Ed Focus Initiative

Selected References That Support the EdFOCUS Work

 AASA’s Contextual Needs Assessment, or C N A    referenced by Looney, Michael.  (2007). “Employing Data to Measure Effective Instruction.”  AASA’s Journal of Scholarship and Practice.  Winter, 2007. Vol. 3(4).  pp. 63-69.

Ainsworth, L. (2003). Power standards: Identifying the standards that matter the most. Denver, CO: Advanced Learning Centers.

Ausubel, D. P. (1960). The use of advance organizers in the learning and retention of meaningful verbal material. Journal of Educational Psychology, 51, 267-272.

Ausubel, D. (1968). Educational psychology: A cognitive view. New York: Holt, Rinehart & Winston.

Barber, M., & M. Fullan (2005). “Tri-level development: Putting systems thinking into action.” Education Week, 24(25), 32-34.

Bell, L. I. (2003). “Strategies that close the gap.” Educational Leadership, 60(4), 32-34.

Bernhardt, Victoria.  (2008). Data, Data Everywhere!   Larchmont, NY:  Eye on Education.

Bernhardt, V. (2002). The school portfolio toolkit: A planning, implementation, and evaluation guide for continuous school improvement. Larchmont, NY: Eye On Education.

Bernauer, J. (2002). “Five keys to unlock continuous school improvement.” Kappa Delta Pi Record, 38(2), 89-92.

Berry, B., D. Johnson, et al. (2005). “The power of teacher leadership.” Educational Leadership, 62(5), 56-60.

Bloom, B., J. T. Hartings, et al. (1971). Handbook on formative and summative evaluation of student learning. New York: McGraw-Hill.

Bloom, B. S. (1956). Taxonomy of educational objectives: The classification of educational goals: Handbook 1: Cognitive domain. New York: David Company, Inc.

Bonstingl, J. J. (1992). Schools of quality. Alexandria, VA: Association for Supervision and Curriculum Development.

Brooks, J. G. (2002). Schooling for life: Reclaiming the essence of learning. Alexandria, VA: Association for Supervision and Curriculum Development.

Brooks, J. G. (2004). “To see beyond the lesson: Why we must make meaning making the core of teaching.” Educational Leadership, 62(1), 8-13.

Brophy, J.  (1990).  "Teaching social studies for understanding and higher-order applications."  The Elementary School Journal  90:  351-417.

Brophy, J., and Good, T.  (1986).  "Teacher behavior and student achievement."  In Merlin Wittrock (Ed.), Handbook of research on teaching, 3rd edition, pp. 328-375.  New York:  Macmillan Publishing Co.

Cetron, M., & K. Cetron (2003/2004). “A forecast for schools.” Educational Leadership: 61(4), 22-29.

Chappuis, S., R. J. Stiggins, et al. (2004). Assessment for learning: An action guide for school leaders. Portland, OR: Assessment Training Institute.

Chrisman, V. (2005). “How schools sustain success.” Educational Leadership, 62(5), 16-20.

Collins, J. (2001). Good to great. New York: Harper Collins.

Curwin, R., A. Mendler, et al. (2008). Discipline with Dignity, 3rd ed. Alexandria, VA:  Association for Supervision and Curriculum Development. [ steps for organizing effective group work ] Selected References p.2

Daniels, H., & M. Bizar (2005). Teaching the best practice way: Methods that matter. Portland, ME: Stenhouse.

Danielson, C. (1996). Enhancing professional practice: A framework for teaching.  Alexandria, VA: Association for Supervision and Curriculum Development.

Danielson, C. (2002). Enhancing student achievement: A framework for school improvement. Alexandria, VA: Association for Supervision and Curriculum Development.

Darling-Hammond, L.  (1991).  "The implications of testing policy for quality and equality." Phi Delta Kappan  73(3): 220-225.

Darling-Hammond, L.  (1992).  "Reframing the school reform agenda:  New paradigms must restore discourse with local educators."  School Administrator   49(10):  22-27.

Darling-Hammond, L.  (1993).  "Reforming the school reform agenda: Developing capacity for school transformation."  Phi Delta Kappan  74(10):  753-761.

Darling-Hammond, L.  (1995).  "Changing conceptions of teaching and teaching development."  Teacher Education Quarterly  22(4): 9-26.

Darling-Hammond, L.  (1996).  "What matters most: A competent teacher for every child."  Phi Delta Kappan  78(3): 193-200.

Darling-Hammond, L. (1998).  "Teacher learning that supports student learning."  Educational Leadership  55(5): 6-11.

Darling-Hammond, L., Ancess, J., and Falk, B.  (1995).  Authentic assessment in action:  Studies of schools and students at work.  New York: Teachers College Press.

Darling-Hammond, L., and Falk, B.  (1997).  "Using standards and assessments to support student learning."  Phi Delta Kappan  79(3): 190-199.

Darling-Hammond, L. (2000). “Teaching quality and student achievement: A review of state policy evidence.” Center for the Study of Teaching and Policy, University of Washington.

Downey, C.J., Betty E. Steffey, Williman K. Poston.  (2009.) 50 Ways to Close the Achievement Gap.  Curriculum Management Systems.  Thousand Oaks, CA:  The Corwin Press. 

Drury, D., & H. Doran (2003). “The value of value-added analysis.” Policy Research Brief: Examining Key Education Issues, 3(1), 1-4, National School Boards Association.

DuFour, R. (2003). “Central office support for learning communities.” School Administrator, 60(5), 16-17.

DuFour, R. (2004). “What is a professional learning community?” Educational Leadership, 61(8), 6-11.

Eisner, E.  (1997).  “Cognition and representation: A way to pursue the American dream.”  Phi Delta Kappan  78(5):  348-353.

Eisner, E. (2004). “Preparing for today and tomorrow.” Educational Leadership, 61(4), 6-10.

ERIC Clearinghouse.  (2002). The School System Management Audit.  Eugene, OR:  Eric Clearinghouse on Educational Management. 

Fiore, D. (2004). Introduction to educational administration: Standards, theories, and practice. Eye On Education.

Fleming, M., & B. Chambers (1983). Teacher-made tests: Windows on the classroom. Testing in the schools: New directions for testing and measurement.

Fullan, M.  (1996).  “Turning systemic thinking on its head.”  Phi Delta Kappan  77(6): 420-423. Selected References p.3

Fullan, M. (2002b). “Leadership and sustainability.” Principal Leadership, 3(4), 14-17.

Fullan, M., A. Bertani, et al. (2004). “New lessons for districtwide reform.”  Educational Leadership, 61(7), 42-46.

Fulton, K. P. (2003). “Redesigning schools to meet 21st century learning needs.”T.H.E Journal, 30(9), 30-32, 34, 36.

Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. Basic Books:  Harper-Collins.

Goodlad, J., Soder, R., and Sirotnik, K. A. (Eds.) (1990).  The moral dimensions of teaching.  San Francisco: Jossey-Bass.

Grove, K. (2002). “The invisible role of the central office.” Educational Leadership, 59(8), 45-47.

Hershberg, T., V. Adams Simon, et al. (2004). “The revelations of value-added: An assessment model that measures student growth in ways that NCLB fails to do.” School Administrator, 61(11), 10-14.

Hurley, V., R. Greenblatt, et al. (2003). “Learning conversations: Transforming supervision.” Principal Leadership (middle-school ed.) 3(9), 31-36.

Interstate School Leaders License Consortium. (2003). “Standards for school leaders.”  Washington, DC: Council of Chief State School Officers.

Irvin, L., & D. White (2004). “Keys to effective leadership.” Principal Leadership (high school ed.), 4(6), 20-24.

Jerald, C. (2003). “Beyond the rock and the hard place.” Educational Leadership, 61(3), 12-16.

Joyce, B., & B. Showers (2002). Student achievement through staff development. Alexandria, VA: Association for Supervision and Curriculum Development.

Kolb, D. A., & R. Fry (1975). “Toward an applied theory of experiential learning.” Theories of Group Process. C. Cooper (ed). London: John Wiley Publishing.

Lezotte, L.  (1994).  “The nexus of instructional leadership and effective schools.”  School Administrator  51:  20-22.

Marzano, R. (2002). “Standardized curriculum.” Principal, 81(3), 6-9.

Marzano, R. (2003a). What works in schools: Translating research into action. Alexandria, VA: Association for Supervision and Curriculum Development.

Marzano, R. (2003b). “Using data: Two wrongs and a right.” Educational Leadership, 60(5), 56-60.

Marzano, R. (September 13, 2004). “Why is there a need for these standards?”  from Windows on ASCD Website.

Marzano, R., & J. Marzano (2003). “The key to classroom management.”  Educational Leadership, 61(1), 6-12.

Marzano, R., D. Pickering, et al. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development.

McTighe, J., & K. O’Connor (2005). “Seven practices for effective learning.” Educational Leadership, 63(3), 10-17.

McTighe, J., E. Seif, et al. (2004). “You can teach for meaning.” Educational Leadership, 62(1), 26-30.

McTighe, J., & R. S. Thomas (2003). “Backward design for forward action.”  Educational Leadership, 60(5), 52-55.

Nicholson, M. (January 24, 2006). Proposal to USDE to use value-added as component of AYP. Columbus, Ohio: Battelle For Kids. Selected References p.4

Patterson, D., & C. Rolheiser (2004). “Creating a culture of change.” Journal of Staff Development, 25(2), 1-4.

Pollock, J. E. and Ford, S. M.  (2009).  Improving Student Learning One Principal at a Time.  Alexandria, VA:  Association of Supervision and Curriculum Development.

Quinn, T. (2002). “Redefining leadership in the standards era.” Principal, 82(1), 16-20.

Reeves, D. (2000a). “Finishing the race.” Thrust for Educational Leadership, 29(5), 26-29.

Reeves, D. (2000b). “Standards are not enough: Essential transformations for school success.” NASSP Bulletin, 84(620), 5-19.

Reeves, D. (2004a). Accountability for learning: How teachers and school leaders can take charge. Alexandria, VA: Association for Supervision and Curriculum Development.

Reeves, D. (2004b). Assessing educational leaders. Thousand Oaks, CA: Corwin Press, National Academy of Secondary School Principals.

Reeves, D. (2005). “Constructive alternative in a destructive debate.” Principal Leadership, 5(7), 38-43.

Rock, T., & C. Wilson (2005). “Improving teaching through lesson study.” Teacher Education Quarterly, 32(1), 77-92.

Ruebling, C., S. Stow, et al. (2004). “Instructional leadership: An essential ingredient for improving student learning.” The Educational Forum, 68(3), 243-253.

Sanders, W. L. (2005). “A summary of conclusions drawn from longitudinal analyses of student achievement data over the past 22 years (1982-2004).”

Scriffiny, P. (2008).  “Seven Reasons for Standards-Based Grading.”  Educational Leadership 66 (2):70 -74.

Schloemer, G. R., & J. Johnson (2003). Closing the achievement gaps: Toward high achievement for all students. Columbus, OH: State of Ohio Board of Education Task Force.

Schmoker, M. (2004). “Tipping point: From feckless reform to substantive instructional improvement.” Phi Delta Kappan, 85(6), 424-432.

Shepard, L. (2005). “Linking formative assessment to scaffolding.” Educational Leadership, 63(3), 66-71.              

Shepard, L.  (1995).  “Using assessment to improve learning.”  Educational Leadership 52(5):  38-43.

Sizer, T.  (1992).  Federal reform in education: Boon or bane?  Paper presented at the annual meeting of the American Educational Research Association, San Francisco

Stiggins, R., J. Arter, et al. (2004). Classroom assessment for student learning: Doing it right, using it well. Portland, OR: Assessment Training Institute.

Stiggins, R. and Chappuis, J.  (2008).   Enhancing Student Learning.”   District Administration  [ magazine ] January 1, 2008.

Strong, R., H. Silver, et al. (2001). Teaching what matters most: Standards and strategies for raising student achievement. Alexandria, VA: Association for Supervision and Curriculum Development.

Strong, R., H. Silver, et al. (2003). “Boredom and its opposite.” Educational Leadership, 61(1), 24-29.

Taba, H. (1962). Curriculum development: Theory and practice. New York: Harcourt Brace and World.

Taba, H. (1966). Teaching strategies and cognitive functioning in elementary school children. San Francisco. Selected References p.5

Tomlinson, C. A. (1999a). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: Association for Supervision and Curriculum Development.

Tomlinson, C. A. (1999b). “Mapping a route toward differentiated instruction.”  Educational Leadership, 57(1), 12-16.

Tomlinson, C. A. (2000). “Reconcilable differences: Standards-based teaching and differentiation.” Educational Leadership, 58(1), 6-11.

Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.

Tomlinson, C. A. (2004). “Sharing responsibility for differentiating instruction.” Roeper Review, 26 (4), 188.

Tomlinson, C. & McTigue, J. (2006). Integrating Differentiated Instruction and Understanding by Design.  Alexandria, VA: ASCD.

 Tomlinson, C.  (2008).   “Making a Difference.”  Teacher Magazine, September, 2008.

Tyler, R. (1950). Basic principles of curriculum and instruction. Chicago: University of Chicago Press.

Waters, J. T., R. Marzano, et al. (2004). “Leadership that sparks learning.” Educational Leadership, 61(7), 48-51.