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Peabody Journal of Education Volume 83, 2008 - Issue 3
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Original Articles

Introduction to the Special Issue on Scaling Up Teaching and Learning Improvement in Urban Districts: The Promises and Pitfalls of External Assistance Providers

Amanda Datnow University of California, San Diego
&
Meredith I. Honig University of Washington,
Pages 323-327 | Published online: 15 Jul 2008

Citations (19)

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Katherine Caves & Maria Esther Oswald-Egg. (2023) The networked role of intermediaries in education governance and public-private partnership. Journal of Education Policy 0:0, pages 1-24.
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Cynthia E. Coburn & Erica O. Turner. (2011) Research on Data Use: A Framework and Analysis. Measurement: Interdisciplinary Research and Perspectives 9:4, pages 173-206.
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Articles from other publishers (17)

Thomas Hatch, Meesuk Ahn, Daniel Ferguson & Alyson Rumberger. (2019) The Role of External Support in Improving K-3 Reading Outcomes in New York City. Urban Education 58:5, pages 867-898.
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Angel X. Bohannon & Cynthia E. Coburn. (2023) Cascading webs of interdependence: Examining how and when coordinated change happens in a district central office partnership. Journal of Educational Change.
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Vicki Park, Kate E. Kennedy, H. Alix Gallagher, Benjamin W. Cottingham & Angela Gong. (2022) Weaving and stacking: How school districts craft coherence towards continuous improvement. Journal of Educational Change.
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Thomas Hatch, Jordan Corson & Sarah Gerth Van Den Berg. (2022) New Schools in New York City: Incremental Changes in Transformative Initiatives in the 21st Century. Teachers College Record: The Voice of Scholarship in Education 123:10, pages 91-116.
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Melinda Lemke. (2020) (Un)doing Spatially Fixed Inequality: Critical Reflections on Urban School District-Community Partnerships. The Urban Review 52:4, pages 623-649.
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Eli Tronsmo. (2020) Changing conditions for teachers’ knowledge work: new actor constellations and responsibilities. The Curriculum Journal 31:4, pages 775-791.
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Caitlin C. Farrell, Cynthia E. Coburn & Seenae Chong. (2018) Under What Conditions Do School Districts Learn From External Partners? The Role of Absorptive Capacity. American Educational Research Journal 56:3, pages 955-994.
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Caitlin C. Farrell & Cynthia E. Coburn. (2016) Absorptive capacity: A conceptual framework for understanding district central office learning. Journal of Educational Change 18:2, pages 135-159.
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William R. Penuel, Derek C. Briggs, Kristen L. Davidson, Corinne Herlihy, David Sherer, Heather C. Hill, Caitlin Farrell & Anna-Ruth Allen. (2017) How School and District Leaders Access, Perceive, and Use Research. AERA Open 3:2, pages 233285841770537.
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Bradley A. Ermeling, Timothy T. Tatsui & Kelly R. Young. (2015) Virtual Coaching for Instructional Leaders: A Multi-Method Investigation of Technology-Enabled External Assistance. Teachers College Record: The Voice of Scholarship in Education 117:11, pages 1-48.
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Donald J. Peurach & Christine M. Neumerski. (2015) Mixing metaphors: Building infrastructure for large scale school turnaround. Journal of Educational Change 16:4, pages 379-420.
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Cheryl L. Pulliam, Lynne LaCaria, Jason Schoeneberger & Bob Algozzine. (2012) A Preliminary Analysis of a Strategic Staffing Initiative. Educational Policy 28:4, pages 578-603.
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Tina M. Trujillo & Sarah L. Woulfin. (2014) Equity-Oriented Reform Amid Standards-Based Accountability. American Educational Research Journal 51:2, pages 253-293.
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Tina Trujillo. (2014) The Modern Cult of Efficiency. Educational Policy 28:2, pages 207-232.
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Jimmy Scherrer, Nancy Israel & Lauren B. Resnick. (2013) Beyond Classrooms: Scaling and Sustaining Instructional Innovations. Teachers College Record: The Voice of Scholarship in Education 115:14, pages 426-442.
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Anysia P. Mayer, Robin S. Grenier, Larisa Warhol & Morgaen Donaldson. (2013) Making a Change: The Role of External Coaches in School‐Based Communities of Practice. Human Resource Development Quarterly 24:3, pages 337-363.
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Amanda Cooper, Ben Levin & Carol Campbell. (2009) The growing (but still limited) importance of evidence in education policy and practice. Journal of Educational Change 10:2-3, pages 159-171.
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