369
Views
40
CrossRef citations to date
0
Altmetric
Original Articles

Adaptive Assistance for Learning Improvement Efforts: The Case of the Institute for Learning

&
Pages 328-363 | Published online: 15 Jul 2008

REFERENCES

  • Argyris , C. 1976 . Single-loop and double-loop models in research on decision making . Administrative Science Quarterly , 21 ( 3 ) : 363 – 375 .
  • Argyris , C. and Schon , D. A. 1996 . Organizational learning II: Theory, method, and practice , Reading, MA : Addison-Wesley .
  • Berends , M. , Bodilly , S. J. and Kirby , S. N. 2002 . Looking back over a decade of whole-school reform: The experience of New American Schools . Phi Delta Kappan , 84 ( 2 ) : 168 – 175 .
  • Berends , M. , Chun , J. , Schuyler , G. , Stockly , S. and Briggs , R. J. 2002a . Challenges of conflicting school reforms , Santa Monica, CA : RAND Corporation .
  • Berends , M. , Chun , J. , Schuyler , G. , Stockly , S. and Briggs , R. J. 2002b . “ Implementation of NAS designs in a high-poverty district ” . In Facing the challenges of whole-school reform: New American schools after a decade , Edited by: Berends , M. , Bodilly , S. J. and Kirby , S. N. 95 – 122 . Santa Monica, CA : RAND Corporation .
  • Bodilly , S. J. and Berends , M. 1999 . “ Necessary district support for comprehensive school reform ” . In Hard work for good schools: Facts not fads in Title I reform , Edited by: Orfield , G. and DeBray , E. H. 111 – 119 . Boston : The Civil Rights Project, Harvard University .
  • Bodilly , S. J. , Glennan , T. K. Jr. , Kerr , K. A. and Galegher , J. R. 2004 . “ Introduction: Framing the problem ” . In Expanding the reach of education reforms: Perspectives from leaders in the scale-up of educational interventions , Edited by: Glennan , T. K. Jr. , Bodilly , S. J. , Galegher , J. R. and Kerr , K. A. 1 – 40 . Santa Monica, CA : RAND Corporation .
  • Brown , A. and Campione , J. 1994 . “ Guided discovery in a community of learners ” . In Classroom lessons: Integrating cognitive theory and classroom practice , Edited by: McGilly , K. 229 – 270 . Cambridge, MA : MIT Press/Bradford .
  • Brown , J. , Collins , A. and Duguid , P. 1989 . Situated cognition and the culture of learning . Educational Researcher , 18 ( 1 ) : 32 – 42 .
  • Brown , J. S. and Duguid , P. 1991 . Organizational learning and communities-of-practice: Toward a unified view of working, learning, and innovation . Organization Science , 2 ( 1 ) : 40 – 57 .
  • Cobb , P. and Bowers , J. S. 1999 . Cognitive and situated learning perspectives in theory and practice . Educational Researcher , 28 ( 2 ) : 4 – 15 .
  • Coburn , C. E. 2001 . Collective sensemaking about reading: How teachers mediate reading policy in their professional communities . Educational Evaluation and Policy Analysis , 23 ( 2 ) : 145 – 170 .
  • Coburn , C. E. 2005 . Shaping teacher sensemaking: School leaders and the enactment of reading policy . Educational Policy , 19 ( 3 ) : 476 – 509 .
  • Cohen , D. K. 1982 . Policy and organization: The impact of state and federal educational policy on school governance . Harvard Educational Review , 52 ( 4 ) : 474 – 499 .
  • Collins , A. M. , Brown , J. S. and Holum , A. 2003 . “ Cognitive apprenticeship: Making thinking visible ” . In The principles of learning: Study tools for educators , Edited by: Resnick , L. B. and Hall , M. W. 1 – 18 . Pittsburgh, PA : University of Pittsburgh .
  • Corcoran , T. , Furhman , S. H. and Belcher , C. L. 2001 . The district role in instructional improvement . Phi Delta Kappan , 83 ( 1 ) : 78 – 84 .
  • Datnow , A. , Hubbard , L. and Mehan , H. 2002 . Extending educational reform from one school to many , New York : Routledge Falmer .
  • Derry , S. , Gance , S. and Schlager , M. 2000 . “ Toward assessment of knowledge-building proactices in technology-mediated work group interactions ” . In Computers as cognitive tools, Volume 2: No more walls , Edited by: Lajoie , S. P. 29 – 67 . Mahwah, NJ : Erlbaum .
  • Elmore , R. F. and Burney , D. 1998 . Continuous improvement in Community District #2, New York City , Pittsburgh, PA : High Performance Learning Communities Project, Learning Research and Development Center, University of Pittsburgh .
  • Engestrom , Y. and Miettinen , R. 1999 . “ Introduction ” . In Perspectives on activity theory , Edited by: Engestrom , Y. , Miettinen , R. and Punamaki , R.-L. 1 – 38 . Cambridge, , UK : Cambridge University Press .
  • Gallucci , C. , Boatright , B. , Lysne , D. and Swinnerton , J. . District reform as teaching and learning: How the system “learns” to improve instruction . Paper presented at the Annual Meeting of the American Educational Research Association . San Francisco, CA. April ,
  • Glennan , T. K. Jr. and Resnick , L. B. 2004 . “ School districts as learning organizations: A strategy for scaling education reform ” . In Expanding the reach of education reforms: Perspectives from leaders in the scale-up of educational interventions , Edited by: Glennan , T. K. Jr. , Bodilly , S. J. , Galegher , J. R. and Kerr , K. A. 517 – 563 . Santa Monica, CA : RAND Corporation .
  • Grossman , P. L. , Smagorinsky , P. and Valencia , S. 1999 . Appropriating tools for teaching English: A theoretical framework for research on learning to teach . American Journal of Education , 108 ( 1 ) : 1 – 29 .
  • Hatano , G. and Inagaki , K. 1986 . “ Two courses of expertise ” . In Child development and education in Japan , Edited by: Stevenson , H. , Azuma , H. and Hakuta , K. 262 – 272 . New York : Freeman .
  • Hightower , A. M. , Knapp , M. S. , Marsh , J. A. and McLaughlin , M. W. , eds. 2002 . School districts and instructional renewal , New York : Teachers College Press .
  • Hill , H. C. 2001 . Policy is not enough: Language and the interpretation of state standards . American Educational Research Journal , 38 ( 2 ) : 289 – 318 .
  • Holland , D. , Lachicotte , W. , Skinner , D. and Cain , C. 1998 . Identity and agency in cultural worlds , Cambridge, MA : Harvard University Press .
  • Honig , M. I. 2001 . Managing ambiguity: The implementation of complex education policy , Stanford, CA : School of Education, Stanford University . Unpublished doctoral dissertation
  • Honig , M. I. 2004 . The new middle management: The role of intermediary organizations in complex education policy implementation . Educational Evaluation and Policy Analysis , 26 ( 1 ) : 65 – 87 .
  • Honig , M. I. District central office administration as learning: How socio-cultural and organizational learning theories elaborate district-central-office participation in teaching and learning improvement efforts . American Journal of Education. , (in press)
  • Honig , M. I. and Ikemoto , G. S. 2006 . Making and re-making the link between research and practice: The case of the institute for learning Research report prepared for the MacArthur Network for Teaching and Learning, Stanford, CA
  • Hubbard , L. , Mehan , H. and Stein , M. K. 2006 . Reform as learning , New York : Routledge .
  • Ikemoto , G. S. and Honig , M. I. “ Tools to deepen practitioners' engagement with research: The case of the Institute for Learning ” . In Research and practice in education: Building alliances, bridging the divide , Edited by: Coburn , C. E. and Stein , M. K. New York : Rowman & Littlefield . (in press)
  • Institute for Learning . 2003 . LearningWalk SM sourcebook , Pittsburgh, PA : University of Pittsburgh .
  • Kirby , S. N. , Berends , M. , Naftel , S. , McKelvey , C. , Bodilly , S. J. Chun , J. 2002 . “ Implementation of NAS designs during the scale-up phase ” . In Facing the challenges of whole-school reform , Edited by: Berends , M. , Bodilly , S. J. and Kirby , S. N. 71 – 94 . Santa Monica, CA : RAND .
  • Lave , J. 1996 . “ Situating learning in communities of practice ” . In Perspectives on socially shared cognition , Edited by: Resnick , L. B. , Levine , J. and Teasley , S. D. 63 – 82 . Hyattsville, MD : American Psychological Association .
  • Lave , J. and Wenger , E. 1991 . Situated learning: Legitimate peripheral participation , New York : Cambridge University Press .
  • Lee , C. D. 2001 . Is October Brown Chinese? A cultural modeling activity system for underachieving students . American Educational Research Journal , 38 ( 1 ) : 97 – 141 .
  • Leithwood , K. and Louis , K. S. , eds. 1998 . Organizational learning in schools , Lisse, The Netherlands : Swets & Zeitlinger .
  • Levitt , B. and March , J. G. 1988 . Organizational learning . American Review of Sociology. , 14 : 319 – 340 .
  • Marsh , J. A. , Kerr , K. A. , Ikemoto , G. S. and Darilek , H. 2006 . “ Developing district intermediary partnerships to promote instructional improvement: Early experiences and lessons about the Institute for Learning ” . In System-wide efforts to improve student achievement , Edited by: Wong , K. and Rutledge , S. A. 241 – 270 . Greenwich, CT : Information Age .
  • Marsh , J. A. , Kerr , K. A. , Ikemoto , G. S. , Darilek , H. , Suttorp , M. J. Zimmer , R. 2005 . The role of districts in fostering instructional improvement: Lessons from three urban districts partnered with the Institute for Learning , Santa Monica, CA : RAND .
  • McLaughlin , M. W. 2006 . “ Implementation research in education: Lessons learned, lingering questions, and new opportunities ” . In New directions in education policy implementation: Confronting complexity , Edited by: Honig , M. I. 209 – 228 . Albany : The State University of New York Press .
  • McLaughlin , M. W. and Talbert , J. 2001 . Professional communities and the work of high school teaching , Chicago : The University of Chicago Press .
  • Murphy , J. and Hallinger , P. 2001 . Characteristics of instructionally effective school districts . Journal of Educational Research , 81 ( 301 ) : 175 – 181 .
  • Resnick , L. B. and Hall , M. W. 2001 . “ Fellows of the Institute for Learning ” . In The Principles of Learning: Study tools for educators , Pittsburgh, PA : University of Pittsburgh, Institute for Learning, Learning Research and Development Center . [CD-ROM]
  • Rogoff , B. 1994 . Developing understanding of the idea of communities of learners . Mind, Culture, and Activity , 1 ( 4 ) : 209 – 229 .
  • Rogoff , B. , Baker-Sennett , J. , Lacas , P. and Goldsmith , D. 1995 . “ Development through participation in sociocultural activity ” . In Cultural practices as contexts for development , Edited by: Goodnow , J. , Miller , P. and Kessel , F. 45 – 65 . San Francisco : Jossey-Bass .
  • Schwartz , D. L. , Bransford , J. D. and Sears , D. 2005 . “ Efficiency and innovation in transfer ” . In Transfer of learning from a modern multidisciplinary perspective , Edited by: Mestre , J. 1 – 51 . Greenwich, CT : Information Age .
  • Scribner , J. P. , Cockrell , K. S. , Cockrell , D. H. and Valentine , J. W. 1999 . Creating professional communities in schools through organizational learning: An evaluation of a school improvement process . Educational Administration Quarterly , 35 ( 1 ) : 130 – 160 .
  • Scribner , J. P. , Hager , D. R. and Warne , T. R. 2002 . The paradox of professional community: Tales from two high schools . Educational Administration Quarterly , 38 ( 1 ) : 45 – 76 .
  • Smagorinsky , P. , Cook , L. S. and Johnson , T. S. 2003 . The twisting path of concept development in learning to teach . Teachers College Record , 105 ( 8 ) : 1399 – 1436 .
  • Snipes , J. , Doolittle , F. and Herlihy , C. 2002 . Foundations for success: Case studies of how urban school systems improve student achievement , Washington, DC : MDRC for the Council of the Great City Schools .
  • Spillane , J. P. 2000 . District leaders' perceptions of teacher learning , Philadelphia : Consortium for Policy Research in Education . (No. OP-05)
  • Spillane , J. P. 2002 . Local theories of teacher change: The pedagogy of district policies and programs . Teachers College Record , 104 ( 3 ) : 377 – 420 .
  • Spillane , J. P. , Diamond , J. B. , Burch , P. , Hallett , T. , Jita , L. and Zoltners , J. 2002 . Managing in the middle: School leaders and the enactment of accountability policy . Educational Policy , 16 ( 5 ) : 731 – 763 .
  • Spillane , J. P. and Thompson , C. L. 1997 . Reconstructing conceptions of local capacity: The local education agency's capacity for ambitious instructional reform . Educational Evaluation and Policy Analysis , 19 ( 2 ) : 185 – 203 .
  • Stein , M. K. and Brown , C. A. 1996 . “ Teacher learning in a social context: Integrating collaborative and institutional processes with the study of teacher change ” . In Mathematics teachers in transition , Edited by: Fennema , E. and Nelson , B. S. 155 – 191 . Mahwah, NJ : Erlbaum .
  • Swinnerton , J. A. 2006 . Learning to lead what you don't yet know: District leaders engaged in instructional reform , Seattle : University of Washington . Unpublished doctoral dissertation
  • Tharp , R. G. and Gallimore , R. 1988 . Rousing minds to life: Teaching, learning, and schooling in social context , New York : Cambridge University Press .
  • Vygotsky , L. S. 1978 . Mind in society: The development of higher psychological processes , Cambridge, MA : Harvard University Press .
  • Weick , K. E. 1995 . Sensemaking in organizations , Thousand Oaks, CA : Sage .
  • Weick , K. E. 1998 . Improvisation as a mindset for organizational analysis . Organization Science , 9 ( 5 ) : 543 – 555 .
  • Wenger , E. 1998 . Communities of practice: Learning, meaning, and identity , Cambridge, , UK : Cambridge University Press .
  • Wertsch , J. V. 1996 . “ A sociocultural approach to socially shared cognition ” . In Perspectives on socially shared cognition , Edited by: Resnick , L. B. , Levine , J. M. and Teasley , S. D. 85 – 100 . Hyattsville, MD : American Psychological Association .
  • Wertsch , J. V. , del Rio , P. and Alvarez , A. , eds. 1995 . Socio-cultural studies of mind , New York : Cambridge University Press .

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.