District and School Improvement References and Resources

ReferencesResources

Fullan, M., & Quinn, J. (2016). Coherence: The right drivers in action for schools, districts and systems. Thousand Oaks, CA: Corwin.

Hargreaves, A., & Fullan, M. (2012). Professional capital: Transforming teaching in every school. New York, NY: Teachers College Press.

Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York, NY: Routledge.

Goddard, R. D., Hoy, W.K., & Hoy, A W. (2000). Collective teacher efficacy: Its meaning, measure, and impact on student achievement. American Educational Research Journal, 37(2), 479-507.

Institute of Education Sciences. (2018). The what works clearinghouse [homepage]. Retrieved from https://ies.ed.gov/ncee/wwc/

Lane, B. (2007). Policy to reinforce changing state role. In Redding, S., & Walberg, H. J. (Eds.). Handbook on statewide systems of support (pp. 11-14). Lincoln, IL: Center on Innovation & Improvement.

Ohio’s leadership development framework (2nd. Ed.). (2013). Columbus, OH: Buckeye Association of School Administrators.

Reville, P. (2007). A mountain beyond mountains. In Redding, S., & Walberg, H. J. (Eds.). Handbook on statewide systems of support (pp. 15-18). Lincoln, IL: Center on Innovation & Improvement.

What Works Clearinghouse. (2018). What we do [webpage]. Retrieved from https://ies.ed.gov/ncee/wwc/WhatWeDo

Bottoms, G., & Fry, B. (2009). The district leadership challenge: Empowering principals to improve teaching and learning. Southern Regional Education Board (SREB).

Frattura, E. M., & Capper, C. A. (2017). Integrated comprehensive systems for equity: Eliminate inequities for all students. Retrieved from icsequity.org.

Fullan, M. (2016). Amplify change with professional capital. The Learning Professional, 37(1), 44-48, 56.

Hargreaves, A., & Fullan, M. (2012). Professional capital: Transforming teaching in every school. New York: Teachers College Press.

Honig, M. I., Wenkateswaran, N., & McNeil, P. (2017). Research use as learning: The case of fundamental change in school district central offices. American Educational Research Journal, 54(5), 938-971. https://doi.org/10.3102/0002831217712466

Honig, M. I., Copland, M. A., Lorton, J. A., Rainey, L. R., & Newton, M. (2010). Central office transformation for districtwide teaching and learning improvement: A report to the Wallace Foundation. Seattle: The Center for Teaching and Policy, University of Washington.

Leithwood, K., Louis, K. S., Anderson, S. & Wahlstrom, K. (2004). How leadership influences student learning (paper commissioned by the Wallace Foundation). Minneapolis: University of Minnesota.

Leithwood, K., & Jantzi, D. (2008). Linking Leadership to Student Learning: The Contributions of Leader Efficacy. Educational Administration Quarterly, 44(4), 496–528. https://doi.org/10.1177/0013161X08321501

Levenson, N., & Cleveland, C. (2016). Improving special education: DMC’s best practices for cost effectively raising achievement. District Management Journal, 20, 12-22.

Mc Iver, M. A., & Farley-Ripple, E. N. (2008). Bringing the district back in: The role of the central office in instruction and achievement. Alexandria, VA: Educational Research Service.

Oakes, J. (1985). Keeping track: How schools structure inequality. New Haven, CT: Yale University Press.

Ohio Department of Education. (2018). Ohio’s plan to raise literacy achievement. Columbus, OH: Author. Retrieved from http://education.ohio.gov/getattachment/Topics/Learning-in-Ohio/Literacy/Ohios-Plan-to-Raise-Literacy-Achievement.pdf.aspx?lang=en-US.

Ohio Department of Education. (2017). Ohio’s longitudinal transition study. Columbus, OH: Author. Retrieved from
http://education.ohio.gov/Topics/Special-Education/Special-Education-Data-and-Funding/Ohio-Longitudinal-Transition-Study-OLTS.

Tschannen-Moran, M., & Barr, M. (2004). Fostering student learning: The relationship of collective teacher efficacy and student achievement. Leadership and Policy in Schools, 3(3), 189-209.

Yonezawa, S., Wells, A. S., & Serna, I. (2002). Choosing tracks: “Freedom of choice” in detracking schools. American Educational Research Journal, 39(1), 37-67. https://doi.org/10.3102/00028312039001037.