I read. A lot.

The lists below include books and mostly scholarly or empirical works. I also like to read other things and save them in a Diigo Library.

Books

Bambrick-Santoyo, P. (2019). Driven by data 2.0. Jossey-Boss

Bandura, A. (1986). Social foundations of thought and action. Englewood Cliffs: Prentice Hall.

Banks, J. A. (2006). Cultural diversity and education: Foundations. Curriculum, and Teaching. Boston: Pearson Education, Inc.
Chicago

Bardach, E. (2012). A practical guide for policy analysis: The eightfold path to more effective problem solving (4th ed.). Los Angeles, CA: Sage.

Bolman, L. G., & Deal, T. E. (2008). Reframing organizations: Artistry, choice, and leadership (4 ed.). San Francisco: Jossey-Bass.

Boyd, D. (2014). It’s complicated: The social lives of networked teens. Yale University Press.

Bronfenbrenner, U. (1979). The Ecology of Human Development. Cambridge, MA: Harvard University Press.

Bryk, A. S., Gomez, L. M., Grunow, A., & LeMahieu, P. G. (2015). Learning to improve: How America’s schools can get better at getting better. Cambridge, Massachusetts: Harvard Education Press.

Case, S. (2017). The third wave: An entrepreneur’s vision of the future. Simon and Schuster.

Chen, M. (2012). Education nation: Six leading edges of innovation in our schools. John Wiley & Sons.

Chubb, J. E., & Moe, T. M. (1990). Politics, markets, and America’s schools. Washington, D.C.: Brookings Institution Press.

Clapp, E. P., Ross, J., Ryan, J. O., & Tishman, S. (2017). Maker-centered learning. San Francisco: Jossey-Bass.

Clear, J. (2018). Atomic habits: An easy & proven way to build good habits & break bad ones. Penguin.

Creswell, J.W., & Plano Clark, V.L. (2011). Designing and conducting mixed methods research. Thousand Oaks, CA: Sage.

Crozier, M., & Friedberg, E. (1980). Actors and systems: The politics of collective action (A. Goldhammer, Trans.). Chicago, IL: University of Chicago Press.

Cottom, T. M. (2018). Thick: And other essays. The New Press.

Cuban, L. (2018). The flight of a butterfly or the path of a bullet?: Using technology to transform teaching and learning. Cambridge, MA: Harvard Education Press.

Davis, M. (1936). The lost generation. The Macmillan Company

Dewey, J. (1916). Democracy and education: An introduction to the philosophy of education. [html version]. Retrieved from http://www.gutenberg.org/files/852/852-h/852-h.htm

Dintersmith, T. (2018). What school could be: Insights and inspiration from teachers across America. Princeton University Press.

Eyler, J. R. (2018). How humans learn: The science and stories behind effective college teaching. West Virginia University Press.

Farrington, C. A. (2014). Failing at school: Lessons for redesigning urban high schools. Teachers College Press.

Fisher, J. F. (2018). Who You Know: Unlocking Innovations that Expand Students’ Networks. John Wiley & Sons.

Fritzgerald, A. (2020). Antiracism and Universal Design for Learning: Building Expressways to Success. CAST.

Fullan, M. & Edwards, M. (2017). The power of unstoppable momentum: Key drivers to revolutionize your district. Bloomington, IN: Solution Tree.

Godin, S. (2010). Linchpin: Are you indispensable? How to drive your career and create a remarkable future. Hachette UK.

Goleman, D. & Senge, P. (2014). The Triple Focus: A new approach to education.

Gardner, H., & Davis, K. (2013). The app generation: How today’s youth navigate identity, intimacy, and imagination in a digital world. Yale University Press.

Grant, A. (2016). Originals: How non-conformists move the world. Penguin Books.

Hardiman, M. (2012). The brain targeted teaching model for 21st century schools. Thousand Oaks, CA: Corwin-Press.

Jenkins, H., & Ito, M. (2015). Participatory culture in a networked era: A conversation on youth, learning, commerce, and politics. John Wiley & Sons.

Johnson, B. (1992). Polarity management: Identifying and managing unsolvable problems. Amherst: HRD Press, Inc.

Kendi, I. X. (2019). How to be an antiracist. One world.

Kise, J. A. G. (2014). Unleashing the positive power of differences: Polarity thinking in our schools. Thousand Oaks, CA: Corwin.

Leithwood, K., Harris, A., & Strauss, T. (2010). Leading school turnaround: How successful leaders transform low-performing schools. John Wiley & Sons.

Lichtman, G. (2008). The Falconer: What we wish we had learned in school. iUniverse.

Lichtman, G. (2017). Moving the Rock: Seven Levers We Can Press to Transform Education. John Wiley & Sons.

Lochmiller, C.R. & Lester, J.N. (2017). An introduction to educational research: Connecting methods to practice. Thousand Oaks, CA: SAGE

Martinez, S. L., & Stager, G. (2013). Invent to learn. Making, Tinkering, and Engineering in the Classroom. Torrance, Canada: Construting Modern Knowledge.

McIlwain, C. D. (2019). Black software: The Internet and racial justice, from the AfroNet to Black Lives Matter. Oxford University Press.

McLeod, S. & Shareski, D. (2018). Different schools for a different world. Bloomington, IN: Solution Tree.

McTighe, J., & Wiggins, G. (2013). Essential questions: Opening doors to student understanding. ASCD.

Mertler, C. A. (2014). The Data-Driven Classroom: How do I use student data to improve my instruction?. ASCD.

Mintzberg, H. (1989). Mintzberg on Management. Simon and Schuster.

Morris, S. M., & Stommel, J. (2018). An urgency of teachers: The work of critical digital pedagogy. Hybrid Pedagogy Inc..

Murnane, R. J., & Willett, J. B. (2010). Methods matter: Improving causal inference in educational and social science research. Oxford University Press.

O’leary, Z. (2004). The essential guide to doing research. Sage.

Postman, P. N., & Weingartner, C. (1969). Teaching as a subversive activity. Delta.

Reich, J. (2020). Failure to disrupt: Why technology alone can’t transform education. Harvard University Press.

Richardson, W. (2012). Why school. How education must change when learning and information are everywhere.TED.

Robinson, K., & Aronica, L. (2016). Creative schools: The grassroots revolution that’s transforming education. Penguin books.

Rogers, E. M. (2004b). Diffusion of Innovations(3rd ed.), London: The Free Press.

Rossi, P., Lipsey, M., & Freeman, H. (2004). Evaluation: A systematic approach. Thousand Oaks, CA: Sage.

Saldana, J. (2009). The coding manual for qualitative researchers. London: SAGE.

Salkind, N. J. (2004). Statistics for people who hate statistics. Sage Publications Inc, London, UK.

Scheer, R. (2015). They know everything about you: How data-collecting corporations and snooping government agencies are destroying democracy. Bold Type Books.

Schutt, Russell K. (2015). Investigating the social world: The process and practice of research (8th ed.). Thousand Oaks, CA: Sage Publications.

Senge, P. M. (1990). The fifth discipline. New York: Double Day.

Senge, P. M. (2006). The fifth discipline: The art and practice of the learning organization. New York: Broadway Business.

Shadish, W., Cook, T., and Campbell, D. (2002). Experimental and quasi-experimental designs for generalized causal inference. Boston, MA: Houghton Mifflin Company.

Shirky, C. (2010). Cognitive surplus: How technology makes consumers into collaborators. Penguin.

Morris, S. M., & Stommel, J. (2018). An urgency of teachers: The work of critical digital pedagogy. Hybrid Pedagogy.

Toffler, A. (1971). Future shock.New York, NY: Bantam Books.

Tyack, D. B., & Cuban, L. (1995). Tinkering toward utopia: A century of public school reform. Cambridge, MA: Harvard University Press. doi: 10.1017/s0021875800025123

Vygotsky, L. S. (1962). Language and thought. Ontario, Canada: Massachusetts Institute of Technology Press.

Vygotsky, L. S. (1978). Mind in Society. Cambridge, MA: Harvard University Press.

Wagner, T. & Dintersmith, T. (2016). Most likely to succeed: Preparing our kids for the innovation era.New York, NY: Scribner.

Warschauer, M. (2004). Technology and social inclusion: Rethinking the digital divide. MIT press.

Watkins, S. C., & Cho, A. (2018). The digital edge: how Black and Latino youth navigate digital inequality. NYU Press.

Weinberger, D. (2011). Too Big to Know: Rethinking Knowledge Now That the Facts Aren T the Facts, Experts Are Everywhere, and the Smartest Person in the Room Is the Room. Basic Books.

Zhao, Y. (2012). World class learners: Educating creative and entrepreneurial students. Corwin Press.
Chicago

Zhao, Y. (2018). Reach for greatness: Personalizable education for all children. Corwin Press.

Zhao, Y. (2018). What Works May Hurt—Side Effects in Education. Teachers College Press.

Journal Articles, White Papers, Book Chapters, & Reports

Adams, B., Cummins, M., Davis, A., Freeman, A., C, H., V, A. (2017). Horizon Report: 2017 Higher Education Edition The New Media Consortium

Agostinelli, F., Doepke, M., Sorrenti G., & Zilibotti, F. (2020). When the great equalizer shuts down: Schools, peers, and parents in pandemic times. National Bureau of Economic Research. https://doi.org/10.3386/w28264;

Aikin, W. (1942). High schools and the promise of the future. The High School Journal. 25(4), 149 – 155. doi:10.2307/40367403

Alayeva, E. (2021). What made them so prepared? A project about K-12 resilience. Next Gen Learning Challenges. https://www.nextgenlearning.org/articles/prepare-what-comes-next-schools-successful-covid-response

Albion, P. R., Tondeur, J., Forkosh-Baruch, A., & Peeraer, J. (2015). Teachers’ professional development for ICT integration: Towards a reciprocal relationship between research and practice. Education and Information Technologies, 20(4), 655–673. doi:10.1007/a10639-015-9401-9l

Ali, T. T., Chandra, S., Cherukumili, S., Fazlullah, A., Galicia, E., Hill, H., McAlpine, N., McBride, L., Vaduganathan, N., Weiss, D., & Wu, M. (2021). Looking back, looking forward: What it will take to permanently close the k–12 digital divide. Common Sense Media. https://www.commonsensemedia.org/sites/default/files/research/report/final_-_what_it_will_take_to_permanently_close_the_k-12_digital_divide_vfeb3.pdf

Ali, T., Chandra, S., Cherukumilli, S., Fazlullah, A., Galicia, E., Hill, H., McAlpine, N., McBride, L., Vaduganathan, N., Weiss, D., Wu, M. (2021). Looking back, looking forward: What it will take to permanently close the K–12 digital divide. Common Sense Media. https://www.commonsensemedia.org/sites/default/files/uploads/pdfs/final_-_what_it_will_take_to_permanently_close_the_k-12_digital_divide_vfeb3.pdf

Allensworth, E. & Schwartz, N. (2020). School practices to address student learning loss. EdResearch for Recovery Project. https://annenberg.brown.edu/sites/default/files/EdResearch_for_Recovery_Brief_1.pdf

Alliance for Education. (2015a). Future Ready Gear Assessment for Curriculum, Instruction, and Assessment. Retrieved from Future Ready Dashboard web site: https://dashboard.futurereadyschools.org/uploads/media/default/0001/01/2e3f80dd676db966d4652e1a99e88704bd98c47e.pdf

Alliance for Education. (2015b). Future Ready Framework: Research citations. Retrieved from Future Ready Dashboard web site: https://dashboard.futurereadyschools.org/uploads/media/default/0001/01/2210e5dd1f82157083833a280e47495451f25a55.pdf

Anderson, M., Faverio, M., & Mcclain, C. (2022). How Teens Navigate School During COVID-19. Pew Research Center: Internet, Science & Tech. https://www.pewresearch.org/internet/2022/06/02/how-teens-navigate-school-during-covid-19/

Angrist, N., de Barros, A., Bhula, R., Chakera, S., Cummiskey, C., DeStefano, J., Floretta, J., Kaffenberger, M., Piper, B., & Stern., J. (2021). Building back better to avert a learning catastrophe: Estimating learning loss from COVID-19 school shutdowns in Africa and facilitating short-term and long-term learning recovery. International Journal of Educational Development, 84. https://doi.org/10.1016/j.ijedudev.2021.102397

Åstebro, T., Herz, H., Nanda, R., Weber, R. (2014). Seeking the Roots of Entrepreneurship: Insights from Behavioral Economics. Journal of Economic Perspectives. 28(3), 49 – 70. doi:10.1257/jep.28.3.49

Attewell, P. (2001). The first and second digital divides. Sociology of education, 74(3), 252-259. http://doi.org/10.2307/2673277

Atwell, P. (2001). The first and second digital divide. Sociology of Education, 74(3), 252–259. doi: 10.2307/2673277

Autor, D. H., & Price, B. (2013). The changing task composition of the US labor market: An update of Autor, Levy, and Murnane (2003). Unpublished Manuscript. Retrieved from https://economics.mit.edu/files/11600

Autor, D. H., Levy, F., & Murnane, R. J. (2003). The skill content of recent technological change: An empirical exploration. Quarterly Journal of Economics, 118(4), 1279–1333. doi: 10.1162/003355303322552801

Azorín, C., Harris, A., Jones, M. (2019). Taking a distributed perspective on leading professional learning networks. School Leadership & Management, 1 – 17. https://dx.doi.org/10.1080/13632434.2019.1647418

Bacher-Hicks, A. & Goodman, J. (2021). The Covid-19 pandemic is a lousy natural experiment for studying the effects of online learning​​. Education Next, 21(3). https://www.educationnext.org/covid-19-pandemic-lousy-natural-experiment-for-studying-the-effects-online-learning/

Bailey et al. (2021); Di Pietro et al. (2020); Engzell, P., Frey, A., & Verhagen, M. D. (2021). Learning loss due to school closures during the COVID-19 pandemic. Proceedings of the National Academy of Sciences, 118(17). https://doi.org/10.1073/pnas.2022376118

Bailey, D. H., Duncan, G. J., Murnane, R. J., & Au Yeung, N. (2021). Achievement gaps in the wake of COVID-19. Educational Researcher, 50(5), 266-275. https://doi.org/10.3102%2F0013189X211011237;

Baker, T., Nelson, R. (2016). Creating something from nothing: Resource construction through entrepreneurial bricolage. Administrative Science Quarterly. 50(3), 329 – 366. https://dx.doi.org/10.2189/asqu.2005.50.3.329

Bang, M., Bricker, L. Darling-Hammond, L., Edgerton, A. K., Grossman, P., Gutierrez, K. D., Ishimaru, A., Klevan, S., Lee, C. D., Miyashiro, S., Nasir, N. S., Noguera, P. A., Payne, C., Penuel, B., Plasencia, S., Vossoughi, S. (2021). Summer learning and beyond: Opportunities for creating equity. Learning Policy Institute. https://learningpolicyinstitute.org/product/summer-learning-creating-equity-report

Bannan-Ritland, B. (2003). The role of design in research: The integrative learning design Framework. Educational Researcher, 32(1), 21–24. doi:10.3102/0013189X032001021

Barnes, C. Goertz, M., & Massell, D. (2014). How state education agencies acquire and use research knowledge for school improvement. In K.S. Finnigan & A. J. Daly (Eds.), Beginning the Journey: Research Evidence from the Schoolhouse Door to Capitol Hill (pp. 99-132). New York: Springer.

Barnum, M. (2021). Despite pandemic, there’s little evidence of rising teacher turnover — yet. Chalkbeat. https://www.chalkbeat.org/2021/4/6/22368846/teacher-turnover-quitting-pandemic-data-economy

Baron, R. (2000). Psychological Perspectives on Entrepreneurship. Current Directions in Psychological Science. 9(1), 15 – 18. https://dx.doi.org/10.1111/1467-8721.00050

Basadur, M., Ellspermann, S. J., & Evans, G. W. (1994). A new methodology for formulating ill-structured problems. Omega, 22(6), 627–645. doi:10.1016/0305-0483(94)90053-1

Bass, B. & Riggio, R. (2006). Transformational leadership. Taylor & Francis.

Battilana, J., Leca, B., Boxenbaum, E. (2009). How Actors Change Institutions: Towards a Theory of Institutional Entrepreneurship. The Academy of Management Annals, 3(1), 65 – 107. https://dx.doi.org/10.1080/19416520903053598

Beckhard, R. (2018). Strategies for large system change. Sloan Management Review, 16(2), 43 – 56.

Bell, L. (2017). A Design-Based Research Approach to Improving Professional Development and Teacher Knowledge: The Case of the Smithsonian Learning Lab

Benjamin, R. (2019). Race After Technology: Abolitionist Tools for the New Jim Code. Wiley.

Benner, A. D. & Mistry, R. S. (2020). Child development during the COVID‐19 pandemic through a life course theory lens. Child Development Perspectives, 14, 236-243. https://doi.org/10.1111/cdep.12387

Bereiter, C., & Scardamalia, M. (2014). Knowledge building and knowledge creation: One concept, two hills to climb. Knowledge Creation in Education, 35–52. Retrieved from http://link.springer.com/chapter/10.1007/978-981-287-047-6_3

Best, J. (1996). Education in the Forming of the American South. History of Education Quarterly, 36(1), 39 – 51. https://dx.doi.org/10.2307/369300

Blondel, V. D., Guillaume, J. L., Lambiotte, R., & Lefebvre, E. (2008). Fast unfolding of communities in large networks. Journal of statistical mechanics: theory and experiment, 2008(10), P10008.

Booker, L., Conaway, C., Schwartz, N. (2019). Five Ways RPPs Can Fail and How to Avoid Them: Applying Conceptual Frameworks to Improve RPPs. William T. Grant Foundation.

Borgatti, S. P., & Cross, R. (2003). A relational view of information seeking and learning in social networks. Management Science, 49(4), 432–445. Retrieved from http://pubsonline.informs.org/doi/abs/10.1287/mnsc.49.4.432.14428

Borgatti, S., Everett, M., & Freeman, L. (2002). UCINET for Windows: Software for social network analysis. Harvard, MA: Analytic Technologies.

Borman, G. D. (2020). What can be done to address learning losses due to school closures? The Answer Lab at USC Rossier. https://theanswerlab.rossier.usc.edu/

Boser, U. (2014). Return on educational investment 2014: A district-by-district evaluation of U.S. educational productivity. Washington, DC: The Center for American Progress. Retrieved from https://cdn.americanprogress.org/wp-content/uploads/2014/07/ROI-report.pdf

boyd, d. (2014). It’s complicated: The social lives of networked teens. Yale University Press.

Boyd, W. L., Crowson, R. L., & Geel, T. (1994). Rational choice theory and the politics of education: promise and limitations. Journal of Education Policy, 9(5), 127–145. doi:10.1080/0268093940090512

Brandes, U. (2001). A faster algorithm for betweenness centrality. Journal of Mathematical Sociology, 25(2), 163-177. Retrieved from https://kops.uni-konstanz.de/bitstream/handle/123456789/5739/algorithm.pdf

Brantley-Dias, L., & Ertmer, P. A. (2013). Goldilocks and TPACK. Journal of Research on Technology in Education,46(2), 103–128. doi:10.1080/15391523.2013.10782615

Brettel, M., Chomik, C., & Flatten, T. C. (2015). How organizational culture influences innovativeness, proactiveness, and risk‐taking: Fostering entrepreneurial orientation in SMEs. Journal of Small Business Management, 53(4), 868–885. doi:10.1111/jsbm.12108

Bronfenbrenner, U. (1979). The ecology of human development. Harvard University Press;

Brown, J. S., & Duguid, P. (1991). Organizational learning and communities-of-practice: Toward a unified view of working, learning, and innovation. Organization Science, 2(1), 40–57. doi:10.1287/orsc.2.1.40

Brown, R., Cornwall, J. (2000). The Entrepreneurial Educator. The Scarecrow Press, Inc

Browning, A. & Romer, N. (2020). To create safe and healthy schools during a pandemic, prioritize educator wellbeing. WestEd. https://www.wested.org/resources/to-create-safe-and-healthy-schools-during-a-pandemic-prioritize-educator-wellbeing/

Bruckman, A. (2006). Learning in online communities. In K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 461-472). Cambridge, UK: Cambridge University Press.

Bryk, A. S. (2010). Organizing schools for improvement. Phi Delta Kappan, 91(7), 23–30. doi:10.1177/003172171009100705

Bryk, A. S. (2016). Performance Improvement. Phi Delta Kappan, 90(8), 597–600. doi:10.2307/20446188

Bryk, A. S., & Schneider, B. (2003). Trust in schools: A core resource for school reform. Educational Leadership, 60(6), 40-45. Retrieved from http://www.ohiohstw.org/sitefiles/Trust_in_Schools.pdf

Bryk, A. S., Gomez, L. M., & Grunow, A. (2010). Getting ideas into action: Building networked improvement communities in education. Retrieved from Carnegie Foundation for the Advancement of Teaching https://www.carnegiefoundation.org/resources/publications/getting-ideas-action-building-networked-improvement-communities-education

Bullough, R., Kridel, C. (2003). Adolescent needs, curriculum and the Eight-Year Study. Journal of Curriculum Studies, 35(2), 151 – 169. https://dx.doi.org/10.1080/0022027022000014305

Burke, M. A. (2014). Rhode Island in the Great Recession: Factors contributing to its sharp downturn and slow recovery (No. 14-9). Federal Reserve Bank of Boston. Retrieved from https://www.bostonfed.org/publications/current-policy-perspectives/2014/rhode-island-in-the-great-recession-factors-contributing-to-its-sharp-downturn-and-slow-recovery.aspx

Bustamante, A., White, L., Greenfield, D. (2017). Approaches to learning and school readiness in Head Start: Applications to preschool science. Learning and Individual Differences, 56(C), 112 – 118. https://dx.doi.org/10.1016/j.lindif.2016.10.012

Butler, J., & Kern, M. L. (2016). The PERMA-Profiler: A brief multidimensional measure of flourishing. International Journal of Wellbeing, 6(3). https://doi.org/10.5502/ijw.v6i3.526

Campbell, A. (2000). Cultural identity as a social construct. Intercultural Education, 11(1), 31–39. doi:10.1080/14675980050005370

Carmeli, A., Sheaffer, Z., Binyamin, G., Reiter-Palmon, R., & Shimoni, T. (2013). Transformational leadership and creative problem-solving: The mediating role of psychological safety and reflexivity. The Journal of Creative Behavior, 48(2), 115–135. doi:10.1002/jocb.43

Carper, J. (2000). Pluralism to Establishment to Dissent: The Religious and Educational Context of Home Schooling. Peabody Journal of Education, 75(1-2), 8 – 19. https://dx.doi.org/10.1080/0161956x.2000.9681932

Carper, J. (2001). The Changing Landscape of U.S. Education. Kappa Delta Pi Record, 37(3), 106 – 110. https://dx.doi.org/10.1080/00228958.2001.10518478

Casson, M., Giusta, M. (2007). Entrepreneurship and Social Capital: Analysing the Impact of Social Networks on Entrepreneurial Activity from a Rational Action Perspective International. Small Business Journal, 25(3), 220 – 244. https://dx.doi.org/10.1177/0266242607076524

CAST, Inc. (2021). About Universal Design for Learning. https://www.cast.org/impact/universal-design-for-learning-udl

CDC Foundation. (2021). Mental health impact of the COVID-19 pandemic on teachers and parents of K-12 students. May. https://www.cdcfoundation.org/mental-health-triangulated-report?inline

Center for Democracy & Technology. (2021). Student activity monitoring software: Research insights and recommendations. https://cdt.org/wp-content/uploads/2021/09/Student-Activity-Monitoring-Software-Research-Insights-and-Recommendations.pdf

Center on Reinventing Public Education. (2021). School district responses to COVID-19 closures. https://www.crpe.org/current-research/covid-19-school-closures

Chandra, S., Chang, A., Day, L., Fazlullah, A., Liu, J., McBride, L., Mudalige, T., & Weiss, D. (2020). Closing the k–12 digital divide in the age of distance learning. Common Sense Media, Boston Consulting Group. https://www.commonsensemedia.org/sites/default/files/research/report/common_sense_media_report_final_7_1_3pm_web.pdf

Chang-Bacon, C. K. (2021). Generation interrupted: Rethinking “Students with Interrupted Formal Education” (SIFE) in the wake of a pandemic. Educational Researcher, 50(3), 187-196. https://doi.org/10.3102%2F0013189X21992368

Charania, M. (2021, June 10). Assessments don’t always translate outside the classroom, but students’ networks do. Smart Brief. https://www.smartbrief.com/original/2021/06/assessments-don%E2%80%99t-always-translate-outside-classroom-students%E2%80%99-networks

Chen, J., Wang, M., Kirschner, P., Tsai, C. (2018). The Role of Collaboration, Computer Use, Learning Environments, and Supporting Strategies in CSCL: A Meta-Analysis. Review of Educational Research, 88(6), 799 – 843. https://dx.doi.org/10.3102/0034654318791584

Chen, Z., & Reigeluth, C. M. (2010). Communication in a leadership team for systemic change in a school district. Contemporary Educational Technology, 1(3), 233–254. Retrieved from http://www.acarindex.com/dosyalar/makale/acarindex-1423874746.pdf

Cheng, S., Stough, R., Jackson, R. (2009). Measuring and building high-quality entrepreneurship: a research prospectus. Innovation: The European Journal of Social Science Research, 22(3), 329 – 340. https://dx.doi.org/10.1080/13511610903399088

Chiefs for Change. (2020). The return: How should educational leaders prepare for reentry and beyond? https://chiefsforchange.org/wp-content/uploads/2020/06/CFC-TheReturn_5-13-20.pdf

Chiu, A. (2020). Toxic positivity is “counterproductive and harmful” to mental health, experts say – The Washington Post. The Washington Post. https://www.washingtonpost.com/lifestyle/wellness/toxic-positivity-mental-health-covid/2020/08/19/5dff8d16-e0c8-11ea-8181-606e603bb1c4_story.html

Choo, S., Sawch, D., Villanueva, A. & Chan, C. (2017). Exploring the transformative potential of a global education framework: A case-study of a school district in the United States. In S. Choo, D. Sawch, A. Villanueva, & R. Vinz (Eds.), Educating for the 21st Century(pp. 187-205). New York: Springer.

Christensen, C., Horn, M., & Staker, H. (2013). Is K–12 blended learning disruptive? An introduction of the theory of hybrids| Christensen Institute. Clayton Christensen Institute for Disruptive Innovation. Retrieved from http://www.christenseninstitute.org/wp-content/uploads/2014/06/Is-K-12-blended-learning-disruptive.pdf

Christensen, R., Knezek, G. (2017). Validating a Mobile Learning Readiness Survey: Assessing Teachers’ Dispositions Toward Adoption. Journal of Digital Learning in Teacher Education, 33(4), 148 – 159. https://dx.doi.org/10.1080/21532974.2017.1347536

Cina, A., & Cummings, S. (2018). Open innovation communication: Improving strategy implementationin the public sector.Policy Quarterly, 14(1), 74–80. Retrieved from https://www.victoria.ac.nz/__data/assets/pdf_file/0009/1347228/PQ14-1-Cina.pdf

Cline, K. D. (2018). Defining the implementation problem: Organizational management versus cooperation. Journal of Public Administration Research and Theory, 10(3), 551–572. Retrieved from http://www.jstor.org/stable/3525628

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