References

• 1976Educational Organizations as Loosely Coupled Systems7,396 cited
• 2001What Makes Professional Development Effective? Results From a National Sample of Teachers5,045 cited
• 2002Effects of Professional Development on Teachers’ Instruction: Results from a Three-year Longitudinal Study1,569 cited
• 1982Norms of Collegiality and Experimentation: Workplace Conditions of School Success1,269 cited
• 1994The "Grammar" of Schooling: Why Has It Been So Hard to Change?1,168 cited
• 1996Teachers' Professional Community in Restructuring Schools975 cited
• 1998Does Professional Community Affect the Classroom? Teachers' Work and Student Experiences in Restructuring Schools784 cited
• 2002How Can Comprehensive School Reform Models Be Successfully Implemented?528 cited
• 2004Are We Asking the Right Questions? Using Cognitive Interviews to Improve Surveys in Education Research422 cited
• 1999Measuring Instructional Practice: Can Policymakers Trust Survey Data?366 cited
• 2001Learning Policy361 cited
• 2000Working Together for Reliable School Reform246 cited
• 2004Standards Deviation241 cited
• 1997Aligned Instructional Policy and Ambitious Pedagogy: Exploring Instructional Reform from the Classroom Perspective197 cited