Research Reference List

I am informed by what I read.

Last update – June 12, 2017

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

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

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

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

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

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

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

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

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

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

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. Cambridge, MA: 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

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., 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

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.

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

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

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

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

Cobb, P., Confrey, J., diSessa, A., Lehrer, R., & Schauble, L. (2003). Design experiments in educational research. Educational Researcher, 32(1), 9–13. doi:10.3102/0013189X032001009

Cohen-Vogel, L., Tichnor-Wagner, A., Allen, D., Harrison, C., Kainz, K., Socol, A. R., & Wang, Q. (2015). Implementing educational innovations at scale: Transforming researchers into continuous improvement scientists. Educational Policy, 29(1), 257–277. doi:10.1177/0895904814560886

Collet, C., Hine, D., & du Plessis, K. (2015). Employability skills: perspectives from a knowledge-intensive industry. Education and Training, 57(5), 532–559. doi: 10.1108/ET-07-2014-0076

Collins, A., Joseph, D., & Bielaczyc, K. (2004). Design research: Theoretical and methodological issues. The Journal of the Learning Sciences, 13(1), 15–42. doi:10.1207/s15327809jls1301_2

Collins, A., & Halverson, R. (2010). The second educational revolution: rethinking education in the age of technology. Journal of Computer Assisted Learning, 26(1), 18–27. doi:10.1111/j.1365-2729.2009.00339.x

Cosner, S. (2009). Building organizational capacity through trust. Educational Administration Quarterly, 45(2), 248–291. doi:10.1177/0013161X08330502

Cooksy, L. J., Gill, P., & Kelly, P. A. (2001). The program logic model as an integrative framework for a multimethod evaluation. Evaluation and Program Planning, 24, 119– 128. doi:10.1016/S0149-7189(01)00003-9

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

Cross, R., Borgatti, S. P., & Parker, A. (2002). Making invisible work visible: Using social network analysis to support strategic collaboration. California Management Review, 44(2), 25–46. doi:10.2307/41166121

Cuban, L. (2013). Why so many structural changes in schools and so little reform in teaching practice? Journal of Educational Administration, 51(2), 109–125. doi:10.1108/09578231311304661

Cuban, L., Kirkpatrick, H., & Peck, C. (2001). High access and low use of technologies in high school classrooms: Explaining an apparent paradox. American Educational Research Journal, 38(4), 813–834. doi: 10.3102/00028312038004813

Daly, A. J., & Finnigan, K. S. (2010). A bridge between worlds: Understanding network structure to understand change strategy. Journal of Educational Change, 11(2), 111–138. doi:10.1007/s10833-009-9102-5

Daly, A. J., Moolenaar, N. M., Bolivar, J. M., & Burke, P. (2010). Relationships in reform: the role of teachers’ social networks. Journal of Educational Administration, 48(3), 359–391. doi:10.1108/09578231011041062

Dede, C., Jass Ketelhut, D., Whitehouse, P., Breit, L., & McCloskey, E. M. (2008). A Research Agenda for Online Teacher Professional Development. Journal of Teacher Education, 60(1), 8–19. doi:10.1177/0022487108327554

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

Dexter, S., Richardson, J. W., & Nash, J. B. (2016). Leadership for technology use, integration, and innovation. In M. D. Young & G. M. Crow (Eds.), Handbook of Research on the Education of School Leaders (2nd ed., pp. 202–230). New York.

Diamond, J. B. (2007). Where the rubber meets the road: Rethinking the connection between high-stakes testing policy and classroom instruction. Sociology of Education, 80(4), 285–313. doi: 10.1177/003804070708000401

Diamond, J. B. (2012). Accountability Policy, School Organization, and Classroom Practice: Partial Recoupling and Educational Opportunity. Education and Urban Society, 44(2), 151–182. doi: 10.1177/0013124511431569

Dornisch, M. (2013). The digital divide in classrooms: Teacher technology comfort and evaluations. Computers in the Schools, 30(3), 210–228. doi:10.1080/07380569.2012.734432

Elmore, R. F., Forman, M. L., Stosich, E. L., & Bocala, C. (2014). The Internal Coherence Assessment Protocol & developmental framework: Building the organizational capacity for instructional improvement in schools. Research Paper. Strategic Education Research Partnership.

Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255–284. doi:10.1080/15391523.2010.10782551

Ertmer, P. A., Ottenbreit-Leftwich, A. T., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers & Education, 59(2), 423–435. doi: 10.1016/j.compedu.2012.02.001

Evans, L., Thornton, B., & Usinger, J. (2012). Theoretical Frameworks to Guide School Improvement. NASSP Bulletin, 96(2), 154–171. doi:10.1177/0192636512444714

Evans, L., Thornton, B., & Usinger, J. (2014). Shared Vision or Collective Assumptions? A Study of Educational Leaders’ Perceptions. NCPEA International Journal of Educational Leadership Preparation, 5(4), 1–12. Retrieved from http://cnx.org/contents/NWyrDXV0@1/Shared-Vision-or-Collective-As

Fermanich, M. (2002). School spending for professional development: A cross-case analysis of seven schools in one urban district. The Elementary School Journal, 103(1), 27. doi: 10.1086/499714

Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry. American Psychologist, 34(10), 906–911. doi:10.1037/0003-066X.34.10.906

Frank, K. A., Zhao, Y., & Borman, K. (2004). Social capital and the diffusion of innovations within organizations: The case of computer technology in schools. Sociology of Education, 77(2), 148–171. doi:10.1177/003804070407700203

Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410–8415. doi: 10.1073/pnas.1319030111

Fullan, M. (2002). The Change Leader. ASCD, 59(8), 16–21. Retrieved from www.ascd.org /publications/educational-leadership/may02/vol59/num08/The-Change-Leader.aspx

Fulmer, S. M., & Turner, J. C. (2014). The perception and implementation of challenging instruction by middle school teachers. The Elementary School Journal, 114(3), 303–326. doi: 10.1086/674053

Garet, M. S., Birman, B. F., Porter, A. C., Desimone, L., & Herman, R. (1999). Designing effective professional development: lessons from the Eisenhower Program [and] technical appendices. Washington, D.C. Retrieved from http://files.eric.ed.gov/fulltext/ED442634.pdf

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. American Educational Research Journal, 38(4), 915–945. doi: 10.3102/00028312038004915

Gee, J. P. (2008). A sociocultural perspective on opportunity to learn. In P. A. Moss, D. C. Pullin, J. P. Gee, E. H. Haertel, & L. J. Young (Eds.), Assessment, equity, and opportunity to learn. Cambridge.

Goddard, R., Goddard, Y., Sook Kim, E., & Miller, R. (2015). A theoretical and empirical analysis of the roles of instructional leadership, teacher collaboration, and collective efficacy beliefs in support of student learning. American Journal of Education, 121(4), 501–530. doi:10.1086/681925

Goh, S., & Richards, G. (1997). Benchmarking the learning capability of organizations. European Management Journal, 15(5), 575–583. doi:10.1016/S0263-2373(97)00036-4

Gomes, W. (2011). Leadership in educational technology: Insights from the corporate world. Journal of Leadership Studies, 4(4), 57–60. doi:10.1002/jls.20195

Gordon, E. E. (2014). Falling off the talent cliff: The failing US jobs machine. Employment Relations Today, 40(4), 1–6. doi: 10.1002/ert.21427

Gray, J., Mitchell, R., & Tarter, C. J. (2014). Organizational and relational factors in professional learning communities. Planning and Changing, 45(1/2), 83–98. Retrieved from http://search.proquest.com/docview/1719260138?accountid=11752

Gulamhussein, A. (2013). Teaching the teachers: Effective professional development in an era of high stakes accountability. Center for Public Education. September. Retrieved from http://www.centerforpubliceducation.org/Main-Menu/Staffingstudents/Teaching-the-Teachers-Effective-Professional-Development-in-an-Era-of-High-Stakes-Accountability/Teaching-the-Teachers-Full-Report.pdf

Guo, R. X., Dobson, T., & Petrina, S. (2008). Digital natives, digital immigrants: An analysis of age and ICT competency in teacher education. Journal of Educational Computing Research, 38(3), 235–254. doi: 10.2190/EC.38.3.a

Gupta, V., MacMillan, I. C., & Surie, G. (2004). Entrepreneurial leadership: Developing and measuring a cross-cultural construct. Journal of Business Venturing, 19(2), 241–260. doi:10.1016/S0883-9026(03)00040-5

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

Henriksen, D., Mishra, P., & Fisser, P. (2016). Infusing creativity and technology in 21st century education: A systemic view for change. Educational Technology Society, 19(3), 27–37. Retrieved from http://www.ifets.info/others/download_pdf

Hill, H. C. (2015). Review of The Mirage: Confronting the hard truth about our quest for teacher development. National Education Policy Center (pp. 1–9). Retrieved from http://www.greatlakescenter.org/docs/Think_Twice/TT-Hill-TNTP.pdf

Hill, C. J., Bloom, H. S., Black, A. R., & Lipsey, M. W. (2008). Empirical benchmarks for interpreting effect sizes in research. Child Development Perspectives, 2, 172–177. doi:10.1111/j.1750-8606.2008.00061.x

Hipp, K. K., Huffman, J. B., Pankake, A. M., & Olivier, D. F. (2008). Sustaining professional learning communities: Case studies. Journal of Educational Change, 9(2), 173–195. doi:10.1007/s10833-007-9060-8

Hitt, D. H., & Tucker, P. D. (2016). Systematic review of key leader practices found to influence student achievement: A unified framework. Review of Educational Research, 86(2), 531–569. doi:10.3102/0034654315614911

Hohlfeld, T. N., Ritzhaupt, A. D., Barron, A. E., & Kemker, K. (2008). Examining the digital divide in K-12 public schools: Four-year trends for supporting ICT literacy in Florida. Computers & Education, 51(4), 1648–1663. doi: 10.1016/j.compedu.2008.04.002

Holliday, L. R. (2014). Using logic model mapping to evaluate program fidelity. Studies in Educational Evaluation, 42, 109–117. doi:10.1016/j.stueduc.2014.04.001

Honig, M. L. (2008). District central offices as learning organizations: How sociocultural and organizational learning theories elaborate district central office administrators’ participation in teaching and learning improvement efforts. American Journal of Education, 114(4), 627–664. doi:10.1086/589317

Honig, M. L. (2012). District central office leadership as teaching: How central office administrators support principals’ development as instructional leaders. Educational Administration Quarterly, 48(4), 733–774. doi:10.1177/0013161X12443258

Honig, M. L., & Rainey, L. R. (2014). Central office leadership in principal professional learning communities: The practice beneath the policy. Teachers College Record, 116(4), 1–48. doi:10.1111/17404 1467-9620

Honig, M. L., & Rainey, L. R. (2015). How school districts can support deeper learning. Jobs for the Future (pp. 1–26). Retrieved from http://files.eric.ed.gov/fulltext/ED560756.pdf

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Kim, C., Kim, M. K., Lee, C., Spector, J. M., & DeMeester, K. (2012). Teacher beliefs and technology integration. Teaching and Teacher Education, 29(C), 76–85. doi: 10.1016/j.tate.2012.08.005

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