How high school academic departments impact school reform efforts

References

• Anderson, C., & Kilduff, G. J. (2009). The pursuit of status in social groups. Current Directions in Psychological Science, 18(5), 295–298.
   Web of Science ®Google Scholar
• Barron, B. J., Schwartz, D. L., Vye, N. J., Moore, A., Petrosino, A., Zech, L., Bransford, J. D., & The Cognition and Technology Group at Vanderbilt (1998). Doing with understanding: Lessons from research on problem- and project-based learning. The Journal of the Learning Sciences, 7(3/4), 271–311.
   Web of Science ®Google Scholar
• Barron, B., & Darling-Hammond, L. (2008). How can we teaching for meaningful learning? In J. L. T. G. N. Cervetti, L. Darling-Hammond, B. Barron, D. Pearson, A. H. Schoenfeld, E. K. Stage, & T. D. Zimmerman (Eds.), Powerful learning: What we know about teaching for understanding (pp. 11–70). San Francisco: Jossey-Bass.
   Google Scholar
• Blumenfeld, P. C., Soloway, E., & Marx, R. W. (1991). Motivating project-based learning: Sustaining the doing, supporting the learning. Educational Psychologist, 26, 369–398.
   Web of Science ®Google Scholar
• Corbin, J., & Strauss, A. (2008). Basics of qualitative research (3rd ed.). Los Angeles, CA: Sage Publishing.
   Google Scholar
• Evensen, D. H., & Hmelo-Silver, C. E. (2000). Problem-based learning: A research perspective on learning interactions New York, NY: Routledge.
   Google Scholar
• Goodson, I. (Eds.). (1985). Social histories of the secondary curriculum: Subjects for study. London, UK: The Falmer Press.
   Google Scholar
• Grossman, P., & Stodolsky, S. (1994). Consideration of content and the circumstances of secondary school teaching. Review of Research in Education, 20, 179–221.
   Web of Science ®Google Scholar
• Grossman, P., Stodolsky, S., & Knapp, M. S. (2004). Making subject matter part of the equation: The intersection of policy and content—An occasional paper. Seattle, WA: Center for the Study of Teaching and Policy, University of Washington.
   Google Scholar
• Hall, G. E., Dirksen, D. J., & George, A. A. (2006). Measuring implementation in schools: Levels of use. The University of Texas at Austin: Research and Development Center for Teacher Education.
   Google Scholar
• Hargreaves, A., & Macmillan, R. (1995). The balkanization of secondary school teaching. In L. Siskin & J. Little (Eds.), The subjects in question: Departmental organization and the high school (pp. 141–171). New York, NY: Teachers College Press.
   Google Scholar
• Krajcik, J., Blumenfeld, P. C., Marx, R. W., Bass, K. M., Fredericks, J., & Soloway, E. (1998). Inquiry in project-based science classrooms: Initial attempts by middle school students. The Journal of the Learning Sciences, 7(3/4), 313–350.
   Web of Science ®Google Scholar
• Lambros, A. (2004). Problem-based learning in middle and high school classrooms: A teacher’s guide to implementation. Thousand Oaks, CA: Corwin Press.
   Google Scholar
• Little, J. W. (1982). Norms of collegiality and experimentation: Workplace conditions for school success. American Educational Research Journal, 19(3), 325–340.
   Web of Science ®Google Scholar
• Little, J. W. (1990). The persistence of privacy: Autonomy and initiative in teachers’ professional relations. Teachers College Record, 91(4), 509–536.
   Web of Science ®Google Scholar
• Lortie, D. C. (1975). Schoolteacher. Chicago: The University of Chicago Press.
   Google Scholar
• Morse, J. (2010). Procedures and practice of mixed method design. In A. Tashakkori & C. Teddlie (Eds.), SAGE handbook of mixed methods in social & behavioral research (pp. 339–352). Thousand Oaks, CA: SAGE Publications, Inc.
   Google Scholar
• Parker, W. C., Lo, J., Yeo, A. J., Valencia, S. W., Nguyen, D., Abbott, R. D., … Vye, N. J. (2013). Beyond breadth-speed-test: Toward deeper knowing and engagement in an advanced placement course. American Educational Research Journal, 50(6), 1424–1459.
   Web of Science ®Google Scholar
• Parker, W. C., Valencia, S. W., & Lo, J. (2018). Teaching for deeper political learning: A design experiment. Journal of Curriculum Studies, 50(2), 252–277.
   Web of Science ®Google Scholar
• Putnam, R. D. (2000). Bowling alone: The collapse and revival of American community. New York, NY: Simon and Schuster Paperbacks.
   Google Scholar
• Sammons, P. (2010). The contribution of mixed methods to recent research on educational effectiveness. In A. Tashakkori & C. Teddlie (Eds.), SAGE handbook of mixed methods in social & behavioral research (pp. 339–352). Thousand Oaks, CA: SAGE Publications, Inc.
   Google Scholar
• Schiffrin, D. (1987). Discourse markers. Cambridge, UK: Cambridge University Press.
   Google Scholar
• Siskin, L. (1991). Departments as different worlds: Subject subcultures in secondary schools. Educational Administration Quarterly, 27, 134–160.
   Web of Science ®Google Scholar
• Siskin, L. (1994). Realms of knowledge: Academic departments in secondary schools. New York, NY: Routledge.
   Google Scholar
• Sutton, P. S., & Shouse, A. W. (in press). Investigating the role of social status in teacher collaborative groups. Journal of Teacher Education.
   Web of Science ®Google Scholar
• Tashakkori, A., & Teddlie, C. (Eds.). (2010). SAGE handbook of mixed methods in social & behavioral research. Thousand Oaks, CA: SAGE Publications, Inc.
   Google Scholar