Reform as learning: School reform, organizational culture, and community politics in San Diego

Reform as Learning: School Reform, Organizational Culture, and Community Politics in San Diego

Volumn , Issue , 2006, Pages 1-304

  Hubbard, Lea Ann ^c   Stein, Mary Kay ^a   Mehan, Hugh ^b  

^a UNIVERSITY OF PITTSBURGH   (United States)

^b Learning Research and Development Center   (United States)

^c NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84909204731     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203943656     Document Type: Book

References (377)

1. Aldrich , H. (2000). Organizations evolving. Thousand Oaks, CA: Sage.
2. Allison, G. T. (1971). Essence of decision: Explaining the Cuban missile crisis. Boston: Little, Brown.
3. Alvarado, A. (1998, September 5). Interview with KPBS.
4. Alvarado, A. (2001, January 14). Interview with Lea Hubbard, Hugh Mehan, and Mary Kay Stein.
5. Alvarado, A. (2002a, February 28). Address to principals' conference.
6. Alvarado, A. (2002b, April 15). Address to principals' conference.
7. Alvarado, A. (2003, January 29). Interview with Lea Hubbard, Hugh Mehan, and Mary Kay Stein.
8. Alvarado, A., & Fink, E. (2000, May 22). Interview with Mary Kay Stein, Lauren Resnick, Diane Burney, and Laura D'Amico.
9. American Educational Research Association. (2000). AERA position on high stakes testing. Retrieved from http://www.aera.net/about/policy/stakes.htm
10. American Educational Research Association, American Psychological Association, & National Council on Measurement in Education. (1999). Standards for educational and psychological testing. Washington, DC: American Educational Research Association.
11. American Evaluation Association. (2002). American Evaluation Association position statement on high stakes testing in prek-12 education. Retrieved from http://www.eval.org/hst3.htm
12. American Institutes for Research. (2002). Evaluation of the blueprint for student success in a standards-based system: Interim report. Palo Alto, CA: Author. (Submitted to the San Diego City School Board of Education, February 12.)
13. American Institutes for Research. (2003). Evaluation of the blueprint for student success in a standards-based system: Interim report. Palo Alto, CA: Author.
14. Amrein, A. L., & Berliner, D. C. (2002). High-stakes testing, uncertainty, and student learning. Education Policy Analysis Archives, 10(18). Retrieved [July 21, 2004] from http://epaa.asu.edu/epaa/v10n18/.
15. Andrews, R., & Grogan, M. (2002, February 7-9). Defining preparation and professional development for the future. Paper commissioned for the first meeting of the National Commission for the Educational Leadership Preparation. Racine: WI.
16. Argyris, C., & Schön, D. (1978). Organizational learning: A theory of action perspective. Reading, MA: Addison-Wesley.
17. Atwell, N. (1998). In the middle: New understandings about writing, reading, and learning. Portsmouth, NH: Boynton/Cook.
18. Au, K. (1980). Participation structures in a reading lesson with Hawaiian children. Anthropology and Education Quarterly, 11 (2), 91-115.
19. Au, K., & Jordan, C. (1981). Teaching reading to Hawaiian children: Finding a culturally appropriate solution. In Trueba, Guthrie, & Au (Eds.), Culture and the bilingual classroom (pp. 139-152). Rowley, MA: Newberry House.
20. Ball, D. K., & Cohen, D. (in preparation). Scaling up instructional improvement. Ann Arbor: University of Michigan.
21. Barley, S. R., & Tolbert, P. S. (1997). Institutionalization and structuration: Studying the links between action and institution. Organization Studies, 18, 93-117.
22. Baxter, J. A. (in preparation). The QUASAR Project: A case study of documentation research. Eugene: University of Oregon.
23. Beane, J.A., & Apple, M. (1995). Schooling for democracy. New York: ASCD
24. Becker, H. J., & Riel, M. R. (2000). Teacher professional engagement and constructivist-compatible computer use Report #7. Irvine: Center for Research on Information Technology and Organizations, University of California, Irvine.
25. Bereiter, K. (2002). Education and mind in the knowledge age. Mahwah, NJ: Lawrence Erlbaum.
26. Berends, M., & Bodilly, S. (1998). New American schools' scale up phase: Lessons learned to date. Santa Monica, CA: RAND.
27. Berliner, D., & Biddle, B. (1995). The manufactured crisis. Reading, MA: Addison-Wesley.
28. Berliner, U., & Magee, M. (1998, December 23). Chamber's political spending broke laws. S.D. group admits missteps in '96 school board election. San Diego Union-Tribune, p. B1
29. Berman, P., & McLaughlin, M. W. (1978). Federal programs supporting educational change. Vol. VIII. Santa Monica, CA: RAND.
30. Bersin, A. (2000a, December 14). Interview with Larry Cuban.
31. Bersin, A. (2000b, October 10). Remarks at the dedication of the Preuss School.
32. Bersin, A. (2002a, February 28). Address to principals' conference.
33. Bersin, A. (2002b, March 21). Message to all SDCS employees.
34. Bersin, A. (2002c, April 5). Address to principals' conference.
35. Bersin, A. (2002d, September 12). San Diego City Schools 2002 STAR Program Results. Paper presented to the San Diego Chamber of Commerce, Business Roundtable for Education.
36. Bersin, A. (2002e, December 5). Electronic message to SDCS.
37. Bersin, A. (2002f, December 5). Address to principals' conference.
38. Bersin, A. (2003a, February 27). Address to principals' conference.
39. Bersin, A. (2003b, March 10). Proposed increase in Title I site discretionary fund allocations. Memorandum to the SDCS Board of Education.
40. Bersin, A. (2003c, October 9). Address to principals' conference.
41. Bersin, A. (2005). Reflections of an Urban Reformer. In Hess (Ed)., Urban School Reform: Lessons from San Diego. (pp. 325-336). Cambridge, MA: Harvard Education Press.
42. Bersin, A., & Alvarado, A. (1998, March). Comments to parents, teachers, and community. Lewis Middle School.
43. Bersin, A., & Alvarado, A. (2000a, March 6). Comments to parents, teachers, and community. Madison High School.
44. Bersin, A., & Alvarado, A. (2000b, March 9). Comments to parents, teachers, and community. Morse High School.
45. Bersin's rookie year. School superintendent gets an A for tenacity. (2000, August 6). The San Diego Union-Tribune, p. B2.
46. Betts, J. R., Zau, A. C., & King, K. 2005. From Blueprint to Reality: San Diego's Educational Reforms. San Francisco: Public Policy Institute of California.
47. Binder, A. J. (2002). Contentious curricula: Afrocentrism and creationism in American public schools. Princeton, NJ: Princeton University Press.
48. Blueprint for student success under fire. (2001, May 29). News 8 newscast.
49. Bowman, D. H. (2002, April 24). San Diego High School voted special status. Education Week. Retrieved from http://www.edweek.org/ew/newstory.cfm?slug=32sandiego.h21
50. Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (1999). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press.
51. Bridges, E., & Hallinger, P. (1995). Implementing problem-based learning in leadership development. Eugene: University of Oregon, ERIC Clearinghouse on Educational Management.
52. Brown, A. (1992). Designexperiments: Theoretical and methodological challenges in creating complex interventions in classroom settings. Journal of Learning Sciences, 2 (2), 141-178.
53. Brown, A. L., & Campione, J. C. (1990). The fostering communities of learners project: Communities of learning and thinking, or a context by any other name. Human Development, 21, 108-125.
54. Brown, A., Greeno, J. G., Resnick, L. B., Mehan, H., & Lampert, M. (1999). Recommendations regarding research priorities: An advisory report to the National Educational Research Policy and Priorities Board. New York: National Academy of Education.
55. Brown, J. S., & Duguid, P. (1996). Organizational learning and communities of practice: Toward a unified view of working, learning and innovation. In Cohen & Sproull (Eds.), Organizational learning (pp. 58-82). Thousand Oaks, CA: Sage.
56. Bryk, A. S., & Schneider, B. (2003). Trust in schools: A core resource for improvement. New York: Russell Sage Foundation.
57. Bryk, A. S., Sebring, P. B., Kerbow, D., Rollow, S., & Easton, J. Q. (1998). Charting Chicago school reform: Democratic localism as a lever for change. Boulder, CO: Westview.
58. Burns, D. (2001, October 15). Transcript of walk-through, Scripps Elementary School.
59. Burns, D. (2002, September 11). Interview with Lea Hubbard.
60. Buroway, M. (2003). Public sociologies. Social Problems, 52 (1), 103-105.
61. California Teachers Association. (2002). Isn't it time to treat teachers as professionals? [Electronic version]. California Educator, 6(6), 1-14. Retrieved from http:www.cta.org/cal_educator/v6i6/feature_teachers.html
62. Casey, C, Branvold, D., & Cargille, B. (1996). A model for peer review in instructional design. Performance Improvement Quarterly, 9(3), 32-51.
63. Cavanaugh, D. (2001, June 30). Interview with Lea Hubbard.
64. Cavanaugh, D. (2002, June 13). Interview with Lea Hubbard.
65. Chaiklin, S., & Lave, J. (Eds.). (1996). Understanding practice. Cambridge: Cambridge University Press.
66. Cicourel, A. V. (1973). Cognitive sociology. London: Macmillan.
67. Clay, M. M. (1987). Implementing educational reading recovery: Systematic adaptations to an educational innovation. New Zealand Journal of Educational Studies, 22, 351-358.
68. Clifford, J., & Marcus, G. E. (Eds.). (1986). Writing culture: The poetics and politics of ethnography. Berkeley: University of California Press.
69. Cline, J. (2002, March 13). Interview with Lea Hubbard.
70. Cobb, P., Confrey, J., DiSessa, A., & Schauble, L. (2003). Design experiments in educational research. Educational Researcher, 32 (10), 9-13.
71. Cobb, P., McClain, K., Lamberg, T. D., & Dean, C. (2003b). Situating teachers' instructional practices in the institutional setting of the school and district. Educational Researcher, 32 (6), 13-24.
72. Coburn, C. E. (2002). The role of non-system actors in the relationship between policy and practice: The case of reading instruction in California. Paper presented at the American Educational Research Association, New Orleans, LA.
73. Coburn, C. E., & Stein, M. K. (in press). Communities of practice theory and the role of teacher professional community in policy implementation. In M. I. Honig (Ed.), New directions in education policy implementation: Confronting complexity. Albany: State University of New York Press.
74. Cochran-Smith, M., & Lytle, S. L. (n.d.). The teacher researcher movement: A decade later. Unpublished manuscript.
75. Cohen, D. K., & Barnes, C. (1993). Pedagogy and policy. In Cohen, McLaughlin, & Talbert (Eds.), Teachingfor understanding: Challenges for policy and practice (pp. 207-239). San Francisco: Jossey-Bass.
76. Cohen, D., & Hill, H. (2001). Learning policy: When state education reform works. New Haven, CT: Yale University Press.
77. Cohen, M. D., & Sproull, L. S. (Eds.). (1996). Introduction. Organizational learning. Thousand Oaks, CA: Sage.
78. Cole, M. (1996). Cultural psychology: A once and future discipline. Cambridge, MA: Belknap Press of Harvard University Press.
79. Coleman, J. S., Campbell, E. Q., Hobson, C. J., McPartland, J., Mood, A. M., Weinfeld, F. D., & York, R. L. (1966). Equality of educational opportunity. Washington, DC: U.S. Office of Education.
80. Comings, J., Garner, B., & Smith, C. (Eds.). (2000). Annual review of adult learning and literacy, 1. San Francisco: Jossey-Bass.
81. Cuban, L. (1992). What happens to reforms that last? The case of the junior high school. American Educational Research Journal, 29 (2), 227-251.
82. Cuban, L. (1998). How schools change reforms: ReDefining reform success and failure. Teachers College Record, 99 (3), 153-177.
83. Cuban, L., & Usdan, M. (2003). Fast and top down: Systemic reform and student achievement in San Diego City Schools. In Cuban & Usdan (Eds.), Powerful reforms with shallow roots (pp. 77-95). New York: Teachers College Press.
84. Cunningham, W., & Cordeiro, P. (2001). Educational leadership: A problem-based approach. Boston: Pearson Education.
85. Dalton, M. (1958). Men who manage: Fusions of feeling and theory in administration. New York: John Wiley & Sons.
86. D'Amico, L., Harwell, M., Stein, M. K., & van den Heuvel, J. R. (2001, April 10-14). Examining the implementation and effectiveness of a district-wide instructional improvement effort. Paper presented at the annual meeting of the American Educational Research Association, Seattle, WA.
87. Dannin, E. (2000, February 4). Is this really the worst school in San Diego? San Diego Union-Tribune, p. B9
88. Darling-Hammond, L., Hightower, A. M., Husbands, J. L., LaFors, J. R., Young, V. M., & Christopher, C. (2005). Instructional leadership for systemic change: The story of San Diego's reform. Lanham, MD: Scarecrow Press.
89. Datnow, A. (2000). Power and politics in the adoption of school reform models. Educational Evaluation and Policy Analysis, 22 (4), 357-374.
90. Datnow, A., Borman, G., & Stringfield, S. (2000). School reform through a highly speciffed curriculum: A study of the implementation and effects of the core knowledge sequence. Elementary School Journal, 101 (2), 167-191.
91. Datnow, A., & Castellano, M. (2001). Managing and guiding school reform: Leadership in success for all schools. Educational Administration Quarterly, 37 (2), 219-249.
92. Datnow, A., Hubbard, L., & Mehan, H. (2002). Extending school reform: From one school to many. New York: RoutledgeFalmer.
93. Deal, T., & Peterson, K. (1999). Shaping school culture: The heart of leadership. San Francisco, CA: Jossey-Bass Publications.
94. DeBeck, J. (2002). Is San Diego beating the odds? San Diego: SDCS School Board. Unpublished press release.
95. Design-Based Research Collective. (2003). Design-based research: An emerging paradigm for educational inquiry. Educational Researcher, 32 (1), 5-8.
96. Desimone, L., Porter, A., Garet, M., Suk Yoon, K., & Birman, B. (2002). Effect of professional development on teachers' instruction. Educational Evaluation and Policy Analysis, 24 (2), 81-112.
97. DiMaggio, P., & Powell, W. W. (Eds.). (1991). The new institutionalism in organizational analysis. Chicago: University of Chicago Press.
98. Donovan, M. S., Wigdor, A. K., & Snow, C. E. (Eds.). (2003). Strategic education research partnership. Washington, DC: National Academy Press.
99. Elmore, R. (1996). Getting to scale with good educational practice. Harvard Educational Review, 66(1), 1-26.
100. Elmore, R. (1999). Leadership of large-scale improvement in American education. Cambridge, MA: Graduate School of Education, Harvard University.
101. Elmore, R. (2000). Building a new structure for school leadership. Washington, DC: Albert Shanker Institute.
102. Elmore, R. (2001, August 11). Presentation at principals' conference.
103. Elmore, R. F., & Burney, D. (1999). Investing in teacher learning: Staf development and instructional improvement. In Darling-Hammond & Sykes (Eds.), Teaching as the learning profession (pp. 263-291). San Francisco: Jossey-Bass.
104. End the sniping: City schools antagonists must meet half way. (2002, February 17). The San Diego Union-Tribune, p. G2.
105. Engeström, Y. (1987). Learning by expanding: An activity-theoretical approach to developmental research. Helsinki: Orienta-Konsultit.
106. Engeström, Y., & Middleton, D. (Eds.). (1994). Cognition and communication at work. Cambridge: Cambridge University Press.
107. Erickson, F. (1996). On the evolution of qualitative approaches to educational research: From Adam's task to Eve's. Australian Educational Researcher, 23 (2), 1-15.
108. Erickson, F. (2004). Talk and social theory. London: Polity.
109. Erickson, F., & Schultz, J. (1982). The counselor as gatekeeper. New York: Academic Press.
110. Escmilla, Y. (2001, June 29). E-mail on KFMB Web site.
111. Farnsworth, M. C., & Kendricks, N. (2001, March). Diversity and division part II: Reading, writing and race. San Diego Magazine, 80-99.
112. Fink, E. (2001a, June 27). Walk-Through at Harvey Mudd Elementary School.
113. Fink, E. (2001b, November 8). Planning session.
114. Fink, E. (2002a, January 31). Interview with Lea Hubbard.
115. Fink, E. (2002b, July 25). Interview with Lea Hubbard.
116. Fink, E., & Resnick, L.B. (2001). Developing principals as instructional leaders. Phi Delta Kappan, April, 598-606.
117. Fletcher, R., & Portalupi, J. (2001). Writing workshop: The essential guide. Portsmouth, NH: Heinemann.
118. Fountas, I. C., & Pinnel, G. S. (1995). Guided reading. Good fi rst teaching for all children. Portsmouth, NH: Heinemann.
119. Fountas, I. C., & Pinnell, G. S. (2001). Guiding readers and writers (grades 3-6): Teaching comprehension, genre, and content literacy. Portsmouth, NH: Heinemann.
120. Franke, M. L., & Kazemi, E. (2001). Teaching as learning within a community of practice: Characterizing generative growth. In Wood, Nelson, & Warfield (Eds.), Beyond classical pedagogy in teaching elementary mathematics: The nature of facilitative teaching. Mahwah, NJ: Lawrence Erlbaum.
121. Freedman, J. (2003). Shuttle diplomacy. San Diego Magazine, 4-10. Retrieved from http://www.sandiegomagazine.com/issues/february03/featurea40203.shtml
122. Freire, P. (1967). Pedagogy of the oppressed. Boston: Beacon.
123. Fullan, M. G. (1991). The new meaning of educational change ( 2nd ed.). New York: Teachers Col lege Press.
124. Fullan, M. (1999). Change forces: The sequel. London: Falmer.
125. Fullan, M. (2001a). Leading in a culture of change. San Francisco: Jossey-Bass.
126. Fullan, M. (2001b, January 29). Presentation to principals' conference.
127. Gao, H. (2004, September 30). Jewish leaders want an apology for trustee's Nazi analogy. The San Diego Union-Tribune, p. B1
128. Gao, H. (2005a, January 1). Parents and teachers walk door-to-door to fulfill a dream: Charter schools status is sought for Gompers, Keillor. The San Diego Union-Tribune, p. B1
129. Gao, H. (2005b, January 8). New charter school requirement draws jeers. The San Diego Union-Tribune, pp. B1-B2.
130. Garet, M., Porter, A., Desimone, L., Birman, B. F., & Suk, Y. K. (2001). What makes professional development effective? American Educational Research Journal, 38, 915-945.
131. Geertz, C. (1973). The interpretation of culture: Selected essays. New York: Basic Books.
132. Gembrowski, S. (2000, March 12). Bersin's blueprint draws boos at rally. Speakers fear cuts in jobs, programs. The San Diego Union-Tribune, p. B8
133. Glennan, T. G., Bodilly, S. J., Galegher, J. R., & Kerr, K. A. (2004). Expanding the reach of education reforms: Perspectives from leaders in the scale-up of educational interventions. Santa Monica, CA: RAND.
134. Goe, L. (2002). Legislating equity: The distribution of emergency permit teachers in California. Education Policy Analysis Archives, 10 (42), 1-25.
135. González, N. (2004). Discipling the discipline: Anthropology and the pursuit of quality education. Education Researcher, 33 (5), 17-25.
136. González, N., Moll, L. C., & Amanti, C. (Eds.). (2005). Theorizing practices: Funds of knowledge in households and classrooms. Cresskill, NJ: Hampton.
137. Goodnough, A. (2002, August 12). Schools' chief is soaking up advice in San Diego. New York Times, p. B7
138. Greenfield, P. M. (2004). Weaving generations together: Evolving creativity in the Maya of Chiapas. Sante Fe, NM: School of American Research Press.
139. Greeno, J. G., & Goldman, S. V. (Eds.). (1998). Thinking practices in mathematics and science learning. Mahwah, NJ: Lawrence Erlbaum.
140. Gribble, J. (2001, September). Unbridled passion or New York pushiness? San Diego Metropolitan, pp. 36-42.
141. Guthrie, J. W. (Ed.) (1990). Special Issue. Educational Evaluation and Policy Analysis, 12(3).
142. Hall, P. M. (1995). The consequences of qualitative analysis for sociological theory: Beyond the microlevel. Sociological Quarterly, 36 (2), 397-423.
143. Hall, P. M. (1997). Meta-power, social organization and the shaping of social action. Symbolic Interaction, 20 (4), 397-418.
144. Hall, P. M., & McGinty, P. J. W. (1997). Policy as the transformation of intentions: Producing program from statutes. Sociological Quarterly, 38 (3), 439-467.
145. Hall, P. M., & Placier, P. (2002). The Coalition of Essential Schools: Leadership for putting the common principles into practice. In Murphy & Datnow (Eds.), Leadership lessons from comprehensive school reforms. Thousand Oaks, CA: Corwin Press.
146. Hallet, T., & Ventresca, M. (in press). Looking back to see ahead: Institutions and interactions in Gouldner's Patterns of Industrial Bureaucracy.
147. Hanson, M. (2001). Institutional theory and educational change. Educational Administrative Quarterly, 37 (5), 637-661.
148. Hargreaves, A. (1994). Changing teachers, changing times. New York: Teachers College Press.
149. Hartocollis, A. (2002, July 30). Hoping an outsider plus a bottom line approach equals reform. New York Times, p. B4
150. Harvey, S., & Goudvis, A. (2000). Strategies that work. Portland, ME: Stenhouse.
151. Harwell, M., D'Amico, L., Stein, M. K., & Gatti, G. (2000, April 24-28). The effect of teachers' professional development experiences on student achievement in Community School District #2. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
152. Hawley, W. D., & Valli, L. (1999). The essentials of effective professional development. In Darling-Hammond & Sykes (Eds.), Teaching as the learning profession: Handbook of policy and practice. San Francisco: Jossey-Bass.
153. Haycock, K., & Jerald, C. (2002, September). Report card on reform. San Diego Union-Tribune. Retrieved from www.SignOnSanDiego.com
154. Haycock, K., & Navarro, S. (1997). The achievement gap in American education. Washington, DC: Education Trust.
155. Healey, F., & DeStefano, J. (1997). Education reform support: A framework for scaling up school reform. Washington, DC: Abel2 Clearinghouse for Basic Education.
156. Heckman, P., & Peterman, F. (1997). Indigenous invention and school reform. Teachers College Record, 98 (20), 307-327.
157. Heifetz, R. (1994). Leadership without easy answers. Cambridge, MA: Belknap Press of Harvard University Press.
158. Heifetz, R., & Linsky, M. (2000). Leadership on the line: Staying alive through the dangers of leading. Cambridge, MA: Harvard Business School Publishing.
159. Hess, F. M. (Ed.). (2005). Urban school reform: Lessons from San Diego. Cambridge, MA: Harvard Education Press.
160. Hightower, A. M. (2001). San Diego's big boom: District bureaucracy meets culture of learning. Unpublished doctoral dissertation, Stanford University.
161. Hightower, A. M. (2002). San Diego's big boom: Systemic instructional change in the central office and schools. In Hightower, Knapp, Marsh, & McLaughlin (Eds.), School districts and urban renewal (pp. 76-94). New York: Teachers College Press.
162. Hightower, A. M., Knapp, M. S., Marsh, J. A., & McLaughlin, M. (2002). School districts and urban renewal. New York: Teachers College Press.
163. Hill, P., and Celio, M. B. 1998. Fixing urban schools. Washington DC: The Brook ings Institution.
164. Hjörne, E., & Säljö, R. (2004). "There is something about Julia": Symptoms, categories, and the process of invoking attention defi cit hyperactivity disorder in the Swedish school; A case study. Journal of Language, Identity and Education, 3(1), 1-24.
165. Hopper, M. (2003a, March 10). Proposed use of Title I funding 2003-04. Memorandum to members of the District Advisory Committee, principals, and SSC chairpersons.
166. Hopper, M. (2003b, September 9). Status report on district high school reform. Minutes of the SDCS school board. Document E.b.y.
167. Hovenic, G. (2001, May 21). Time needed to reflect on Blueprint. San Diego Daily Transcript.
168. Hovenic, G. (2002, January 9). Feedback needed for the Blueprint's success. San Diego Daily Transcript.
169. Hubbard, L. (2004). Evaluation of the Educational Leadership Development Academy: Final report. Prepared for the Broad Foundation. San Diego: USD School of Education.
170. Hubbard, L., Beldock, D., & Osborne, C. (2003, April 21-25). Struggles and challenges at the top: Principals must learn and researchers can help. Paper presented at the annual American Educational Research Association meetings, Chicago.
171. Hubbard, L., & Datnow, A. (2002). Are single-sex schools sustainable in the public sector? In Datnow & Hubbard (Eds.), Gender in policy and practice (pp. 109-133). London: RoutledgeFalmer.
172. Hubbard, L., & Mehan, H. (1999). Race and reform: Educational niche picking in a hostile environment. Journal of Negro Education, 12(1), 115-130.
173. Huber, G. P. (1991). Organizational learning. Organizational Science, 2(1), 88-115.
174. Hutchins, E. (1990). The technology of team navigation. In Galegher, Kraut, & Egibo (Eds.), Intellectual teamwork (pp. 191-220). Hillsdale, NJ: Lawrence Erlbaum.
175. Hutchins, E. (1991). Organizing work by adaptation. Organizational Science, 2(1), 14-39.
176. Hymes, D. H. (Ed.). (1972). Reinventing anthropology. New York: Pantheon Books.
177. Jencks, Christopher S., & Meredith Phillips (Eds.). (1998). The Black-White Test Score Gap. Washington DC: Brookings Institution.
178. Jencks, C. et al.(1972). Inequality. New York: Basic Books.
179. Jencks, C. et al.(1978). Who gets ahead? New York: Basic Books.
180. Johnson, F. (2001, October 25). Address to principals' conference.
181. Johnson, F. (2002, March 14). Walk-through at Martin Luther King.
182. Johnstone, B. (1998, July 1). Interview with Mary Kay Stein and Laura D'Amico.
183. Jones, M., Yonezawa, S., Ballesteros, E., & Mehan, H. (2002). Shaping pathways to higher education. Educational Researcher, 10, 1-13.
184. Jones, M., Yonezawa, S., & Grimes, S. (2002). Executive summary: SDCS community, teacher, parent, and student focus group data 2001-02. San Diego: University of California, CREATE.
185. Katz, D., & Kahn, R. (1966). The social psychology of organizations. New York: John Wiley.
186. Keene, E., & Zimmerman, S. (1997). Mosaic of thought: Teaching comprehension in a reader's workshop. Portsmouth, NH: Heinemann.
187. Kennedy, M. M. (1998). Form and substance in in-service teacher education [Research monograph #13]. Arlington, VA: National Science Foundation.
188. Kluver, J., & Rosenstock, L. (2002). Choice and diversity: Irreconcilable differences? San Diego, CA: High Tech High.
189. Knapp, M. (n.d.). Committed to partnerships for excellence. San Diego, CA: San Diego Education Association.
190. Kohlberg, L., & Mayer, R. (1972). Development as the aim of education. Harvard Educational Review, 42 (4), 449-496.
191. Kohn, Alfie. (2002). Education Inc. Turning learning into a business. Portsmouth NH: Heinemann.
192. Kotter, J. (1996). Leading change. Boston: Harvard Business School Press.
193. Kucher, K., & Washburn, D. (2003, May 18). Time to deliver. The San Diego Union-Tribune.
194. Labaree, D. F. (2003). The particular problems of preparing educational researchers. Educational Researcher, 32 (4), 13-22.
195. Lagemann, E. (2000). An elusive science: The troubling history of education. Chicago: University of Chicago Press.
196. Lagemann, E. (2002). Useful knowledge. Chicago: Spencer Foundation.
197. Lareau, Annette. (1989). Home advantage: Social class and parental intervention in elementary education. London: Falmer Press.
198. Lareau, Annette. (2003). Unequal childhoods: Class, race and family life. Berkeley: UC Press.
199. Latino Coalition. (2001, October 9). Presentation to the SDCS Board of Education.
200. Latour, B., & Woolgar, S. (1979). Laboratory life: The social construction of scientific facts. Beverly Hills, CA: Sage.
201. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York: Cambridge University Press.
202. Levin, H. (1987). New schools for the disadvantaged. Teachers Education Quarterly, 14 (4), 60 -83.
203. Lewin, T. (2000, June 8). Leaders from other professions reshape America's schools, from top to bottom. The New York Times, p. A18
204. Lewis, C. (2003). Lesson study: A handbook of teacherled instructional change. Philadelphia: Research for Better Schools.
205. Lieberman, L., & Wood, D. R. (2003). Inside the National Writing Project: Connecting network learning and classroom teaching. New York: Teachers College Press.
206. Lipsky, M. (1982). Street level bureaucracy. Boston: Allyn & Bacon.
207. Livingston, T. (2004, April 20). Interview with Lea Hubbard.
208. Loucks-Horsley, H. P., Love, N., & Stiles, K. (1998). Designing professional development for teachers of science and mathematics. Thousand Oaks, CA: Corwin.
209. Magee, M. (1998, June 16). Bersin unveils school reorganization: Top New York educator to be head of new learning institute. The San Diego Union-Tribune, p. A1
210. Magee, M. (1999, November 13). Chamber keeps up its support of Bersin. Group won't back all of its original trustees. The San Diego Union-Tribune, p. B1
211. Magee, M. (2000a, January 8). Demoted administrators sue S.D. district, trustees. The San Diego Union-Tribune, p. B7
212. Magee, M. (2000b, March 12). School board hopefuls get no vacation in their quest for backers. Bersin's reform plan is a hot button issue. The San Diego Union-Tribune, p. B1
213. Magee, M. (2000d, March 16). Educators prepare for reform plan. Bersin plans meetings with parents, teachers. The San Diego Union-Tribune. Retrieved from www.SignOnSanDiego.com
214. Magee, M. (2001). State panel fi nds fl aws in school reform funding. Bersin downplays error. Calls ruling string vindication. The San Diego Union-Tribune, p. A1
215. Magee, M. (2000c, March 15). Sweeping School reforms approved 3-2. Decisions made despite thousands of protests. The San Diego Union-Tribune, p. A1
216. Magee, M. (2000e, October 25). Zimmerman wins tight race with Dubick. The San Diego Union-Tribune, p. A1
217. Magee, M. (2001b, November 6). School reform plan gets private boost, with a condition. The San Diego Union-Tribune, pp. A1, A7.
218. Magee, M. (2002a, April 10). Bersin's contract extended to 2006. The San Diego Union-Tribune. Retrieved from www.SignOnSanDiego.com
219. Magee, M. (2002b, December 6). Bersin says Alvarado's role to be curtailed. The San Diego Union-Tribune. Retrieved from www.SignOnSanDiego.com
220. Magee, M. (2004a, January 8). San Diego schools help decide what to cut. The San Diego Union-Tribune. Retrieved from www.SignOnSanDiego.com
221. Magee, M. (2004b, November 6). Former principals win case against district. The San Diego Union-Tribune. Retrieved from www.SignOnSanDiego.com
222. Magee, M., & Daniels, D. (2002, December 10). Fed-up parents stage walkout. The San Diego Union-Tribune. Retrieved from www.SignOnSanDiego.com
223. Magee, M., & Gao, H. (2004, November 4). Three new trustees for San Diego schools. The San Diego Union-Tribune. Retrieved from www.SignOnSanDiego.com
224. Magee, M., & Kucher, K. (2004, January 6). Schools' prop MM overseer quits post. The San Diego Union-Tribune. San Diego County Office of Education News Clips.
225. Malinowski, B. (1922). Argonauts of the Western Pacific: An account of native enterprise and adventure in the archipelagoes of Melanesian New Guinea. London: Routledge.
226. March, J. (2002). How districts relate to states, schools and communities: A review of emerging literature. In Hightower, Knapp, Marsh, & McLaughlin (Eds.), School districts and instructional renewal: Opening the conversation (pp. 30-57). New York: Teachers College Press.
227. Mathews, Jay. (2001, July 3). Recruiting a new class of leaders; Superintendents with military, business expertise are demanding new methods to enhance schools' performance. The Washington Post, p. A10
228. McCarty, T. L., Stephen Wallace, S., Lynch, R. H., & Benally, A. (1991). Classroom inquiry and Navajo learning styles: A call for reassessment. Anthropology and Education Quarterly, 22, 42-59.
229. McDermott, R. P. (1980). Profile: Ray Birdwhistell. Kinesis Reports, 2, 1-4, 14-16.
230. McDermott, R. P., & Varenne, H. (1993). The acquisition of a child by a learning disability. In Lave (Ed.), Understanding practice. Cambridge: Cambridge University Press.
231. McLaughlin, M. W. (1998). Listening and learning from the field: Tales of policy implementation and situated practice. In Hargreaves et al. (Eds.), International handbook of educational change (pp. 70-84). London: Kluwer Academic.
232. McLaughlin, M., & Talbert, J. E. (1993). Contexts that matter for teaching and learning. Stanford, CA: Stanford University Center for Research on the Context of Secondary School Teaching.
233. McNeill, L. (2002). Contradictions of school reform: Educational costs of educational testing. New York: Routledge.
234. Mead, G. H. (1934). Mind, self and society. Chicago: University of Chicago Press.
235. Mehan, H. (1979). Learning lessons: The social organization of classroom instruction. Cambridge, MA: Harvard University Press.
236. Mehan, H. (1992). Understanding inequality: The contribution of ethnographic studies. Sociology of Education, 65, 1-20.
237. Mehan, H., & Grimes, S. (1999). Closing the achievement gap in the SDCS. La Jolla, CA: San Diego Dialogue.
238. Mehan, H., Hubbard, L., Villanueva, I., & Lintz, A. (1995). Constructing school success: The consequences of untracking low achieving students. Cambridge: Cambridge University Press.
239. Mehan, H., Meihls, J. L., Hertweck, A., & Crowdes, M. (1986). Handicapping the handicapped: Decision making in students' educational careers. Stanford, CA: Stanford University Press.
240. Mehan, H., Quartz, K. H., & Stein, M. K. (1997). Co-constructing San Diego's institute for learning: An analytic essay for the Spencer Foundation. La Jolla: University of California, San Diego, CREATE.
241. Meier, D. (1995). The power of their ideas: Lessons for America from a small school in Harlem. Boston: Beacon.
242. Meyer, J. W., & Rowan, B. (1977). Institutionalized organizations: Formal structure as myth and ceremony. American Journal of Sociology, 83 (2), 340-363.
243. Meyer, J. W., & Scott, W. R. (Eds.). (1983). Organizational environments: Ritual and rationality. Beverly Hills, CA: Sage.
244. Milsap, M.A., Moss, M., & Gamse, B., (1993). The Chapter 1 implementation study: Final report on Chapter 1 in public school. Cambridge, MA: Abt Associates.
245. Mooney, M. (1990). Reading to, with, and by children. New York: Richard C. Owen.
246. Moran, C. (2003a, February 5). Chief S.D. school reformer to leave. The San Diego Union-Tribune. San Diego County Office of Education News Clips.
247. Moran, C. (2003b, March 6). Reassignments of principals in S.D. city schools district upheld. The San Diego Union-Tribune. San Diego County Office of Education News Clips.
248. Moran, C. (2003c, March 13). 325 more teachers in SD to get notices. The San Diego Union-Tribune. San Diego County Office of Education News Clips.
249. Moran, C. (2003d, May 14). SD city school retirement is three times normal. The San Diego Union-Tribune. San Diego County Office of Education News Clips.
250. Moran, C. (2003e, July 25). San Diego school budget approved. The San Diego Union-Tribune. San Diego County Office of Education News Clips.
251. Morgan, N. (2001, December 26). Good news for 2002: Some have made this city a world center. The San Diego Union-Tribune. San Diego County Office of Education News Clips.
252. Muncey, D., & McQuillan, P. (1996). Reform and resistance in schools and classrooms. New Haven, CT: Yale University Press.
253. Muñoz, D. L (2001, October 5). San Diego unified school district trustees threatened with shooting. La Prensa Retrieved from http://www.laprensa-sandiego.org/archieve/m
254. Murphy, A. (2002, May 20). Interview with Lea Hubbard.
255. Nathanson, C. E. (2002). It smelled like news to me, but the newspaper said it wasn't. San Diego Dialogue, Report 5 (4), 1, 3
256. Newman, D., Griffin, P., & Cole, M. (1989). The construction zone. New York: Cambridge University Press.
257. New Zealand Ministry of Education. (1996). Reading for life: The learner as a reader. Wellington, New Zealand: Learning Media Limited.
258. No Child Lef Behind Act of 2001. PL 107-110. 115 Stat. 1425.
259. Nolan, H. (2001, January 25). Walk-through at Martin Luther King High School.
260. Oakes, J. (1992). Can tracking research inform practice? Technical, normative, and political considerations. Educational Researcher, 2, 12-21.
261. Oakes, J., Quartz, K. H., Ryan, S., & Lipton, M. (1999). Becoming good American schools: The struggle for civic virtue in educational reform. San Francisco: Jossey-Bass.
262. Oakes, J., Wells, A. S., Jones, M., & Datnow, A. (1997). Detracking: The social construction of ability, cultural politics, and resistance to reform. Teachers College Record, 98 (3), 482-510.
263. Oliver, R. (2001, October 15). Interview with Lea Hubbard.
264. Ottinger, R. (2002, July 9). Request for investigation of board member misconduct.
265. Ouchi, W. G. (2003). Making schools work. New York: Simon & Schuster.
266. Parker, C. (2001a, April 26). Interview with Lea Hubbard.
267. Parker, C. (2001b, June 27). Interview with Lea Hubbard.
268. Parker, C. (2002, March 21). Interview with Lea Hubbard.
269. Parsons, Talcott. (1932). The social system. New York: The Free Press.
270. Pea, R. D., Gomez, L. M., Edelson, D. C., Fishman, B. J., Gordin, D. N., & O'Neill, D. K. (1997). Science education as driver of cyberspace technology development. In Cohen (Ed.), Internet links for science education (pp. 189-220). New York: Plenum.
271. Perrow, C. (1999). Normal accidents: Living with high-risk technologies. Princeton, NJ: Princeton University Press.
272. Perry, S. (2001, May 8). Interview with Lea Hubbard.
273. Perry, T. (2000, October 17). Ads spark backlash in school race. Los Angeles Times. Retrieved from http://www.latimes.com/cgi/print.cgi
274. Pinnell, G. S. (1989). Reading Recovery: Helping at-risk children learn to read. Elementary School Journal, 90, 161-183.
275. Portin, B. S., Beck, L., Knapp, M., & Murphy, J. (2000). Self-reflective renewal in schools: Local lessons from a national initiative. Westport, CT: Greenwood.
276. Pressman, J. L., & Wildavsky, A. (1973). Implementation. Berkeley: University of California Press.
277. Ravitch, D. (2002). Left back. New York: Basic Books.
278. Resnick, L. (1995). From aptitude to effort: A new foundation for our schools. Daedalus, 12 (4), 55-62.
279. Resnick, L., Elmore, R. F., & Alvarado, A. F. (1996). Developing and implementing high-performance learning communities. Proposal submitted to Office of Educational Research and Improvement.
280. Resnick, L. B., & Fink, E. (2001). Developing principals as instructional leaders. Phil Delta Kappan, 82 (8), 598-606.
281. Rogof, B. (1994). Developing understanding of the idea of community of learners. Mind, Culture, and Activity, 1, 209-229.
282. Rogof, B., & Lave, J. (Eds.). (1984). Everyday cognition: Its development in social context. Cambridge, MA: Harvard University Press.
283. Rosebery, A. S., Warren, B., & Conant, F. R. (1992). Appropriating scientific discourse: Findings from language minority classrooms. Journal of the Learning Sciences, 2(10), 61-94
284. Rosen, L., & Mehan, H. (2003). Reconstructing equality on new political ground: The politics of representation in the charter school debate at UCSD. American Educational Research Journal, 40 (3), 655-682.
285. Rosenstock, L., & Steinberg, A. (1995). Beyond the shop: Reinventing vocational education. In Apple & Beane (Eds.), Democratic schools (pp. 41-57). Arlington, VA: ASCD.
286. Rowan, B. (1995, February). Research in learning and teaching in K-12 school: Implications for the field of educational administration. Educational Administration Quarterly, 31(1), 115-133.
287. Sanday, P. R. (1976). Anthropology and the public interest. New York: Academic Press.
288. Sandbrook, I. (1996). Making sense of primary inspection. Buckingham and Philadelphia, PA: Open University Press.
289. San Diego Achievement Forum. (2002). Achievement in the San Diego City Schools: A progress report. La Jolla: San Diego Dialogue.
290. San Diego charger: Think of Alan Bersin as Giuliani West. (2002, May 6). Wall Street Journal.
291. San Diego City Schools. (1998a). Blueprint for student success. San Diego, CA: SDCS Institute for Learning. (Passed by the SDCS school board, March 14, 1998.)
292. San Diego City Schools. (1998b). Genre studies non-negotiables. San Diego, CA: SDCS Institute for Learning.
293. San Diego City Schools. (1998-1999). Principals' instructional conferences: Training materials. San Diego, CA: SDCS Institute for Learning.
294. San Diego City Schools. (2001a). San Diego high schools achieving rigorous perfor mance: A proposal to the Carnegie Corporation's Schools for a New Society Initiative. San Diego, CA: SDCS Institute for Learning.
295. San Diego City Schools. (2001b). Student census 2000-2001. San Diego, CA: Author.
296. San Diego City Schools. (2002). 2002 STAR program results, California Standards Tests, Stanford Achievement Test. San Diego, CA: SDCS Standards, Assessment, and Accountability Department.
297. San Diego City Schools. (2002-2003 May 12). Work plan, frame, literacy and math. Paper presented to principals' conference.
298. Sarason, S. (1982). The culture of the school and the problem of change ( 2nd ed.). Boston: Allyn & Bacon.
299. Sarason, S. (1996). Revisiting the culture of the school and the problem of change. New York: Teachers College Press.
300. Sarason, S. (1997). Revisiting the creation of settings. Mind, Culture, and Activity, 4(3), 175 -182.
301. Sawyer, K. (2004). Creative teaching: Collaborative discussion as disciplined improvisation. Educational Researcher, 33 (2), 12-20.
302. Schoenbach, R., Greenleaf, C., Cziko, C., & Hurwitz, L. (1999). Reading for understanding: A guide to improving reading in middle and high school classrooms. San Francisco: Jossey-Bass.
303. Schön, D. A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.
304. Schön, D. A. (1987). Teaching artistry through reflection-in-action. In Educating the reflective practitioner (pp. 22-40). San Francisco: Jossey-Bass.
305. Schools cease fire: Unions, administration to consult on budget. (2003, February 2). The San Diego Union-Tribune. San Diego County Office of Education News Clips.
306. Schools chief merits four more years. (2001, September 4). The San Diego Union Tribune, p. B2.
307. Schutz, A. (1964). Collected papers: The problem of social theory. The Hague: Martinus Nijhoff.
308. Scribner, S., & Cole, M. (1981). The psychology of literacy. Cambridge, MA: Harvard University Press.
309. Sengupta, S. (1998, June 16). Ex-schools chancellor gets a new post. New York Times, p. B3
310. Sergiovanni, T. J. (2000). The lifeworld of leadership: Creating culture, community and personal meaning in our schools. San Francisco: Jossey-Bass.
311. Silberman, C. (1970). Crisis in the classroom: The remaking of American education. New York: Random House.
312. Silver, E. A., & Stein, M. K. (1996). The QUASAR project: The "revolution of the possible" in mathematics instructional reform in urban middle schools. Urban Education, 30 (4), 476-521.
313. Simmons, W., & Resnick, L. (1993). Assessment as the catalyst for school reform. Educational Leadership, 50 (5), 11-15.
314. Simon, H. A. (1991). Bounded rationality and organizational learning. Organizational Science, 2 (2), 125-134.
315. Simon, Herbert A. (1949). Administrative behavior. New York: The Free Press.
316. Simpson, A. (2001, August 22). Interview with Lea Hubbard.
317. Sizer, T. R. (1984). Horace's compromise. Boston: Houghton Mifflin.
318. Sjöström, S. (1997). Party or patient? Discursive practices relating to coercion in psychiatric and legal settings. Umea, Sweden: Borea Bokforlag.
319. Slavin, R. E., & Madden, N. A. (1999). Disseminating Success for All: Lessons for policy and practice. Report no. 30. Baltimore, MD: The Johns Hopkins University Press.
320. Slavin, R. E., Madden, N., Dolan, L., & Wasik, B. (1996). Every child, every school: Success for All. Thousand Oaks, CA: Corwin.
321. Smith, D. (1974). Women's perspective as a radical critique of sociology. Sociological Inquiry, 44, 7-13.
322. Smith, L., & Keith, P. (1971). Anatomy of an educational innovation. New York: Wiley.
323. Spielvogel, J., & Moran, C. (2002, August 30). SD school test scores up, but lag state goals. The San Diego Union-Tribune. San Diego County Office of Education News Clips.
324. Spillane, J. P. (2000). Cognition and policy implementation: District policymakers and the reform of mathematics education. Cognition and Instruction, 18 (2), 141-179.
325. Spillane, J. P. (2002). The change theories of local change agents: The pedagogy of district policies and programs. Teachers College Record, 104 (3), 377-420.
326. Spillane, J. P., & Jennings, N. E. (1997). Aligned instructional policy and ambitious pedagogy: Exploring instructional reform from the classroom perspective. Teachers College Record, 98(3), 439-481.
327. Spillane, J. P., Reiser, B. J., & Reimer, T. (2002). Policy implementation and cognition: Reframing and refocusing implementation research. Review of Educational Research, 72 (3), 387-431.
328. Spillane, J. P., & Thompson, C. (1997). Reconstructing notions of local capacity: The local education agency's capacity for ambitious reform. Education Evaluation and Policy Analysis, 19 (2), 185-203.
329. Spillane, J. P., & Zeuli, J. S. (1999). Reform and teaching: Exploring patterns of practice in the context of national and state mathematics reform. Educational Evaluation and Policy Analysis, 21, 1-27.
330. Star, S. L., & Bowker, G. C. (1997). Of lungs and lungers: The classified story of tuberculosis. Mind, Culture, and Activity, 4(1), 3-23.
331. Stein, M. K., & Brown, C. A. (1997). Teacher learning in a social context: Integrating collaborative and institutional processes with the study of social change. In Fenemma & Nelson (Eds.), Mathematics teachers in transition (pp. 155-191). Hillsdale, NJ: Lawrence Erlbaum.
332. Stein, M. K., & Coburn, C. E. (2003, August 26). Toward producing usable knowledge for the improvement of educational practice: A conceptual framework. Paper presented at the European Association for Research on Learning and Instruction, Padova, Italy.
333. Stein, M., & D'Amico, L. (2002a). District as professional educator: Teacher learning in District #2's literacy initiative. In Knapp & McLaughlin (Eds.), Districts and instructional renewal: Opening the conversation. New York: Teachers Col lege Press.
334. Stein, M. K., & D'Amico, L. (2002b). Inquiry at the crossroads of policy and learning: A study of a district-wide literacy initiative. Teachers College Record, 104 (7), 1313-1344.
335. Stein, M. K., D'Amico, L., & Israel, N. (1999, April 19-23). Observations, conversations, and negotiations: Administrator support of literacy practices in New York City's Community School District #2. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Quebec, Canada.
336. Stein, M. K., D'Amico, L., & Resnick, L. (2001). High performance learning communities project: Final report. Submitted to Office of Educational Research and Improvement, Department of Education. Washington, DC.
337. Stein, M. K., Harwell, M., & D'Amico, L. (1999). Toward closing the gap in literacy achievement. Unpublished manuscript. Learning Research and Development Center, University of Pittsburgh.
338. Stein, M. K., Hubbard, L., & Mehan, H. (2003). Reform ideas that travel far affeld: The two cultures of reform in New York City's District #2 and San Diego. Journal of Educational Change, 5 (2), 161-197.
339. Stein, M. K., Silver, E., & Smith, M. S. (1998). Mathematics reform and teacher development: A community of practice perspective. In Greeno & Goldman (Eds.), Thinking practices in mathematics and science learning (pp. 17-51). Mahwah, NJ: Lawrence Erlbaum.
340. Stein, S. J., & Gewirtzman, L. (2003). Principal training on the ground: Ensuring highly qualified leadership. Portsmouth, NH: Heinemann.
341. Stigler, J., & Hiebert, J. (1997). The teaching gap. New York: Free Press.
342. Stipek, D. (2005, March 23). Scientifically based practice: It's about more than improving the quality of research. Education Week page.
343. Stokes, D. E. (1997). Pasteur's quadrant: Basic science and technological innovation. Washington, DC: Brookings Institution.
344. Stokes, L. (2005). Taking on the real struggles of teaching: A study of the National Writing Project as an infrastructure for building practitioner knowledge. Pittsburgh, PA: MacArthur/Spencer Meta Project.
345. Stringfield, S., Millsap, M., Herman, R., Yoder, N., Brigham, N., Nesselrodt, P., Shaffer, E., Karweit, N., Levin, M., & Stevens, R. (1997). Special strategies, studies, final report. Washington, DC: U.S. Department of Education.
346. Sweeping school reform is approved. 3-2 decision made despite thousands of protestors. (2000, March 15).
347. Teachers union honors Alvarado, Riley. (1999, July 17). The San Diego Union-Tribune, p. B2.
348. TenBerge, Y. (2001, May 18). San Diego High School still steaming over the loss of Alfaro. La Prensa, pp. 1-3. Retrieved from http://www.laprensa-sandiego.org/archieve/may18/alfaro.htm
349. Tharp, R., & Gallimore, R. (1988). Rousing minds to life: Teaching, learning and schooling in social context. Cambridge: Cambridge University Press.
350. Thompson, L. (2002, July 25). Interview with Lea Hubbard.
351. Tichy, N. (1997). The leadership engine: How winning companies build leaders at every level. New York: HarperCollins.
352. Turner, L. (2001, December 11)Walk-through at Emmanuel Jackson Elementary.
353. Turner, L. (2002, September 11). Interview with Lea Hubbard and Mary K. Stein.
354. Tyack, D. T., & Cuban, L. (1995). Tinkering toward utopia: A century of public school reform. Cambridge, MA: Harvard University Press.
355. Varenne, H., & McDermott, R. P. (1998). Successful failure: The schools America builds. Boulder, CO: Westview.
356. Vaughan, D. (1996). The Challenger launch decision: Risky technology, culture and deviance at NASA. Chicago: University of Chicago Press.
357. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cole, John-Steiner, Scribner, & Souberman (Eds.), Cambridge, MA: Harvard University Press.
358. Warren, J. (2001, November 8). What price for our children? Voiceand Viewpoint.
359. Watson, N., Fullan, M., & Kilcher, A. (2002). The role of the district: Professional learning and district reform. Paper presented at American Educational Research Association annual conference in New Orleans, LA.
360. Weber, M. (1964). The theory of social and economic organization (A. M. Handerson & T. Parsons, Trans.). New York: Free Press. (Original work published 1947)
361. Weick, K. E. (1976). Educational organizations as loosely coupled systems. Administrative Science Quarterly, 21, 1-19.
362. Weick, K. E. (1995). Sensemaking in organizations. Thousand Oaks, CA: Sage.
363. Weick, K. E., & Roberts, K. H. (1993). Collective mind in organizations: Heedful interrelating on flight decks. Administrative Science Quarterly, 38, 357-381.
364. Weiss, C. (1995). The four "i's" of school reform: How interests, ideology, information, and institution affect teachers and principals. Harvard Educational Review, 65 (4), 571-592.
365. Wenger, E. (1998). Communities of practice: Learning, meaning and identity. Cambridge: Cambridge University Press.
366. Wenger, E., McDermott, R., & Snyder, W. (2002). Cultivating communities of practice: A guide to managing knowledge. Cambridge, MA: Harvard Business School Press.
367. Whitaker, B. (2000, October 25). Business groups that back superintendent spend big in San Diego school board race. New York Times, p. A16
368. Wideen, M. F. (1994). The struggle for change. London: Falmer.
369. Wilcox, B., & Gray, J. (1996). Inspecting schools: Holding schools to account and helping schools to improve. Berkshire, UK: Open University Press.
370. Williams, B., Wilson, S., & Berne, J. (1999). Teacher learning and the acquisition of professional knowledge: An examination of research on contemporary professional development. Review of Research in Education, 24, 173-209.
371. Wilson, S. M. & Berne, J. (1999). Teacher learning and the acquisition of professional knowledge: An examination of research on contemporary professional development. Review of Research in Education, 24, 173-209.
372. Yankelovich, D. (2001). Other voices: Design for a feedback process among stakeholders on the Blueprint for Student Success. La Jolla, CA: Viewpoint Learning.
373. Yonezawa, S., & Datnow, A. (1999). Supporting multiple reform designs in culturally and linguistically diverse school districts. Journal of Education of Students Placed At Risk, 4 (1), 101-125.
374. Yonezawa, S., Jones, M., & Mehan, H. (2002). Partners for preparation: Constructing and distributing social and cultural capital to achieve diversity. In Tierney & Hagedorn (Eds.), Extending outreach: Strategies for accessing college. Albany: SUNY Press.
375. Yonezawa, S., Wells, A. S., & Serna, I. (2002). Choosing tracks: "Freedom of choice" in detracking schools. American Educational Research Journal, 49(1), 37- 67.
376. Yourdon, E. (1989). Structured walkthroughs. Englewood Cliffs, NJ: Prentice Hall.
377. Ziegler, A. (1981). The writing workshop. New York: Teachers and Writers Collaborative.