A framework for effective management of school system performance

Teachers College Record

Volumn 109, Issue 13, 2007, Pages 155-185

  Resnick, Lauren ^a   Besterfield Sacre, Mary ^b   Mehalik, Matthew ^b   Sherer, Jennifer Zoltners ^a   Halverson, Erica ^c  

^a UNIVERSITY OF PITTSBURGH   (United States)

^b University of Pittsburgh   (United States)

^c UNIVERSITY OF WISCONSIN MADISON   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84966550145     PISSN: 01614681     EISSN: 14679620     Source Type: Journal    
DOI: None     Document Type: Article

References (100)

1. Alexander, RA., Kulikowich, J.M., & Jetton, T.L. (1994). The role of subject-matter knowledge and interest in the processing of linear and non-linear texts. Review of Educational Research, 64, 201-252.
2. Anderman, E.M., & Maehr, M.L. (1994). Motivation and schooling in the middle grades. Review of Educational Research, 64, 287-309.
3. Ball, D.L., Camburn, E., Correnti, R., Phelps, G., & Wallace, R. (1999, December). New tools for research on instruction and instructional policy: A web-based teacher log. Working paper. Seattle, WA: Center for the Study of Teaching and Policy.
4. Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
5. Bereiter, C., & Scardamalia, M. (1993). Surpassing ourselves: An inquiry into the nature and implications of expertise. Chicago: Open Court.
6. Berliner, D.C. (1990). What's all the fuss about instructional time? The nature of time in schools: Theoretical concepts, practitioner perceptions. New York: Teachers College Press.
7. Besterfield, D.H., Michna, C., Besterfield, G., & Besterfield-Sacre, M. (2003). Total quality management (3rd ed.). Prentice Hall, NJ: Pearson Education.
8. Besterfield-Sacre, M., Gerchak, J., Lyons, M., Shuman, L.J., & Wolfe, H. (2004). Scoring concept maps: Development of an integrated rubric for assessing engineering education. Journal of Engineering Education, 93(2), 105-116.
9. Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2003). Assessment for learning: Putting it into practice. Buckingham, UK: Open University Press.
10. Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2004). Working inside the black box: Assessment for learning in the classroom. Phi Delta Kappan, 86(1), 9-21.
11. Blanchard, B.S., & Fabrycky, WJ. (1998). Systems engineering and analysis (3rd ed.). Upper Saddle River, NJ: Prentice Hall.
12. Blank, R.K., Porter, A., & Smithson, J. (2001, July). New tools for analyzing teaching, curriculum and standards in mathematics and science (Results from Survey of Enacted Curriculum Project, Final Report). Washington, DC: CCSSO.
13. Borko, H., & Putnam, R.T. (1995). Expanding a teacher's knowledge base: A cognitive psychological perspective on professional development. In T.R. Guskey & M. Huberman (Eds.), Professional development in education: New paradigms and practices (pp. 35-66). New York: Teachers College Press.
14. Borko, H., Stecher, B., Alonzo, A., Moncure, S., & McClam, S. (2003). Artifact, packages for measuring instructional practice: A pilot study (CSE Report No. 615). Los Angeles: University of California, National Center for Research on Evaluation, Standards, and Student Testing (CRESST).
15. Bryk, A., Camburn, E., & Louis, K.S. (1999). Professional community in Chicago elementary schools: Facilitating factors and organizational consequences. Educational Administration Quarterly, 35(5), 751-781.
16. Callon, M. (1989). Society in the making: The study of technology as a tool for sociological analysis. In W.E. Bijker, T.P. Hughes, & T. Pinch (Eds.), The social construction of technological systems (pp. 83-103). Cambridge, MA: MIT Press.
17. Carlsen, W.S. (1991). Questioning in classrooms: A sociolinguistic perspective. Review of Educational Research, 61(2), 157-178.
18. Carroll, J.B. (1963). A model of school learning. Teachers College Record, 64, 723-733.
19. Carroll, J.B. (1989). The Carroll model: A 25-year retrospective and prospective view. Educational Researcher, 18(1), 26-31.
20. Chi, C.T.H., Feltovich, P.J., & Glaser, R. (1981). Categorization and representation of physics problems by experts and novices. Cognitive Science, 5(2), 121-152.
21. Cobb, P. (1991). Assessment of a problem-centered second grade mathematics project. Journal for Research in Mathematics Education, 22, 13-29.
22. Coburn, C.E. (2001). Collective sensemaking about reading: How teachers mediate reading policy in their professional communities. Educational Evaluation and Policy Analysis, 23(2), 145-172.
23. Coburn, C.E. (2005). Shaping teacher sensemaking: School leaders and the enactment of reading policy. Educational Policy, 19(3), 476-509.
24. Cohen, D.K., & Hill, H.C. (2001). Learning policy: When state education reform works. New Haven, CT: Yale University Press.
25. Collins, A., Brown, J.S., & Newman, S.E. (1987). Cognitive apprenticeship: Teaching the craft of reading, writing and mathematics (Technical Report No. 403). Cambridge, MA: BBN Laboratories.
26. Collins, A., Greeno, J.G., & Resnick, L.B. (1994). Learning environments. In T. Husen & T.N. Postlethwaite (Eds.), International encyclopedia of education (2nd ed., pp. 3297-3302). Oxford: Pergamon.
27. Connell, J.P., Spencer, M.B., & Aber, J.L. (1994). Educational risk and resilience in African American youth: Context, self, and action outcomes in school. Child Development, 65, 493-506.
28. Cotton, K. (1989). Educational time factors (Close-Up #8). Portland, OR: Northwest Regional Educational Laboratory.
29. Council of the Great City Schools (2006). Urban school superintendents: Characteristics, tenure, and salary. Urban Indicator, 8(1), 1-10.
30. Crosson, A., Junker, B.W., Matsumura, C., & Resnick, L.B. (2003, April). Developing an instructional quality assessment. Paper presented at the annual meeting of the American Educational Research Association, Chicago.
31. Csikszentmihalyi, M., & Csikszentmihalyi, I.S. (1988). Optimal experience: Psychological studies of flow in consciousness. New York: Cambridge University Press.
32. Davis, L.E. (1982). Organizational design. In G. Salvendy (Ed.), Handbook of industrial Engineering (pp. 2.1.1-2.1.29). New York: John Wiley and Sons.
33. Dunkin, M.J., & Biddle, B.J. (1974). The study of teaching. New York: Holt, Rinehart and Winston.
34. Dweck, C., & Leggett, E.L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95(2), 256-273.
35. Eccles, J.S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53, 109-132.
36. Edmonds, M., & Briggs, K.L. (2003). The instructional content emphasis instrument: Observations of reading instruction. In S. Vaughn & K. Briggs (Eds.), Reading in the classroom: Systems for the observation of teaching and learning (pp. 31-52). Baltimore, MD: Paul H. Brookes Publishing.
37. Emery, F.E., & Trist, E.L. (1960). Sociotechnical systems. In C.W. Churchman & M. Verhulst (Eds.), Management science: Models and techniques (Vol. 2, pp. 83-97). Oxford: Pergamon.
38. Gage, N.L. (1978). The scientific basis of the art of teaching. New York: John Wiley and Sons.
39. Gage, N.L. (1989). The paradigm wars and their aftermath: A "historical" sketch of research on teaching since 1989. Educational Researcher, 18(7), 4-10.
40. Gamoran, A., Porter, A.C., Smithson, J., & White, P.A. (1997). Upgrading high school mathematics instruction: Improving learning opportunities for low-achieving, low-income youth. Educational Evaluation and Policy Analysis, 19(4), 915-945.
41. 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.
42. Glennan, T.K., Jr., & Resnick, L. (2004). School districts as learning organizations: A strategy for scaling education reform. In T.K. Glennan, Jr., S.J. Bodilly, J. Galegher, & K. Kerr (Eds.), Expanding the reach of education reforms: Collected essays by leaders in the scale-up of educational interventions (pp. 517-564). Santa Monica, CA: RAND.
43. Golish, B., & Besterfield-Sacre, M. (2006a). The differences in the innovation process between academic and corporate inventors. Paper presented at the NCIIA annual conference, Portland, OR.
44. Golish, B., & Besterfield-Sacre, M. (2006b). The development of a university technology transfer model. Paper presented at the IERC annual conference, Orlando, FL.
45. Golish, B., Besterfield-Sacre, M., & Shuman, L. (forthcoming). Comparing the innovation processes in academic and corporate settings. Journal of Product Innovation Management (Special Issue).
46. Greeno, J.G., Collins, A.M., & Resnick, L.B. (1996). Cognition and learning. In D. Berliner & R. Calfee (Eds.), Handbook of educational psychology (pp. 15-47). New York: Simon & Schuster Macmillan.
47. Hunt, E.B., & Minstrell, J.A. (1994). Cognitive approach to the teaching of physics. In K. McGilly (Ed.), Classroom lessons: Integrating cognitive theory and classroom practice (pp. 51-74). Cambridge, MA: MIT Press.
48. Institute for Learning (2002). Principles of learning (CD-ROM set). Pittsburgh, PA: University of Pittsburgh.
49. Junker, B., Matsumura, L.C., Crosson, A., Wolf, M.K., Levison, A., & Weisberg, Y., & Resnick, L. (2004, April). Overview of the instructional quality assessment. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.
50. Juran, J.M., & Gryna, F.M. (2001). Quality planning and analysis: From product development through use (4th ed.). New York: McGraw Hill.
51. Kidder, T. (1981). The soul of a new machine. Boston: Little Brown and Company.
52. Killion, J. (2002). Assessing impact: Evaluating staff development. Oxford, OH: National Staff Development Council.
53. Killion, J., Munger, L., Roy, P., & McMullen, P. (2003). Training manual for assessing impact: Evaluating staff development. Oxford, OH: National Staff Development Council.
54. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York: Cambridge University Press.
55. Law, J. (1987). Technology and heterogeneous engineering: The case of Portuguese expansion. In WE. Bijker, T.P. Hughes, & T. Pinch (Eds.), The social construction of technological systems (pp. 111-134). Cambridge, MA: MIT Press.
56. Leinhardt, G., & Seewald, A.M. (1981). Overlap: What's tested, what's taught? Journal of Educational Measurement, 18(2), 85-96.
57. Little, J.W. (2003). Inside teacher community: Representations of classroom practice. Teachers College Record, 105(6), 913-945.
58. Louis, K.S., & Marks, H.M. (1998). Does professional community affect the classroom? Teachers' work and student experiences in restructuring schools. American Journal of Education, 106(4), 532-575.
59. March, J.G., & Simon, H.A. (1958). Organizations. New York: Wiley.
60. Matsumura, L.C., Slater, S.C., Junker, B., Wolf, M.K., Crosson, A.C., Levison, A., Peterson, M., & Resnick, L. (2005). Using the instructional quality assessment toolkit to investigate the quality of reading comprehension assignments (CSE Technical Report). Los Angeles: University of California, National Center for Research on Evaluation, Standards, and Student Testing (CRESST).
61. McCutchen, D., Abbott, R.D., Green, L.B., Beretvas, S.N., Cox, S., Potter, N.S., Quiroga, T., & Gray, A.L. (2002). Beginning literacy: Links among teacher knowledge, teacher practice, and student learning. Journal of Learning Disabilities, 35(1), 69-86.
62. McLaughlin, M.W., & Talbert, J.E. (2001). Communities of practice and the work of high school teaching. Chicago: University of Chicago Press.
63. Mehalik, M.M., & Gorman, M.E. (2006). A framework for strategic network design assessment, decision making, and moral imagination. Science, Technology and Human Values. Special Issue on Engineering Ethics, 31(3), 289-308.
64. Michaels, S., O'Connor, C., & Hall, M., with Resnick, L.B. (2002). Accountable talk: Classroom conversation that works (CD-ROM set). Pittsburgh, PA: University of Pittsburgh.
65. Michaels, S., O'Connor, C., & Resnick, L.B. (in press). Deliberative discourse idealized and realized: Accountable talk in the classroom and in civic life. Journal of Philosophy of Education.
66. Minstrell, J. (1992). Facets of student knowledge and relevant instruction. In R. Duit, F. Goldberg, & H. Niedderer (Eds.), Research in physics learning: Theoretical issues and empirical studies (pp. 100-128). Kiel, Germany: Institute for Science Education, University of Kiel.
67. Mitzel, H.E. (1960). Teacher effectiveness. In C.W. Harris (Ed.), Encyclopedia of educational research (pp. 1481-1485). New York: Macmillan.
68. Murphy, D.M., & Paté-Cornell, M.E. (1996). The SAM Framework: Modeling the effects of management factors on human behavior in risk analysis. Risk Analysis, 16(4), 501-515.
69. National School Boards Association (2002). CUBE survey report: Superintendent tenure. Alexandria, VA: Author.
70. Neufeld, B., & Roper, D. (2003). Coaching: A strategy for developing instructional capacity: Promises and practicalities. Washington, DC: Aspen Institute Program on Education and Annenberg Institute for School Reform.
71. North Central Regional Education Laboratory (2004). All students reaching the top: Strategies for closing the achievement gap. Naperville, IL: Learning Point Associates.
72. Novak, J., & Gowin, D. (1984). Learning how to learn. Cambridge, UK: Cambridge University Press.
73. Pellegrino, J.W., Chudowsky, N., & Glaser, R. (Eds.). (2001). Knowing what students know: The science and design of educational assessment. Washington, DC: National Academy of Science.
74. Peterson, P.L., Swing, S.R., Braverman, M.T., & Buss, R. (1982). Students' aptitudes and their reports of cognitive processes during direct instruction. Journal of Educational Psychology, 74, 535-547.
75. Poglinco, S.M., Bach, A.J., Hovde, K., Rosenblum, S., Saunders, M., & Supovitz, J.A. (2003). The heart of the matter: The coaching model in America's choice schools. Philadelphia: University of Pennsylvania, Consortium for Policy Research in Education.
76. Porter, A.C. (2002). Measuring the content of instruction: Uses of research and practice. Educational Researcher, 31 (7), 3-14.
77. Porter, A.C., Chester, M.D., & Schlesinger, M.D. (2004). Framework for an effective assessment and accountability program: The Philadelphia example. Teachers College Record, 106(6), 1358-1400.
78. Resnick, L.B., & Glennan, T.K. (2002). Leadership for learning: A theory of action for urban school districts. In A.T. Hightower, M.S. Knapp, J.A. March, & M.W. McLaughlin (Eds.), School districts and instructional renewal (pp. 1-26). New York: Teachers College Press.
79. Rosebery, A., & Puttick, G.M. (1998). Teacher professional development as situated sense-making: A case study in science education. Science Education, 82, 649-677.
80. Russo, A. (2004, July/August). School based coaching: A revolution in professional development-or just the latest fad? Harvard Education Letter, 20(4), 1-4.
81. Sage, A.J. (1992). Systems engineering. New York: John Wiley and Sons.
82. Sahney, VK. (1993). Evolution of hospital industrial engineering: From scientific management to total quality management. Journal of the Society of Health Systems, 4(1), 3-17.
83. Schiefele, U. (1999). Interest and learning from text. Scientific Studies of Reading, 3, 257-280.
84. Shulman, L.S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 151(2), 4-14.
85. Simon, H. (1996). The sciences of the artificial (3rd ed.). Cambridge, MA: MIT Press.
86. Solomon, H. (1993). Total quality in higher education. Management Services, 37(10), 10-022.
87. Spillane, J. (2000). Cognition and policy implementation: District policy-makers and the reform of mathematics education. Cognition and Instruction, l8(2), 141-179.
88. Spillane, J. (2004). Standards deviation: How local schools misunderstand policy. Cambridge, MA: Harvard University Press.
89. Spillane, J., & Callahan, K. (2000). Implementing state standards for science: What district policy-makers make of the hoopla. Journal of Research in Science Teaching, 37(5), 401-425.
90. Staub, F.C., & Bickel, D.D. (2003). Developing content-focused coaching in elementary literacy: A case study on designing scale. Paper presented at the biannual meeting of the European Association on Research and Instruction, Padova, Italy.
91. Steele, C. (1997). A threat in the air: How stereotypes shape intellectual identity and performance. American Psychologist, 52(6), 613-629.
92. Turner, W.C., Mize, J.H., Case, K.E., & Nazemetz, J.W (1992). Introduction to industrial and systems engineering (3rd ed.). Upper Saddle River, NJ: Prentice Hall.
93. Tyack, D.B. (1974). The one best system: A history of American urban education. Cambridge, MA: Harvard University Press.
94. Walberg, H.J. (1988). Synthesis of research on time and learning. Educational Leadership, 45(6), 76-85.
95. Walker, J., & King, P. (2003, April). Concept mapping as a form of student assessment and instruction in the domain of bioengineering. Journal of Engineering Education, 92(2), 167-179.
96. Walpole, S., & McKenna, M.C. (2004). The literacy coach's handbook: A guide to research-based practice. New York: Guilford Press.
97. Wenger, E. (1998). Communities of practice: Learning, meaning and identity. Cambridge, UK: Cambridge University Press.
98. Werner, R.M., & Bradlow, E.T. (2006). Relationship between Medicare's hospital compare performance measures and mortality rates. Journal of the American Medical Association, 296(22), 2694-2702.
99. West, D., Park, J., Pomeroy, J., & Sandoval, J. (2002). Concept mapping assessment in medical education: A comparison of two scoring systems. Medical Education, 36, 820826.
100. Zurawsky, C. (2004). Closing the gap: High achievement for students of color. Research Points 2(3). Washington, DC: American Educational Research Association.