International Centre for Educational Change Logo
International Centre for Educational Change

Publications

ICEC Publications 1991-2003

Andy Hargreaves || Lorna Earl || Nina Bascia || Dean Fink || Michael Fullan || Lynne Hannay || Paul Shaw || Amanda Datnow || Wayne Seller || Stephen Anderson || Clay LaFleur ll



 
Lorna Earl

Books:

Earl, L, and Katz, S. (in progress). Painting Pictures of Your School: Using Data for Wise Decision Making. Proposal submitted to ASCD.

Earl, L. (2003). Assessment as Learning: Using Classroom Assessment to Maximize Student Learning. Thousand Oakes, CA: Corwin Press. 168 pp. [blurb/order form]

Stoll, L., Fink, D., and Earl, L. (2002). It's About Learning (And It's About Time): What's in it for Schools? London: Routledge/Falmer Press. 160 pp. [blurb/order form]

Hargreaves, A., Earl, L., Moore, S., and Manning, S. (2002). Aprendendo a Mudar. Brazil: Artmed Editora. (Translation).

Hargreaves, A., Earl, L., Moore, S., and Manning, S. (2001). Aprender a Cambiar. Barcelona, Spain: Octaedro. (translation).

Hargreaves, A., Earl, L., Moore, S., and Manning, S. (2000). Learning to Change: Beyond Subjects and Standards. San Francisco: Jossey-Bass. 180 pp.

Hargreaves, A., Earl, L., and Ryan, J. (1998). Una Educacion Para El Cambio. Barcelona, Spain: Octaedro (Translation).

Hargreaves, A., Earl, L. and Ryan, J. (1996). Schooling For Change: Educating Young Adolescents for Tomorrow's World. Falmer Press Ltd.: London. 210 pp.

Earl, L. and Cousins, J. B. (1995). Classroom Assessment: Changing the Face; Facing the Change. Ontario Public School Teachers Federation.
 

Edited Books or Journals

Timperley, H. and Earl, L. (Eds.) (in process) Using Data for Change in Schools: International Experiences of Influences on Classroom Practice. Proposal submitted to Falmer Press.

Leithwood, K. and Earl, L. (Eds.) (2001) Is Accountability in Schools A Good Thing For Kids? Orbit. OISE/UT.

Leithwood, K. and Earl, L. (Eds.) (2000) Educational Accountability Effects: An International Perspective. Peabody Journal of Education, Vol. 75 (4).

Earl, L. and Lafleur, C. (Eds.) (2000) Classroom Assessment. Orbit. OISE/UT. Vol 30, (4).

Earl, L. and Lafleur, C. (Eds.). (1998). Forging a link between accountability and improvement in schools. Orbit, Vol. 23, (3).

Cousins, J. B. and Earl, L. (Eds.) (1995). Participatory Evaluation in Education: Studies of Evaluation Use and Organizational Learning. Falmer Press Ltd.: London.

 

Chapters in Books:

Earl, L. (2002) Data, Data Everywhere (And We DonÕt Know What To Do): Using Data for Wise Decisions in Schools. In P. de Broucker & A. Sweetman (Eds.), Towards Evidence-Based Policy for Canadian Education (pp. 39-51). Kingston: John Deutsch Institute for the Study of Economic Policy.

Stoll, L. and Earl, L. (2003, in press) Making It Last: Building Capacity for Sustainability. In B. Davies & J. West-Burnham (Eds) Handbook of Educational Leadership and Management. (491-504), London: Pearson Educational Ltd.

Earl, L. and Katz, S. (2003) Leading Schools in a Data Rich World. In Leithwood, K., Hallinger, P., Furman, G. C., Gronn, P., MacBeath, J., Mulford, B., & Riley, K. (Eds.). The Second International Handbook of Educational Leadership and Administration (pp. 1003-1024). Dordrecht, NL: Kluwer.

Earl, L (2002) Accountability: Where Do Teachers Fit? Proceedings of Teachers Unions as Players in Educational Reform. Vancouver: Society for Excellence in Education.

Earl, L. (2001) Assessment As Learning. In Hawley, W. The Keys to Effective Schools. National Education Association, Thousand Oaks: Corwin Press.

Earl, L. (2000) AISI: A Bold Venture in School Reform. In McEwan, N. and Myroon, J. (Eds.) Alberta Initiative for School Improvement: Opportunities and Challenges. Alberta Education.

Earl, L. and Katz, S. (2000). Changing Classroom Assessment: Teachers' Struggles. In N. Bascia, and A. Hargreaves (Eds.), The Sharp Edge of Educational Change. London: Falmer Press.

Earl, L. and LeMahieu, P. (1997). Rethinking Assessment and Accountability, in Hargreaves, A. (ed.) Rethinking Educational Change. ASCD Yearbook: Alexandria, VA.
Earl, L. (1996). Comprehensive Assessment and Accountability, in Leithwood, K. (ed.) The Knowledge Base for Educational Reform. OISE/UT: Toronto.
Earl, L. (1995). District-Wide Evaluation of School Improvement: A System Partners Approach. In J. B. Cousins and L. Earl (Eds.), Participatory Evaluation in Education: Studies of Evaluation Use and Organizational Learning. London: Falmer Press.
Earl, L. and Graham, N. (1995). Performance Standards In Education: Canada (Ontario), in Performance Standards In Education: In Search of Quality. Organization for Economic Cooperation and Development: Paris.
Earl, L. and Cousins, J. B. (1993). Enhancing Student Evaluation. In Hargreaves, A. and Leithwood, K. (1993). Years of Transition: Times for Change, vol. 4. Ontario Ministry of Education: Toronto.
 

Papers in Refereed Journals:

Earl, L. and Fullan, M. (in process) Leadership for large-scale reform. Cambridge Journal of Education. (invited)

Volante, L. and Earl, L. (in process) Measuring conceptions of teaching in teacher education programs. To be submitted to Teachers and Teacher Education.

Earl, L and Volante, L. (in process) From here to there and back again: the role of Local Education Authorities in English education. To be submitted to British Educational Research Journal.

Katz, S., Sutherland, S. and Earl, L. (submitted) Towards an evaluation habit of mind: mapping the journey. Teachers' College Record.

Earl, L and Sutherland, S. (2003) Student engagement in times of turbulent change. McGill Journal of Education. Vol. 38(2), 329-343.

Katz, S., Sutherland, S. and Earl, L (2003, forthcoming) Developing an evaluation habit of mind. Canadian Journal for Program Evaluation.

Earl, L, Watson, N. and Torrance, N. (2002) Front row seats: what weÕve learned from the national literacy and numeracy strategies in England. Journal of Educational Change. Vol. 3(5), 35-43.

Hargreaves, A., Earl, L. and Schmidt, M. (2002) Four perspectives on classroom assessment reform. American Educational Research Journal. Vol 39, #1.

Katz, S., Earl, L. and Olsen, D. (2001). The Paradox of classroom assessment: A challenge for the 21st century. McGill Journal of Education. Vol 36 (1) pp. 13-26.

Earl, L and Torrance, N. (2000). Embedding accountability and improvement into large-scale assessment: What difference does it make? Peabody Journal of Education, Vol. 75 (4).

Earl, L. and Lee, L. (2000). Learning, for a change. Improving Schools. Vol. 3, #1. Trentham Books: London.

Earl, L. (1999). When the boat gets missed: a response to M.F. Smith. American Journal of Evaluation, vol. 20 (2). (with Cousins, B.)

Earl, L. (1995). Assessment and Accountability in Education in Ontario, in Accountability in Canada (Special Issue) Canadian Journal of Education, vol. 20, (1), Winter.

Hargreaves, A. and Earl, L. (1994). Triple Transitions: Educating Early Adolescents in the Changing Canadian Context. Curriculum Perspectives, vol. 14, (3). Australian Curriculum Studies Association.
Cousins, B. and Earl, L. (1992). The Case for Participatory Evaluation. Educational Evaluation and Policy Analysis, vol. 14, (4), Winter.
Earl, L. and West, J. (1991). School Improvement: A System Partners Approach. The Canadian School Executive.
 
Non-Refereed Journals:
Earl, L. (2001, forthcoming) Accountability: Where do teachers fit? In Leithwood, K. and Earl, L. (Eds.) Is accountability in schools a good thing for kids? Orbit.
Earl, L. and Katz, S. (2001, forthcoming) Leading schools in a data rich world. In Leithwood, K. and Hallinger, P. (Eds.) International Handbook of Leadership. Swets and Zeitlinger Publishing.
Earl, L. (2000) AISI: A bold venture in school reform. In McEwan, N. and Myroon, J. (Eds.) Alberta initiative for school improvement: Opportunities and challenges. Alberta Education.
Earl, L. (2000, in press). The paradox of classroom assessment. Orbit. (with Katz, S.)
Earl, L. (1999). The paradox of hope: Educating young adolescents. IARTV. Victoria, Australia.
Earl, L. (1999). Assessment and accountability: Improvement or surveillance, Education Canada. Vol 39 #3. Pp. 4-8.
Earl, L. (1998). Developing indicators: The call for accountability. Policy Options, Vol.19, #6. Renouf Publishing:

 

Reports:

Earl, L., Freeman, S., Lasky, S., Sutherland, S., and Torrance, N. (2002). Policy, Politics, Pedagogy and People: Early Perceptions and Challenges of Large-scale Reform in Ontario Secondary Schools. Toronto: Ontario Secondary School Teachers Federation (OSSTF). [downloadable pdf file]

Earl, L., Levin, B., Leithwood, K., Fullan, M., and Watson, N. (2001). Watching and Learning: Evaluation of the Implementation of the NLNS: First Annual Report and Summary. DfES, England.[click to see copy of report]

Earl, L., Sutherland, S. and Torrance, N. (2000) Interim Evaluation Report for the Manitoba School Improvement Program. Unpublished report to the Walter and Duncan Gordon Foundation. (20 pages)
Earl, L., Bascia, N., Hargreaves, A. and Jacka, N. (1999). Teachers and teaching in changing times: A glimpse of Canadian teachers in 1998. Report prepared for the Canadian Teachers Federation, Ottawa.

Earl, L. and Lee, L. (1998). Evaluation of the Manitoba School Improvement Program. Toronto: The Walter Duncan and Gordon Charitable Foundation. [click to see copy of report]

 

Andy Hargreaves

Books:

Hargreaves, A., Beatty, B., Lasky, S., Schmidt, M., & James-Wilson, S. (in process). The emotions of teaching. San Francisco: Josey-Bass.Hargreaves, A. (in process). The learning profession. New York: Teachers’ College Press.

Hargreaves, A. & Earl, L., Moore, S. & Manning, S. (2001). Learning to change: Teaching beyond subjects and standards. San Francisco: Jossey-Bass and Barcelona: Octaedro.

Hargreaves, A. and Fullan, M. (1998). What's Worth Fighting For Out There? Toronto: Ontario Public School Teachers' Federation, New York: Teachers' College Press. 136 pp.

Hargreaves, A. (Ed.). (1997). Rethinking Educational Change with Heart and Mind. 1997 ASCD Yearbook, Alexandria, VA: Association for Supervision and Curriculum Development. 237 pp.

Fullan, M. and Hargreaves, A. What's Worth Fighting For In Your School?, Second Edition. New York: Teachers' College Press, 1996. (also translated into Norwegian) 145 pp.

Hargreaves, A. Earl, L., and Ryan, J. Schooling for Change. London and New York: Falmer Press, 1996. 210 pp.

Hargreaves, A. Changing Teachers, Changing Times: Teachers' Work and Culture in the Postmodern Age. London: Cassells and New York: Teachers' College Press, and Toronto: University of Toronto Press, 1994. (also translated into Spanish and Norwegian) 272 pp.

Hargreaves, A. and Fullan, M. (Eds.), Understanding Teacher Development. New York: Teachers' College Press, 1992. (also translated in Greek) 243 pp.

Fullan, M. and Hargreaves, A. What's Worth Fighting For?: Working Together for your School. Toronto: Ontario Public School Teachers' Federation, Massachussetts: The Network, Melbourne: Australian Council for Educational Administration and Milton Keynes, Open University Press, U.K., 1991. 112 pp.

 

Books Edited:

Hargreaves, A., Lieberman, A., Fullan, M. and Hopkins, D. (Eds.). (1998). The International Handbook of Educational Change. The Netherlands: Kluwer Publications.

Adelman, N. E., Walking-Eagle, K. P. and Hargreaves, A. (Eds.). (1997). Racing with the Clock: Making Time for Teaching and Learning in School Reform. New York: Teachers College Press, 98 pp

.Hargreaves, A. and Evans, R. (Eds.). (1997). Beyond Educational Reform. Buckingham: Open University Press, 125 pp.

Goodson, I. and Hargreaves, A. (Eds.). Teachers' Professional Lives. New York: Falmer Press, 1996. 231 pp.

Fullan, M. and Hargreaves, A. (Eds.), Teacher Development and Educational Change. New York: Falmer Press, 1992. 255 pp.

Chapters in Books:

Hargreaves, A. (in press). Seymour B. Sarason." In Palmer, J. (Ed.), 50 Modern thinkers in education: From Piaget to the present. London: Routledge/Falmer Press.

Hargreaves, A. (2001). The changing nature of teachers’ professionalism in a changing world." In Cheng, Y.C., Chow, K.W. & Tsui, K.T. (Eds.), New teacher education for the future: international perspectives. HK: Hong Kong Institute of Education/The Netherlands: Kluwer Academic Publishers, 2001.

Hargreaves, A. (2001). Teaching in a box: Emotional geographies of teaching. In Ariav, T., Keinan, A. & Zuzovsky, R. (Eds.), The ongoing development of teacher education: exchange of ideas. Tel Aviv: The MOFET Institute, 2001

.Hargreaves, A. (2000). Sociology of teaching toward the 21st century: Teachers, colleagues, communities, and social change. In Fujita, H. & Shimizu, K. (Eds.), Education, knowledge, and power in transformational society (pp. 262-299). Tokyo: Shinyo-sha, 2000.

Hargreaves, A. (2000). Professional and parents: A social movement for educational change?" In Bascia, N. & Hargreaves, A. (Eds.), The sharp edge of change: Teaching, leading and the realities of reform. London: Routledge/Falmer Press, 2000.

Hargreaves, A. (1999). Rethinking School Improvement," (with Karen Seashore Louis and James Toole) in Murphy, J. & Louis, K. S. (Eds.), Handbook of research on educational administration (2nd Edition), San Francisco: Jossey-Bass, 251-276.

Hargreaves, A. (1999). The psychic rewards (and annoyances) of classroom teaching. In Hammersley, M. (Ed.), Researching school experience: Ethnographic studies of teaching and learning. London and New York: Falmer Press, pp. 87-106.

Hargreaves, A. (1999). Padres y profesionales docentes: Una agenda educativa posmoderna. In Aprender para el futuro: nuevo marco de la tarea docente. Madrid: Fundacion Santillana, pp. 181-188.

Hargreaves, A. (1999). La formation professionnelle et la politique du désir. Une perspective post-moderne." En Vasquez, A. and Martinez, I. (Eds.), Recherches ethnographieques en europe et en amérique du nord. Paris: Anthropos.

"The Emotions of Educational Change", in Hargreaves, A., Lieberman, A., Fullan, M. & Hopkins, D. (Eds.), The International Handbook of Educational Change, The Netherlands, Kluwer Publications (in press).

"Teachers and Educational Reform." (with R. Evans). In Hargreaves, A. and Evans, R. (Eds.), Beyond Educational Reform. Buckingham: Open University Press. (1997). pp. 1-18

"From Reform to Renewal: A New Deal for a New Age." In Hargreaves, A. and Evans, R. (Eds.), Beyond Educational Reform. Buckingham: Open University Press. (1997). pp. 105-125

"Rethinking Educational Change: Going Deeper and Wider in the Quest for Success." In Hargreaves, A. (Ed.), Rethinking Educational Change with Heart and Mind. The 1997 ASCD Yearbook. Alexandria, VA: Association for Supervision and Curriculum Development, 1997. pp. 1-26

"In Conclusion: New Ways to Think About Teachers and Time". In Adelman, N., Walking-Eagle, K. P. & Hargreaves, A. (Eds.), Racing with the Clock: Making Time for Teaching and Learning in School Reform, New York: Teachers College Press, 1997. pp. 79-96

"Teachers Professional Lives: Aspirations and Actualities (with Goodson, I. F.). In Goodson, I. & Hargreaves, A. (Eds.), Teachers' Professional Lives, London & New York: Falmer Press, 1996. pp. 1-27

"Professional Knowledge in the Postmodern Age." In Tyden, T. (Ed.), When School Meets Science. Stockholm: Stockholm Institute of Education Press, 1995.

"El desarrollo professional y las politicas del desiro: Una perspectiva postmoderna" In Martinez, I. and Vasquez-Bronfman, A., La socialisation en la escuela y la integration de las minorias, Fundacion de la Caixa, Barcelona, 1995.

"Towards a Social Geography of Teacher Education." In Shimahara, N. K. and Holowinsky, I. Z. (Eds.), Teacher Education in Industrialized Nations. New York: Garland, 1995.

"Beyond Collaboration: Critical Teacher Development in the Postmodern Age." In Smyth, J. (Ed.), Critical Discourses on Teacher Development. London: Cassell, Buffalo: SUNY Press, 1995. pp. 149-180

"Development and Desire: A Postmodern Perspective." In Guskey, T. and Huberman, M. (Eds.), Professional Development in Education: New Paradigms and Practices. New York: Teachers' College Press, 1995.

"The Balkanization of Teaching" (with R. Macmillan). In Little, J. W. and Siskin, L. S. (Eds.), Subjects in Question. New York: Teachers' College Press, 1995.

 

Papers in Refereed Scholarly Journals and International Encyclopedias and Handbooks

Hargreaves, A. (in press). The emotional geographies of teachers’ relations with colleagues. International Journal of Educational Research.

Hargreaves, A. (2002). The emotional geographies of teaching. Teachers' College Record, (in press)

Hargreaves, A. (2001). Classrooms, colleagues, communities and change: The sociology of teaching at the turn of the century. Asia-Pacific Journal of Teacher Education and Development, 4(1)

Hargreaves, A. (2001). O ensino como profissao paradoxal." Patio: Revista Pedagogia, IV(16), February, 13-18. Brazil: Artmed Editora Ltda.

Hargreaves, A. (2001). Beyond anxiety and nostalgia: Building a social movement for educational change. Phi Delta Kappan, 82(5), January, 373-377.

Hargreaves, A. (2000). Culture currents. International Journal of Leadership in Education: Theory and Practice, 3(4), October/December, 415-419.

Hargreaves, A. (2000). Intensificación. El trabajo de los profesores, mejor o peor? Docencia: Hacia un Movimiento Pedagogico National, 11, September, 75-92.

Hargreaves, A. (2000). Mixed emotions: Teachers' perceptions of their interactions with students. Teaching and Teacher Education, 16, June, 811-826.

Hargreaves, A. (2000). Professional and parents: Personal adversaries or public allies." Prospects in Education (The journal of UNESCO), XXX(2), June, 201.213. (also translated in Spanish and French)

Hargreaves, A. (2000). The paradoxical profession: Teaching at the turn of the century." Prospects in Education (The journal of UNESCO), XXX(2), June, 167-180. (with Leslie Lo). (also translated in Spanish and French).

Hargreaves, A. (2000). Representing Educational Change." Journal of Educational Change, 1(1), January, 1-3.

Hargreaves, A. (2000). The changing context for educational reform, (with Michael Fullan), Eisenhower National Clearinghouse.

Hargreaves, A. (2000). Curriculum integration and classroom relevance: A study of teachers’ practice. (with Shawn Moore), Journal of Curriculum Supervision, 15(2), Winter, 89-112.

Hargreaves, A. (2000). Three dimensions of educational reform, (with Dean Fink), Educational Leadership, 57(7), April, 30-34.

Hargreaves, A. (2000). Four ages of professionalism and professional learning, Teachers and Teaching: Theory and Practice, 6(2).

Hargreaves, A. (2000). Educational outcomes, modern and postmodern interpretations: Response to Smyth and Dow, (with Shawn Moore), British Journal of Sociology of Education, 21(1), March.

Hargreaves, A. (2000). Mentoring in the new millennium, (with Michael Fullan), Theory into Practice, 39(1), The Ohio State University, 50-56.

Hargreaves, A. (1999). Schooling in the new millennium: educational research for the postmodern age, Discourse, 20(3), December.

Hargreaves, A. (1999). Getting into outcomes: The emotions of interpretation and implementation, (with Shawn Moore) Curriculum Perspectives, 19(3), 1-10.

Hargreaves, A. (1999). Fielding errors: Deepening the debate about teacher collaboration and collegiality. The Australian Educational Researcher, 26(2), August, 45-54.

Hargreaves, A. (1999). Reinventing professionalism: Teacher education and teacher development for a changing world, Asia-Pacific Journal of Teacher Education & Development, 2(1), June, 65-74.

Hargreaves, A. (1999). Educar en la periferia de la sociedad." Cuadernos de Pedagogia, 1999, 75.

"Feeling Like a Teacher: The Emotions of Teaching and Educational Change", Teaching and Teacher Education, (in process)

"La investigación educativa en la era postmoderna", Revista de educación, Enero-Abril, 1997, 111-130. (Leading Spanish language education journal)

"A Vueltas con la Voz", Kikiriki, Movimento Cooperativo Escuela Popular, 42-43, 1996-97.

"Cultures of Teaching and Educational Change", in Biddle, B. & Good, T. & Goodson, I. F. (Eds.), The International Handbook of Educational Change, The Netherlands, Kluwer Publications, (in press).

"Transforming Knowledge: Blurring the Boundaries Between Research, Policy and Practice", Educational Evaluation and Policy Analysis, Summer 1996, 18(2), 161-178.

"Revisiting Voice", Educational Researcher, January/February, 1996, 1-8."Review article on Abraham, J.

'Divide and School' ", as contribution to Review Symposium in British Journal of Sociology of Education, 1996.

"Paradoxes of Change: School Renewal in the Postmodern Age.", Educational Leadership, April, 1995, 14-19.

"Induction or Seduction?" ( with N. Jacka), Peabody Journal of Education, 70(3), Spring 1995, 41-63.

"Entrevista: Andy Hargreaves - La importancia de vivir en la frontera", In Sancho, J. M. & Hernandez, F. (Eds.), Cuadernos de Pedagogias. Madrid, Spain: Marco Iberica, February, 1995,86-93.

Non-Refereed Journals:

Hargreaves, A. & Earl, L. (in press).Learning to Change.", Education Canada.

Hargreaves, A. & Fullan, M. (1999). Mentoring in the new millennium. Professionally Speaking, (the magazine of the Ontario College of Teachers).

Hargreaves, A. (1999). Moving toward danger. Times Educational Supplement, 11th December, p. 5.


Nina Bascia

Books:

Church, K., Bascia, N. & Schragge, E. (Eds.) (2003). Informal learning: Making sense of lived experience in turbulent times. Waterloo: Wilfred Laurier Press.

Bascia, N., & Hargreaves, A. (Eds.). (2000). The sharp edge of change: Teaching, leadership and the realities of reform. London: Falmer Press.

1996 Thiessen, D., Bascia, N., & Goodson, I. (Eds.). Making a difference about difference: Life stories of racial minority immigrant teachers. Toronto: Garamond Press.
1994 Bascia, N. Unions in teachers' professional lives: Social, practical, and intellectual concerns. New York: Teachers College Press.
1990 McLaughlin, M. W., J. E. Talbert & N. Bascia (Eds.). The contexts of teaching in secondary schools: Teachers' realities. New York: Teachers College Press.
 

Book Chapters:

Bascia, N. (2003). Learning through struggle: How the Alberta Teachers’ Association maintains an even keel. In K. Church, N. Bascia & E. Shragge (Eds.), Informal learning on the margins. Calgary: Detselig.
Bascia, N. (2003). Introduction. In K. Church, N. Bascia & E. Shragge (Eds.), Informal learning on the margins. Calgary: Detselig. (with Church, K. and Shragge, E.)
Bascia, N. (2001). Pendulum swings and sediment layers: Educational policy and the case of ESL. In Portelli, J. & Solomon, P. (Eds.), The erosion of the democratic tradition in education: From critique to possibilities. Calgary: Detselig.

Bascia, N., & Hargreaves, A. (2000). Teaching and leading on the sharp edge of change. In N. Bascia & A. Hargreaves (Eds.), The sharp edge of educational change: Teaching, leading and the realities of reform, 3-26. London: The Falmer Press.

Bascia, N., & Thiessen, D. (2000). Working in the margins: The professional lives of visible minority immigrant teachers. In N. Bascia & A. Hargreaves (Eds), The sharp edge of educational change: Teaching, leading and the realities of reform, 156-177. London: The Falmer Press.

Bascia, N. (1998). Teacher unions and educational reform. In A. Hargreaves, A. Lieberman, M. Fullan, & D. Hopkins (Eds.), International Handbook of Educational Change. The Netherlands: Kluwer Academic Publishers.

Bascia, N.(1997). Teacher unions and teacher professionalism: Rethinking a familiar dichotomy. In B. Biddle, T. Good, & I. Goodson (Eds.), International Handbook of Teachers and Teaching. The Netherlands: Kluwer Academic Publishers.

Articles in Refereed Journals:

Bascia, N., & Jacka, N. (2001). Falling in and filling in: ESL teaching careers in changing times. Journal of Educational Change, 2(3).

Bascia, N., & Young, B. (2001). Careers beyond the classroom. Understanding women educators' work. Curriculum Inquiry, 31(3), 271-302.

Bascia, N. (2001). Do teacher unions have demonstrated potential to promote positive forms of pedagogical, curricular and organizational change that benefit student learning? Journal of Educational Change, 2(2), 65-70.

Bascia, N. (1997). Invisible leadership: Teachers' union activitiy in schools. Alberta Journal of Educational Research, 43(2).
Bascia, N. (1996).Teacher leadership: Contending with adversity. Canadian Journal of Education 21(2).
- reprinted in Thiessen, D., Bascia, N., & Goodson, I. (Eds.). Making a difference about difference: Life stories of racial minority immigrant teachers. ` Toronto: Garamond Press.Bascia, N. (1996). Inside and outside: The experiences of racial minority immigrant teachers in Canadian schools. International Journal of Qualitative Studies in Education 9(1).- reprinted in Thiessen, D., Bascia, N., & Goodson, I. (Eds.). Making a difference about difference: Life stories of racial minority immigrant teachers. ` Toronto: Garamond Press. Bascia, N. (1996). Caught in the crossfire: Restructuring, collaboration, and the "problem" school. Urban Education 31(2).

Bascia, N. & Charney, M.(1995). Rethinking teacher unionism: Two activist perspectives. Collaborations 1(2).


Technical Reports

Bascia, N. (2002). Teacher unions, systematic reform and teacher quality. Report prepared for the Center for Teacher Policy, University of Washington, and the Office of Educational Research and Improvement, U.S. Department of Education, Washington, D.C.

Dean Fink

Books, Book Chapters and Journal Articles


Stoll, L, Fink, D. and Earl, L. (2003) ItÕs About Learning and ItÕs About Time. London: Routledge/Falmer.

Fink, D. (2001). ŌTwo Solitudes: Policy Makers and policy implementersÕ In Michael Fielding (ed.) Taking Education Really Seriously: Three years of Hard labour. London: Routledge/Falmer.

Fink, D. (2001). ŌLearning to Change and Changing to LearnÕ. In S. Blandford & M.Shaw, (Eds.), Managing International Schools. London: Routledge/Falmer.

Fink, D. (2000). ŌThe Attrition of Educational Change Over Time: The case of an innovative, ŌmodelÕ, lighthouseÕ schoolÕ. In N. Bascia and A. Hargreaves, (Eds.), The Sharp Edge of Educational Change. London: Routledge/Falmer.

Fink D. (2000) Good Schools/Real Schools: Why school reforms donÕt last. New York: TeachersÕ College Press.

Stoll L. and Fink, D. (1996). Changing Our Schools: Linking School Effectiveness and School Improvement. Buckingham: Open University Press. (Ninth printing and now translated into Lithuanian, Croatian, Ukranian, and Spanish)

Fink, D. (1995) 'Educational requirements of the post modern age', Orbit, 26 (1), 6-10.

Fink, D. (1992) 'The sixth 'p' - politics', Journal of Invitational Theory and Practice, 1 (1), 21-30.
Fink, D. (1992) 'Invitational leadership'. In J. Novak (ed.) Advances in Invitational Theory, San Francisco, Caddo Gap Press.
Fink, D. and Stoll, L (1998). 'Educational change: Easier said than done'. In A. Hargreaves, International Handbook of Educational Change. The Netherlands: Kluwer Academic.
Fink, D. and Stoll, L. (1997) 'Weaving school and teacher development together'. In T.Townsend, Restructuring and Quality. London:Routledge.
Stoll, L and Fink, D. (1997) 'The cruising school: The unidentified ineffective school. In L. Stoll and K. Myers (eds.) Schools in Difficulty: No Quick Fixes. Chichester: Falmer Press.
Stoll L. and Fink, D. (1996) Changing Our Schools: Linking School Effectiveness and School Improvement. Buckingham: Open University Press.
Stoll, L. and Fink, D. (1994) 'Voices from the field', School Effectiveness and School Improvement, 5 (2), 149-177.
Stoll, L. and Fink, D. (1992) 'Effective school change: The Halton approach', School Effectiveness and School Improvement, 3 (1), 19-41.
Stoll, L. and Fink, D. (1990) Organization for effectiveness: The Halton approach'. In J. Bashi and Z. Sass (eds.) School Effectiveness and Improvement. The proceedings of the Third International Congress for School Effectiveness and Improvement. Jerusalem: The Magnes Press.
Stoll, L. and Fink, D. (1988 ) 'An effective schools project: The Halton approach'. In D. Reynolds, B. P. M. Creemers and T. Peters (eds.), School Effectiveness and Improvement: Proceedings of the First International Congress, London, 1988. Cardiff: University of Wales College of Cardiff and Groningen, Rion.

 

Michael Fullan

Books or Chapters in Books, Review Articles:

Fullan, M. 2001). Leading in a culture of change. San Francisco: Jossey-Bass, UK: Jossey-Bass/Wiley.
Fullan, M. (2001). The new meaning of educational change. (3rd edition) New York: Teachers College Press. Toronto: Irwin Publishing Ltd., UK: Falmer Press.
Fullan, M. (2002). Managing curriculum change. In Moon, B., Mayes, A. S., & Hutchinson, S. (Eds.), Teaching, learning and professionalism in secondary schools. London: RoutledgeFalmer Press.

Fullan, M. (2001). Keys for effective schools: Educational reforms as continuous improvement. In W. Hawley (Ed.) Educational reform as continuous improvement. Thousand Oaks, CA: Corwin Press, Inc.

Fullan, M. (1999). Change forces: The sequel. USA: Falmer Press, Taylor & Francis Inc., Philadelphia PA.
Fullan, M. (Spring, 1999). Quatre décennies de réformes de l'éducation (Education Reform on the Move). OPTIONS CEQ, Number 18, pp. 27-40, published by la Centrale de l'enseignement du Québec, Montréal, Québec.
Mobilizing Change Efforts at the School Level. In L. Darling-Hammond & G. Sykes, (Eds.) The Heart of the Matter: Teaching as a Learning Profession. San Francisco: Jossey-Bass. Forthcoming.
Linking Change and Assessment. In K. Germaine, et al (Eds.) Building Bridges: Managing Evaluation and Innovation. Addison-Wesley/Longman. Forthcoming.
What's Worth Fighting For in the Principalship. (2nd edition) New York: Teachers College Press. 1997.
Emotion and Hope: Contructive Concepts for Complex Times. In A. Hargreaves (Ed.) Rethinking Educational Change with Heart and Mind, pp. 216-223. Alexandria, VA: ASCD Yearbook. 1997.
Leadership for Change in Colleges of Education. In D. Thiessen (Ed.) Leadership for Change. UNITE: Ohio State University. 1996.
(with A. Hargreaves) What's Worth Fighting For "Out There"? New York: Teachers College Press. Forthcoming.
(with A. Hargreaves) What's Worth Fighting for in Your School? New York: Teachers College Press. 1996
Broadening the Concept of Teacher Leadership. New Directions. National Staff Development Council. Oxford, Ohio. November, 1995.
The Evolution of Change and the New Work of the Educational Leader. In W. Kam-Cheung and C. Kai-Ming (Eds.), Educational Leadership and Change: An International Perspective. Hong Kong University Press, pp. 15 - 28. 1995.
Leadership for Change. In K. Leithwood (Ed.), International Handbook of Educational Leadership. Kluwer Press. 1995.
Teacher Education in Canada: A Case Study of British Columbia and Ontario. In M. Wideen & P. Grimmett (Eds.), Changing Times in Teacher Education: Restructuring or Reconceptualization? London, U.K: Falmer Press, pp 89 - 101. 1995.
Change Forces: Probing the Depths of Educational Reform. London, U.K: Falmer Press. 1993. Translated into Finnish, Muutosvoimat: Koulunuudistuksen Perusteiden Pohdintaa. Helsinki, Finland: Painatuskeskus Oy. 1994.
Coordinating Top-Down and Bottom-Up Strategies for Educational Reform. In S. Fuhrman & D. Elmore (Eds.), Governing Curriculum. Alexandria, VA: ASCD, pp. 186-202. 1994.
The Evolution of Change and the New Work of the Educational Leader. In A. Wong (Ed.), Educational Leadership and Change: International Perspectives. Hong Kong: Hong Kong University Press. 1994.
Innovation, Reform, and Restructuring Strategies. In G. Cawelti, (Ed.), Challenges and Achievements of American Education: 1993 ASCD Yearbook, pp. 116-133. 1993. (Also published in P. Ruohotie & P. Grimmett (Eds.), New Themes for Education. Tampere, Finland, Finland Ky, pp. 147-166. 1994.)
The Limits and the Potential of Professional Development. In T. Guskey, (Ed.), New Paradigms and Practices in Professional Development, New York: Teachers College Press. 1995.
Teacher Leadership: A Failure to Conceptualize. In D. Walling (Ed.), Teachers as Leaders. Bloomington, IN: Phi Delta Kappan, pp. 241-253. 1994.
Coordinating School and District Development in Restructuring. In J. Murphy & P. Hallinger (Eds.), Restructuring Schooling: Learning from Ongoing Efforts. Newbury Park, CA: Sage, pp. 143-164. 1993.
Successful School Improvement. United Kingdom: Open University Press. 1992.
What's Worth Fighting for in the Principalship?, Toronto: Ontario Public School Teachers' Federation, 1988; Andover, MA: The Regional Lab. 1992; (Also published as What's Worth Fighting for in the Headship?, London: Open University Press. 1992.)
(with N. Watson) Beyond School District-University Partnerships. In M. Fullan and A. Hargreaves (Eds.), Teacher Development and Educational Change. London, UK: Falmer Press, pp. 213-242. 1992.
(with A. Hargreaves, Eds.) Understanding Teacher Development. London: Cassell. 1992.
(with A. Hargreaves) What's Worth Fighting for in the School?, Toronto: Ontario Public School Teachers' Federation, 1991; Andover, MA: The Regional Lab, 1992; London: Open University Press. 1992.
(with A. Hargreaves, Eds.) Teacher Development and Educational Change. London, U.K: Falmer Press. 1991.
(with S. Stiegelbauer) The New Meaning of Educational Change. New York: Teachers College Press; Toronto: OISE Press, London: Cassell, 425 pp. 1991.


Refereed Journals:

Fullan, M. (2002). The change leader. Educational Leadership: Beyond Instructional Leadership. (59)8, 16-20.

(Paul J. Baker) (2001). Michael FullanÕs compelling vision of educational change: Cultivating meaningful relationships for all. Planning and Changing, (32)3 & 4, 2-17.

Fullan, M. (with Carol Rolheiser, Blair Mascall, Karen Edge) (2001). How to make a turnaround succeed. Journal of Staff Development. (22)1, 80. Winter.

Fullan, M. (with Carol Rolheiser, Blair Mascall & Karen Edge) (2001). Accomplishing large scale reform: A tri-level proposition. Journal of Educational Change, November.

Professional Culture and Educational Change. School Psychology Review, (25)4, 496-500. 1996.
Turning Systemic Thinking on its Head. Phi Delta Kappan, (77)6, 420-423. 1996.
The School as a Learning Organization: Distant Dreams. Theory Into Practice, (34)4, 230-235. 1995.
La Gestión Basada en el Centro: El Ovido de lo Fundamental. (Site Based Management: A Failure to Focus on the Fundamentals) Revista de Educacion. (304), 147-161. May-August, 1994.
Why Teachers Must Become Change Agents. Educational Leadership, (50)6, 12-17. 1993.
Getting Educational Reform Right: What Works, and What Doesn't. Phi Delta Kappan. (73)10, 744-752. 1992.
Fullan, M., Bennett, B., Rolheiser-Bennett, C. Linking classroom and school improvement. Educational Leadership, (47)8, 13-19. 1990.
Visions that Blind. Educational Leadership, (49)5, 19-22. 1992.
Fullan, M. (2000). Schulentwicklung im Jahr 2000, Journal Für Schulentwicklung: Theorie Und Forschung In Der Schulentwicklung. , Studien Verlag: Innsbruck-Wien-München, 4. Jahrgang, 4.
Fullan, M. (2000). The return of large-scale reform. Journal of Educational Change, (1)1, 5-28. January.
Fullan, M. & Watson, N. (2000). School-based management: Reconceptualizing to improve learning outcomes. School Effectiveness and School Improvement, (11)4, 453-473.

Non-Refereed Journals:

Fullan, M. & Barber, M. (2000). Large school reform is possible. Education Week, Commentary, September.
Fullan, M. (2000). The role of the principal in school reform. Bank Street College of Education, Occasional Paper Series, (6), 13-26, November.
Fullan, M. (2000). Hot topics: Australian Council for Educational Administration. In D. Gurr (Ed.) Trends in Teacher Education Reform. Victoria, Australia: ACEA, No. 4, August.
Fullan, M. & Hargreaves, A. (2000). The reality of change. In A. Thorson, (Ed.) There can be no improvement without the teacher. Columbus, OH: ENC Focus, pp. 16-19, (7) 1, 2000.
Fullan, M. (2000). Infrastructure is all. Times Educational Supplement, p. 15, June 23.
Fullan, M. (2000). Sustaining change. Iowa educational leadership. Iowa Association for Supervision and Currriculum Development. (11)7, April, 2000.
Fullan, M. (2000). Three stories of educational reform. Phi Delta Kappan April.


Lynne Hannay:

Books

Hannay, L. (forthcoming). Chaos and complexity their in relation to leadership and decision making. Rethinking educational leadership: Challenging the conventions. United Kingdom: Paul Chapman Publishing. [editor?]

Refereed Journals

Ross, J., & Hannay, L. (in press). District-level support for site-based renewal: A case study of secondary school reform. Journal of Curriculum and Supervision.
Hannay, L., Ross, J., & Brydges, B. (in press). Empowering secondary schools: Early outcomes of a decentralized approach to change. The Canadian School Executive.
Hannay, L., & Ross, J. (1997). Initiating secondary school reform: The dynamic relationship between restructuring, reculturing, and retiming. Educational Administration Quarterly, 33, Supplement, 546-603.
Hannay, L. (1996). The role of images in the secondary school change process. Teachers and Teaching: Theory and Practice, 2(1), 105-121.
Hannay, L. (1995). Embedding deliberative reflection into practice: A systemic approach. Professions Education Research Quarterly, 16(4), 2-10.
Hannay, L. (1994). Strategies for facilitating reflective practice: The role of staff developers. Journal of Staff Development, 15(3), 22-26.
Hannay, L., & Bissegger, M. (1993). Developing transformational leadership. The Canadian School Executive, 8(12), 3-7.
Hannay, L. (1992). The principal plus program for change. The Canadian School Executive, 16(7), 3-10.
Hannay, L. & Seller, W. (1991). The curriculum leadership role in facilitating curriculum deliberation. Journal of Curriculum and Supervision, 6(4), 340-357.
Hannay, L., Smeltzer Erb, C., & Ross, J. (in press) To the barricades: The relationship between secondary school organizational structures and the implementation of policy initiatives. The International Journal of Leadership in Education.
Hannay, L. (in press). Internalising change capacity in secondary schools through organisational change. School Leadership & Management.
Hannay, L., & Ross, J. (accepted for publication conditional on revision) Internalizing change capacity in secondary schools through organizational change. The Alberta Journal of Educational Research.
Hannay, L. (in press). Effects of teacher efficacy on computer skills and computer cognitions of K-3 students. Elementary School Journal. (Ross, J. and Hogaboam-Gray, A.)
Hannay, L. (under revision). The impact of secondary school reform on student assessment. Canadian Journal of Education. (with Ross, J., Hogaboam-Gray, A.)
Hannay, L. (in press). Collateral benefits of an interactive literacy program for grade 1/2 students. Journal of Research on Computing in Education. (with Ross, J., Hogaboam-Gray, A.)


Paul Shaw

Shaw, Paul L. (1975) Senior Author, K-13 Language Arts Curriculum, Dufferin County Board of Education
Silverman, H., Davidson, I., Shaw, Paul L. (1982), Follow-up survey of the early identification and intervention practices of Ontario school boards. Toronto:Ontario Ministry of Education.
Shaw, Paul L. (1983), Towards a theory of understanding the developmental processes of writing, Journal of the Canadian Association for Young Children, 8, 1.
Shaw, Paul L. (1988), Storybook reading and literacy. In Paul L. (ed), Growing With Books, Toronto: Ontario Ministry of Education.
Shaw, Paul L. (in progress), Teachers as Enquirers: A basis for school improvement and literacy learning.
Booth, David (ed.) (1994) Classroom Voices, Harcourt Brace Jovanovich ­ a book about teachers teaching and learning in the collaborative culture at Queenston P. S.
Bascia N, and Shaw, Paul L.(1994) Creating a Culture of Change: A Work in Progress. Orbit Magazine, O.I.S.E.
Shaw, Paul L. (1994) Guest Editor, Orbit, "The Changing Role of the Teacher", O.I.S.E.
Nabarra C. and Shaw Paul L.(1994-95) "The Principals Role in Change""How Teachers Cope with Change" "Collaboration in the Workplace" A series of 3 articles in the FWTAO Newsletter.
Shaw, Paul L.(1998) Purpose and Process in Effective Learning Communities", Chapter to appear in "Learning Communities in Education, John Retallick, et al Editors. Routledge, London, U.K.
Hargreaves, A, Shaw, P. and Fink, D.(1999) "Change Frames: Perspectives and Action on Improving Schools" A work in Progress.

Amanda Datnow

Books

Murphy, J., & Datnow, A. (Eds.). (2003). Leadership lessons from comprehensive school reforms. Thousand Oaks, CA: Corwin Press.

Datnow, A., Hubbard, L., & Mehan, H. (2002). Extending educational reform: From one school to many. London: RoutledgeFalmer Press.

Datnow, A., & Hubbard, L. (Eds.). (2002). Doing gender in policy and practice: Perspectives on single-sex and coeducational schooling. New York: RoutledgeFalmer.

Datnow, A., Hubbard, L., & Mehan, H. (2002). Scaling up school reform (working title). London: RoutledgeFalmer Press.

Murphy, J., & Datnow, A. (Eds.). (Forthcoming). Leadership for school reform: Lessons from comprehensive school reform designs. Thousand Oaks, CA: Corwin Press.

Datnow, A. (1998). The Gender Politics of Educational Change. London: Falmer Press.

Book Chapters

Datnow, A., & Hubbard, L. (In press). School choice in the foreground, gender equity in the background: Lessons from CaliforniaÕs Single Gender Academies program. In Petrovich, J., & Wells, A. S. (Eds.), Bringing equity back. New York: Teachers College Press.

Datnow, A., Hubbard, L. & Woody, E. (In press). Single sex schooling as a new form of choice: Implications for diversity. In Scott, J. (Ed.), School choice and student diversity: Examining the evidence. New York: Teachers College Press.

Castellano, M., & Datnow, A. (In press). The influence of school reform on classroom instruction in diverse schools: Findings from an observational study of Success for All. In H. Waxman, R. Tharp, & R. Hilberg (Eds.), Observational Research in Culturally and Linguistically Diverse Classrooms. Cambridge: Cambridge University Press.

Datnow, A., & Yonezawa, S. (In press). Observing school restructuring in multicultural, multilingual contexts. In H. Waxman, R. Tharp, & R. Hilberg (Eds.), Observational Research in Culturally and Linguistically Diverse Classrooms. Cambridge: Cambridge University Press.

Mehan, H., Datnow, A., & Hubbard. L. (In press). Why educational reforms sustain or fail: Lessons for educational leaders. In D. Fink, & A. Hargreaves (Eds.), Handbook of educational leadership and management. London: Pearson Education.

Datnow, A., & Castellano, M. (2003). District and school leadership in Success for All schools. In J. Murphy, & A. Datnow (Eds.), Leadership for school reform: Lessons from comprehensive school reform designs. Thousand Oaks, CA: Corwin Press.

Murphy, J., & Datnow, A. (2003). Leadership lessons from comprehensive school reform designs. In J. Murphy, & A. Datnow (Eds.), Leadership for school reform: Lessons from comprehensive school reform designs. Thousand Oaks, CA: Corwin Press.

Murphy, J., & Datnow, A. (2003). Tracing the development of comprehensive school reform. In J. Murphy, & A. Datnow (Eds.), Leadership for school reform: Lessons from comprehensive school reform designs. Thousand Oaks, CA: Corwin Press.

Datnow, A., & Cooper, R. (In press). Tracking. In D. Levinson, A. Sadnovik, & P. Cookson, Jr. (Eds.), Education and Sociology: An Encyclopedia. London: Falmer Press.

McLaren, P., & Datnow, A. (In press). Ethnography. In D. Levinson, A. Sadnovik, & P. Cookson, Jr. (Eds.), Education and Sociology: An Encyclopedia. London: Falmer Press.

Stringfield, S., & Datnow, A. (2002). Systemic supports for schools serving students placed at risk. In S. Stringfield & D. Land (Eds.), Educating at Risk Students. Chicago: National Society for the Study of Education, University of Chicago Press.

Cooper, R., & Datnow, A. (2000). African American student success in independent schools: A model of family, peer, community, and school influence. In M. Sanders (Ed.), Schooling Students Placed At Risk: Research and Practice in the Education of Poor and Minority Adolescents. Mahwah, NJ: Lawrence Erlbaum.

Datnow, A. (2000). Gender politics in school reform. In N. Bascia & A. Hargreaves (Eds.), The Sharp Edge of Change: Teaching, Leading and the Realities of Reform. London: Falmer Press.

Datnow, A., & Cooper, R. (2000). Creating a climate for diversity? Institutional responses of predominantly white schools to African-American students. In M. Sanders (Ed.), Schooling Students Placed At Risk: Research and Practice in the Education of Poor and Minority Adolescents. Mahwah, NJ: Lawrence Erlbaum.

Papers in Refereed Journals

Datnow, A., Borman, G., Stringfield, S., Rachuba, L., & Castellano, M. (Revision under review). Comprehensive school reform in culturally and linguistically diverse contexts: Implementation and outcomes from a four-year study. Educational Evaluation and Policy Analysis.

Hubbard, L., & Datnow, A. (Under review). Do single gender schools meet the needs of at risk students? Anthropology and Education Quarterly.

Schmidt, M., & Datnow, A. (Under review). How teachers make sense of comprehensive school reform in their state policy contexts. Teachers College Record.

Datnow, A. (In press). Can we transplant educational reform and does it last? Journal of Educational Change, 3(4).

Datnow, A. (In press). The sustainability of comprehensive school reform in changing district and state contexts. Educational Administration Quarterly.

Datnow, A., & Sutherland, S. (In press). The politics of researching comprehensive school reform efforts. Peabody Journal of Education.

Datnow, A., & Castellano, M. (2001). Managing and guiding school reform: Leadership in Success for All schools. Educational Administration Quarterly, 37(2), 219-249.

Datnow, A., Hubbard, L., & Conchas, G. (2001). How context mediates policy: The implementation of single gender public schooling in California. Teachers College Record, 103(2), 184-206.

Datnow, A. (2000). Power and politics in the adoption of school reform models. Educational Evaluation and Policy Analysis, 22(4), 357-374.

Datnow, A. (2000). Implementing an externally developed school restructuring design: Enablers, constraints, and tensions. Teaching and Change, 7(2), 147-171.

Datnow, A., Borman, G., & Stringfield, S. (2000). School reform through a highly specified curriculum: A study of the implementation and effects of the Core Knowledge Sequence. The Elementary School Journal, 101(2), 167-191.

Datnow, A., & Castellano, M. (2000). Teachers' responses to Success for All: How beliefs, experiences, and adaptations shape implementation. American Educational Research Journal, 37(3), 775-799.

Datnow, A., & Stringfield, S. (2000). Working together for reliable school reform. Journal of Education for Students Placed At Risk, 5(1), 183-204.

Hubbard, L., & Datnow, A. (2000). A gendered look at educational reform. Gender and Education, 12(1), 115-130.

Yonezawa, S., & Datnow, A. (1999). Supporting multiple reform designs in a culturally and linguistically diverse school district. Journal of Education for Students Placed At Risk, 4(1), 125-161.

Datnow, A., Stringfield, S., McHugh, B., & Hacker, D. (1998). Scaling up the Core Knowledge Sequence. Education and Urban Society, 30(3), 409-432.

Stringfield, S., & Datnow, A. (1998). Scaling up school restructuring designs in urban schools. Education and Urban Society, 30(3), 269-276.

Stringfield, S., Datnow, A., Ross. S., & Snively, F. (1998). Scaling up school restructuring in multicultural, multilingual contexts: Early observations from Sunland County. Education and Urban Society, 30(3), 326-357.

Datnow, A. (1997). Using gender to preserve tracking's status hierarchy: The defensive strategy of entrenched teachers. Anthropology and Education Quarterly, 28(2), 1-26.

Datnow, A., & Cooper, R. (1997). Peer networks of African-American students in independent schools: Affirming academic success and racial identity. Journal of Negro Education, 66(1), 56-72.

Herman, R., & Datnow, A. (1997). Evaluating the restructuring process. School Effectiveness and School Improvement, 8(1), 36-44.

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.

Stringfield, S., Datnow, A., Herman, R., & Berkeley, C. (1997). Introduction to the Memphis Restructuring Initiative. School Effectiveness and School Improvement, 8(1), 3-35.

Datnow, A., & Hirshberg, D. (1996). The symbiosis of heterogeneous grouping and multicultural education: A case study of King Middle School. Journal of Education for Students Placed At Risk, 1(2), 115-134.

Technical and Research Reports

Datnow, A., & Kemper, E. (2002). From Statehouse to Schoolhouse: The Implementation of Comprehensive School Reform in the Era of the Comprehensive School Reform Demonstration (CSRD) Program. Baltimore, MD: Center for Research on the Education of Students Placed At Risk, Johns Hopkins University.

Datnow, A., Foster, L., Rutherford, C., Schmidt, M., & Sutherland, S. (2002). Student, Educator, School, and Community Outcomes Associated with Comprehensive School Reform Model Implementation: A Review of the Qualitative Literature Base. Baltimore, MD: Center for Research on the Education of Students Placed At Risk, Johns Hopkins University.



Stephen Anderson

Books

Anderson, S. (Ed.) (2002). Improving Schools Through Teacher Development: Case Studies of the Aga Khan Foundation Projects in East Africa. The Netherlands: Swets & Zeitlinger. [ORDER FORM]

 

Book Chapter

Anderson, S. E. (2002). The double mirrors of school improvement: Learning from the Aga Khan FoundationÕs school improvement projects in East Africa. In Anderson, S. (Ed.), Improving schools through teacher development: Case studies of the Aga Khan Foundation projects in East Africa (Chapter 1). The Netherlands: Swets & Zeitlinger Publishers.

Anderson, S. E., & Sumra, S. (2002). Building a professional learning community: School improvement at Aga Khan Mzizima Secondary School, Tanzania. In Anderson, S. (Ed.), Improving schools through teacher development: Case studies of the Aga Khan Foundation projects in East Africa (Chapter 3). The Netherlands: Swets & Zeitlinger Publishers.

Anderson, S. E., & Nderitu, S. (2002). Decentralized support services and community partnerships for school-based teacher development: The Mombasa School Improvement Project. In Anderson, S. (Ed.), Improving schools through teacher development: Case studies of the Aga Khan Foundation projects in East Africa (Chapter 6). The Netherlands: Swets & Zeitlinger Publishers.

 

Papers in Non-Refereed Journals

Anderson, S. (2002). Teachers Talk About Instruction. Orbit, 32(4), 22-26.


Reports

Togneri, W. & Anderson, S. (2003). Beyond islands of excellence: What districts can do to improve instruction and achievement in all schools. Washington, D.C.: Learning First Alliance.

 

Clay Lafleur

Books and Book Chapters

Lafleur, C. (In preparation). Time and mandated educational reform. Kikiriki Cooperaci—n Educativa, Malaga, Spain.

Lafleur, C., Hamilton, D., & MacFadden, J. (2002). Know your school. Databased Directions: Barrie.

Lafleur, C. (2002). Breaking the crystal ball: Participatory action research on traffic safety in the school. In Rothe, P. (Ed.). Moving the margins of traffic safety. Edmonton: University of Alberta Press.

Lafleur, C., & MacFadden, J. (2001). The angst, ecstasy and opportunities of collaborative inquiry. In Handler, M., & Ravid, R. The many faces of school-university collaboration. Englewood, Colorado: Libraries Unlimited.

Lafleur, C. (2001). A court de temps: Perspectives temporelles dans lÕJducation en Ontario. In St-Jarre, C., & Dupuy-Walker, L. (Eds.), Le temps en Jducation: Regards multiples. Presses de lÕUniversitJ du Quebec: Quebec.

Lafleur, C. (1999). The meaning of time: Revisiting values and educational administration. In Begley, P.T. & Leonard, P. (Eds.), The values of educational administration. London: Falmer.

Papers in Non-Refereed Journals

Earl, L., & Lafleur, C. (2000). (Eds.) Classroom Assessment. Orbit, 30(4).

Lafleur, C. (1999). Classroom and large-scale assessment. EQAO: Grade 10 Newsletter (1), 3. Toronto.

Reports

Bray, J., Perdue, E., & Lafleur, C. (1999). Curriculum implementation, monitoring, review and renewal. Report submitted to the Curriculum and Assessment Policy Branch, Ministry of Education, Toronto.

Lafleur, C., & Ireland, D. (1999). Canadian and provincial approaches to learning assessments and educational performance indicators. Report submitted to Commonwealth Caribbean Program, Americas Branch, The Canadian International Development Agency, Ottawa.