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Bringing the District Back in: The Role of the Central Office in Improving Instruction and Student Achievement.
16 references·8 citing·43 second hop
Bringing the District Back in: The Role of the Central Office in Improving Instruction and Student Achievement. (2003)Bringing the District Back in: The Role o…The New Meaning of Educational Change (2010)The New Meaning of Educationa…The International Handbook of School Effectiveness Research (2002)The International Handbook of…Accountability Systems: Implications of Requirements of the No Child Left Behind Act of 2001 (2002)Accountability Systems: Impli…Teacher Quality and Student Achievement: A Review of State Policy Evidence (2000)Teacher Quality and Student A…Instructional Policy and Classroom Performance: The Mathematics Reform in California (2000)Instructional Policy and Clas…Building a New Structure for School Leadership. (1999)Building a New Structure for …Doing what matters most : investing in quality teaching (1997)Doing what matters most : inv…The Effect of School Resources on Student Achievement (1996)The Effect of School Resource…Teachers' Professional Development in a Climate of Educational Reform (1993)Teachers' Professional Develo…Politics, markets, and America's schools (1991)Politics, markets, and Americ…PAYING FOR PUBLIC EDUCATION: NEW EVIDENCE ON HOW AND WHY MONEY MATTERS (1991)PAYING FOR PUBLIC EDUCATION: …Change Processes and Strategies at the Local Level (1985)Change Processes and Strategi…Effective Schools: A Review (1983)Effective Schools: A ReviewSchool Social Systems and Student Achievement: Schools Can Make a Difference (1979)School Social Systems and Stu…Effective Schools for the Urban Poor (1979)Effective Schools for the Urb…Educational Organizations as Loosely Coupled Systems (1976)Educational Organizations as …Defining How We Get from Research to Practice: A Model Framework for Schools (2017)Defining How We Get from Rese…Coherent district reform: A case study of two California school districts (2015)Coherent district reform: A c…Factors Affecting South African District Officials’ Capacity to Provide Effective Teacher Support (2011)Factors Affecting South Afric…Linking the Central Office and Its Schools for Reform (2010)Linking the Central Office an…Large-Scale Reform in the Era of Accountability: The System Role in Supporting Data-Driven Decision Making (2010)Large-Scale Reform in the Era…AN EVIDENCE‐CENTERED APPROACH TO USING ASSESSMENT DATA FOR POLICYMAKERS (2010)AN EVIDENCE‐CENTERED APPROACH…Drivers of Success: One District's Process for Closing Achievement Gaps in a Post-No Child Left behind Context (2009)Drivers of Success: One Distr…Melding Internal and External Support for School Improvement: How the District Role Changes When Working Closely With External Instructional Support Providers (2008)Melding Internal and External…Innovation up Close (1984)Professional Development and Teacher Change (2002)Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures (2009)Inside the Black Box: Raising Standards through Classroom Assessment (2010)Ambiguity and Choice in Organizations. 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(2004)Social Capital in the Creation of Human Capital (1988)Statistical Methods for Meta-Analysis (1988)Social Capital in the Creation of Human Capital (2000)Teacher Characteristics and Student Achievement Gains: A Review (2003)The Failure of Input‐based Schooling Policies (2003)Teachers and Student Achievement in the Chicago Public High Schools (2006)Research in Organizational Behavior (1984)Handbook of research on teaching (1986)The Methodology of Self-Study and Its Theoretical Underpinnings (2004)Reviewing the evidence on how teacher professional development affects student achievement (2007)What Makes Professional Development Effective? Strategies That Foster Curriculum Implementation (2007)EQUALITY OF EDUCATIONAL OPPORTUNITY (1968)Stichwort: Professionelle Kompetenz von Lehrkräften (2006)Teachers’ Mathematical Knowledge, Cognitive Activation in the Classroom, and Student Progress (2009)Digest of Education Statistics (2014)How Much Can We Boost IQ and Scholastic Achievement (1969)Teachers' communication of differential expectations for children's classroom performance: Some behavioral data. (1970)Reassessing the Principal's Role in School Effectiveness: A Review of Empirical Research, 1980-1995 (1996)Leading Educational Change: reflections on the practice of instructional and transformational leadership (2003)Leadership of Inquiry: Building and Sustaining Capacity for School Improvement (2003)Distributed Leadership and School Improvement (2004)What happens when transparency meets blame-avoidance? (2007)Comprehensive School Reform and Achievement: A Meta-Analysis (2003)Professional Learning Communities: A Review of the Literature (2006)Collaborative leadership and school improvement: understanding the impact on school capacity and student learning (2010)Institutionalized Organizations: Formal Structure as Myth and Ceremony (1977)Organizational Information Requirements, Media Richness and Structural Design (1986)The iron cage revisited institutional isomorphism and collective rationality in organizational fields (2004)
this work references cited by second hop

References

  • 2010The New Meaning of Educational Change8,221 cited
  • 1976Educational Organizations as Loosely Coupled Systems7,396 cited
  • 2000Teacher Quality and Student Achievement: A Review of State Policy Evidence2,798 cited
  • 1979Effective Schools for the Urban Poor1,918 cited
  • 1991Politics, markets, and America's schools1,837 cited
  • 1983Effective Schools: A Review1,614 cited
  • 1993Teachers' Professional Development in a Climate of Educational Reform1,407 cited
  • 1996The Effect of School Resources on Student Achievement1,398 cited
  • 1999Building a New Structure for School Leadership.1,231 cited
  • 2002The International Handbook of School Effectiveness Research1,004 cited
  • 1997Doing what matters most : investing in quality teaching840 cited
  • 1991PAYING FOR PUBLIC EDUCATION: NEW EVIDENCE ON HOW AND WHY MONEY MATTERS785 cited
  • 2000Instructional Policy and Classroom Performance: The Mathematics Reform in California759 cited
  • 1979School Social Systems and Student Achievement: Schools Can Make a Difference632 cited
  • 2002Accountability Systems: Implications of Requirements of the No Child Left Behind Act of 2001426 cited

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  • 1985Change Processes and Strategies at the Local Level403 cited
  • Cited by

    • 2010Linking the Central Office and Its Schools for Reform74 cited
    • 2011Factors Affecting South African District Officials’ Capacity to Provide Effective Teacher Support36 cited
    • 2008Melding Internal and External Support for School Improvement: How the District Role Changes When Working Closely With External Instructional Support Providers23 cited
    • 2010Large-Scale Reform in the Era of Accountability: The System Role in Supporting Data-Driven Decision Making21 cited
    • 2015Coherent district reform: A case study of two California school districts17 cited
    • 2009Drivers of Success: One District's Process for Closing Achievement Gaps in a Post-No Child Left behind Context12 cited
    • 2017Defining How We Get from Research to Practice: A Model Framework for Schools11 cited
    • 2010AN EVIDENCE‐CENTERED APPROACH TO USING ASSESSMENT DATA FOR POLICYMAKERS9 cited