics research lessons component of a two-year intervention project (2006 and 2007) funded by the Centre for Research in Pedagogy and Practice (CRPP). The project team worked closely with a government school to implement Lesson Study as a teacher-directed form of instructional improvement. The chapter introduces the conceptual framework of cultural-historic activity theory and Wenger's community of practice and how they guide our intervention. It then examines the continuous improvement processes and teacher learning through three cases of mathematics research lessons conducted in three Lesson Study cycles. The topics cover long division, area and perimeter, and equivalent fractions in Primary 3 and 4. As the cases highlight, Lesson Study has become not only a powerful tool to bring together knowledge from diverse communities but also a rich site for the induction and mentoring of novice teachers. Researchers' learning from the implementation is equally powerful.

How Leaders Can Support Teachers with Data-Driven Decision Making: A Framework for Understanding Capacity Building

Marsh, J. A., & Farrell, C. C. (2015). How Leaders Can Support Teachers with Data-Driven Decision Making: A Framework for Understanding Capacity Building. Educational Management Administration & Leadership, 43(2), 269–289. https://doi.org/10.1177/1741143214537229

Co-Constructors of Data, Co-Constructors of Meaning: Teacher Professional Development in an Age of Accountability

Schnellert, L. M., Butler, D. L., & Higginson, S. K. (2008). Co-Constructors of Data, Co-Constructors of Meaning: Teacher Professional Development in an Age of Accountability. Teaching and Teacher Education, 24(3), 725–750. https://doi.org/10.1016/j.tate.2007.04.001

Involving Teachers in Data-Driven Decision Making: Using Computer Data Systems to Support Teacher Inquiry and Reflection

Wayman, J. C. (2005). Involving Teachers in Data-Driven Decision Making: Using Computer Data Systems to Support Teacher Inquiry and Reflection. Journal of Education for Students Placed at Risk (JESPAR), 10(3), 295–308. https://doi.org/10.1207/s15327671espr1003_5

Raising Test Scores through the Continuous Improvement Model

Weller, L. D., & Weller, S. J. (1998). Raising Test Scores through the Continuous Improvement Model. The Clearing House, 71(3), 159–164. https://doi.org/10.1080/00098659809599351

Total Quality Management In The Public Sector: An International Perspective

Colin, M., & Stephen, M. (1994). Total Quality Management In The Public Sector: An International Perspective. McGraw-Hill Education (UK).

Juran's Quality Handbook: The Complete Guide to Performance Excellence, Seventh Edition

Defeo, J. A. (2016). Juran’s Quality Handbook: The Complete Guide to Performance Excellence, Seventh Edition. McGraw Hill Professional.

Measure What Matters: How Google, Bono, and the Gates Foundation Rock the World with OKRs

Doerr, J. (2018). Measure What Matters: How Google, Bono, and the Gates Foundation Rock the World with OKRs. Penguin Publishing Group.

Systems Thinking in the Public Sector

Seddon, J. (2008). Systems Thinking in the Public Sector. Triarchy Press.

Building a Learning Organization

Garvin, D. A. (1993, July 1). Building a Learning Organization. Harvard Business Review, 71(4), 78–91.

Transforming the Balanced Scorecard from Performance Measurement to Strategic Management: Part I

Kaplan, R. S., & Norton, D. P. (2001). Transforming the Balanced Scorecard from Performance Measurement to Strategic Management: Part I. Accounting Horizons, 15(1), 87–104. https://doi.org/10.2308/acch.2001.15.1.87

The Toyota Way in Services: The Case of Lean Product Development

Liker, J. K., & Morgan, J. M. (2006). The Toyota Way in Services: The Case of Lean Product Development. Academy of Management Perspectives, 20(2), 5–20. https://doi.org/10.5465/amp.2006.20591002

Six Sigma: A Goal-Theoretic Perspective

Linderman, K., Schroeder, R. G., Zaheer, S., & Choo, A. S. (2003). Six Sigma: A Goal-Theoretic Perspective. Journal of Operations Management, 21(2), 193–203. https://doi.org/10.1016/S0272-6963(02)00087-6

Systems Thinking and Organizational Learning: Acting Locally and Thinking Globally in the Organization of the Future

Senge, P. M., & Sterman, J. D. (1992). Systems Thinking and Organizational Learning: Acting Locally and Thinking Globally in the Organization of the Future. European Journal of Operational Research, 59(1), 137–150. https://doi.org/10.1016/0377-2217(92)90011-W

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