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Jianping Shen. (2023) The theory of bifurcated educational system and its implications for school improvement. International Journal of Leadership in Education 26:2, pages 223-243.
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Dallas Hambrick Hitt & Coby V. Meyers. (2022) Examining Three School Systems’ Actions Linked to Improving Their Lowest-Performing Schools. Leadership and Policy in Schools 21:4, pages 959-983.
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Shivaun O’Brien, Gerry McNamara, Joe O’Hara & Martin Brown. (2022) Learning by doing: evaluating the key features of a professional development intervention for teachers in data-use, as part of whole school self-evaluation process. Professional Development in Education 48:2, pages 273-297.
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Verónica López, Javier Torres-Vallejos, Sebastián Ortíz, Paula Ascorra, Luis González & Karen Cárdenas. (2022) Chilean public school administrators are not supporting whole-school approaches to school climate: a multilevel analysis. International Journal of Leadership in Education 0:0, pages 1-20.
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Timothy A. Drake. (2022) Principals Using Data: An Integrative Review. Leadership and Policy in Schools 0:0, pages 1-16.
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Xiu Chen Cravens & Qian Zhao. (2022) Exercising instructional leadership with organisational management: a qualitative and comparative study of Chinese principalship. Compare: A Journal of Comparative and International Education 0:0, pages 1-19.
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Alejandra Santana López, Taly Reininger & Mahia Saracostti. (2021) Generation and Use of Data as Management Tools for School Social Intervention Programs: Non Transferred Resources. Leadership and Policy in Schools 20:3, pages 457-471.
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Coby V. Meyers. (2020) District-Led School Turnaround: A Case Study Of One U.S. District’s Turnaround Launch For Multiple Schools. Leadership and Policy in Schools 19:4, pages 710-729.
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Michael Little, Lora Cohen-Vogel, James Sadler & Becca Merrill. (2020) Moving Kindergarten Entry Assessments from Policy to Practice Evidence from North Carolina. Early Education and Development 31:5, pages 796-815.
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Marieke van Geel, Trynke Keuning, Adrie Visscher & Jean-Paul Fox. (2019) Changes in Educational Leadership During A Data-Based Decision Making Intervention. Leadership and Policy in Schools 18:4, pages 628-647.
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Lora Cohen-Vogel, Michael Little & Christine Fierro. (2019) Evidence-Based Staffing in High Schools: Using Student Achievement Data in Teacher Hiring, Evaluation, and Assignment. Leadership and Policy in Schools 18:1, pages 1-34.
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Katrina E. Bulkley & Suzanne Schwarz McCotter. (2018) Learning to Lead with Data: From Espoused Theory to Theory-in-Use. Leadership and Policy in Schools 17:4, pages 591-617.
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Derek T. Copp. (2018) Teaching to the test: a mixed methods study of instructional change from large-scale testing in Canadian schools. Assessment in Education: Principles, Policy & Practice 25:5, pages 468-487.
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John Wachen, Christopher Harrison & Lora Cohen-Vogel. (2018) Data Use as Instructional Reform: Exploring Educators’ Reports of Classroom Practice. Leadership and Policy in Schools 17:2, pages 296-325.
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Marissa K. Smith-Millman, Paul D. Flaspohler, Melissa A. Maras, Joni Williams Splett, Kristy Warmbold, Hannah Dinnen & Aaron Luebbe. (2017) Differences between teacher reports on universal risk assessments. Advances in School Mental Health Promotion 10:4, pages 235-249.
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Ann Elisabeth Gunnulfsen & Jorunn Møller. (2017) National Testing: Gains or Strains? School Leaders’ Responses to Policy Demands. Leadership and Policy in Schools 16:3, pages 455-474.
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Tine S. Prøitz, Sølvi Mausethagen & Guri Skedsmo. (2017) Investigative modes in research on data use in education. Nordic Journal of Studies in Educational Policy 3:1, pages 42-55.
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Tobias Werler & Margaret Klepstad Færevaag. (2017) National testing data in Norwegian classrooms: a tool to improve pupil performance?. Nordic Journal of Studies in Educational Policy 3:1, pages 67-81.
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Karen Seashore Louis & Moosung Lee. (2016) Teachers’ capacity for organizational learning: the effects of school culture and context. School Effectiveness and School Improvement 27:4, pages 534-556.
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Jason C. Immekus & Ben Atitya. (2016) The Predictive Validity of Interim Assessment Scores Based on the Full-Information Bifactor Model for the Prediction of End-of-Grade Test Performance. Educational Assessment 21:3, pages 176-195.
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Kimberly LeChasseur, Anysia Mayer, Anjale Welton & Morgaen Donaldson. (2016) Situating teacher inquiry: a micropolitical perspective. School Effectiveness and School Improvement 27:2, pages 255-274.
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Jo Beth Jimerson, Marnie R. Choate & Laurel K. Dietz. (2015) Supporting Data-Informed Practice Among Early Career Teachers: The Role of Mentors. Leadership and Policy in Schools 14:2, pages 204-232.
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La’Tara Osborne-Lampkin & Lora Cohen-Vogel. (2014) “Spreading the Wealth”: How Principals Use Performance Data to Populate Classrooms. Leadership and Policy in Schools 13:2, pages 188-208.
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Lora Cohen-Vogel & Christopher Harrison. (2013) Leading With Data: Evidence From the National Center on Scaling up Effective Schools. Leadership and Policy in Schools 12:2, pages 122-145.
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Jane Wilkinson. (2013) Changing schools: alternative ways to make a world of difference. Discourse: Studies in the Cultural Politics of Education 34:1, pages 155-157.
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Moosung Lee, Karen Seashore Louis & Stephen Anderson. (2012) Local education authorities and student learning: the effects of policies and practices. School Effectiveness and School Improvement 23:2, pages 133-158.
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Shelby Cosner. (2012) Leading the Ongoing Development of Collaborative Data Practices: Advancing a Schema for Diagnosis and Intervention. Leadership and Policy in Schools 11:1, pages 26-65.
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