Resources

Here we provide resources that have been influential in our attempts to understand our work thus far. As new and exciting resources are located, we will add to the list.

  • Bryk, A. S. (2010). Organizing schools for improvement. Phi Delta Kappan, 91, 23-31.
  • Bryk, A. S., Sebring, P., Allensworth, E., Luppescu, S. & Easton, J. Q. (2009). Organizing schools for improvement: Lessons from Chicago. Chicago: University of Chicago Press.
  • Coelli, M., & Green, D. A. (2012). Leadership effects: school principals and student outcomes. Economics of Education Review, 31(1), 92 - 109.
  • Coleman, J. (1988). Social capital in the creation of human capital. American Journal of Sociology, 94, S95 - S120.
  • Cosner, S. (2010). Drawing on a knowledge-based trust perspective to examine and conceptualize within-school trust development by principals. Journal of School Leadership, 20, 117 - 144.
  • Dika, S. L., & Singh, K. (2002). Applications of social capital in educational literature: A critical synthesis. Review of Educational Research, 72(1), 31 - 60.
  • Epstein, J. L., & Sanders, M. G. (2000). Connecting home, school and community: New directions for social research. In M. Hallinan (Ed.), Handbook of sociology of education (pp. 285 - 306). New York: Plenum.
  • Evans, R. (2005). Reframing the achievement gap. Phi Delta Kappan, 86(8), 582-589.
  • Ho, A. D., & Reardon, S. F. (2011). Estimating achievement gaps from test scores reported in ordinal “proficiency” categories. Journal of Educational and Behavioral Statistics, 37(4), 489 - 517.
  • Holme, J. J., & Rangel, V. S. (2012). Putting school reform in its place: Social geography, organizational social capital, and school performance. American Educational Research Journal, 49(2), 257 - 283.
  • Klar, H. W. (2012). Fostering distributed instructional leadership: A sociocultural perspective of leadership development in urban high schools. Leadership and Policy in Schools, 11(4), 365 - 390.
  • Lee, V. E., & Smith, J. B. (1999). Social support and achievement for young adolescents in Chicago: The role of school academic press. American Educational Research Journal, 36(4), 907 - 945.
  • Leithwood, K., Louis, K. S., Anderson, S., & Wahlstrom, K. (2004). How leadership influences student learning. New York: The Wallace Foundation.
  • Maltese, A. V., & Hochbein, C. D. (2012). The consequences of “school improvement”: Examining the association between two standardized assessments measuring school improvement and student science achievement. Journal of Research in Science Teaching, 49(6), 804 - 830.
  • Marks, G. N. (2010). What aspects of schooling are important? School effects on tertiary entrance performance. School Effectiveness and School Improvement, 21(3), 267 - 287.
  • Michaels, S., Shouse, A. W., & Schweingruber, H. A. (2007). Ready, set, science! Putting research to work in K-8 science classrooms. Washington, DC: National Academies Press.
  • Moolenaar, N. M. (2012). A social network perspective on teacher collaboration in schools: Theory, methodology, and applications. American Journal of Education, 119(1), 7 - 39.
  • Mwangi, R. W. (2013, May 1). School leadership and mathematics achievement in Kenyan secondary schools. Paper presentation at AERA, San Francisco, CA.
  • Odden, A. R. (2011). Strategic management of human capital in education: Improving instructional practice and student learning in schools. New York: Routledge.
  • Raudenbush, A. S., & Bryk, S.W. (2002). Hierarchical linear models: Applications and data analysis methods. Newbury Park, CA: Sage.
  • Robinson, V. M. J. (2010). From instructional leadership to leadership capabilities: Empirical findings and methodological challenges. Leadership and Policy in Schools, 9(1), 1 - 26.
  • Scheurich, J. J., Goddard, R. D., Skrla, L., McKenzie, K. B., & Youngs, P. (2011). The Most important research on urban school reform in the past decade? Educational Researcher, 39(9), 665 - 667.
  • Scholz, M. & Reydon, T. A. C. (2008). The population ecology program in organization studies: Problems caused by unwarranted theory transfer. Philosophy of Management, 6, 57-69.
  • Sheninger, E.C., & Devereaux, K. (2013). What principals need to know about teaching and learning science (2nd ed.). Bloomington, IN: Solution Tree.
  • Spillane, J.P. & Healey, K. (2010). Conceptualizing school leadership and management from a distributed perspective. Elementary School Journal, 111 (3), 253-280.
  • Stein, M. K., & Nelson, B. S. (2003). Leadership content knowledge. Educational Evaluation and Policy Analysis, 25(4), 423-448.
  • Tate, W. F. (2012). Research on schools, neighborhoods and communities. New York: Rowman & Littlefield.
  • Theoharis, G. & Brooks, J. S. (2012). What every principal needs to know to create equitable and excellent schools. New York: Teachers College Press.
  • Williams, T., Kirst, M., & Haertel, E. (2005). Similar students, different results: Why do some schools do better? Mountain View, CA: EdSource.
  • Wood, N. B., Lawrenz, F., Huffman, D., & Schultz, M. (2006). Viewing the school environment through multiple lenses: In search of school-level variables tied to student achievement. Journal of Research in Science Teaching, 43(3), 237 - 254.