References
- Brighouse, H. (2000). School choice and social justice. New York: Oxford University Press.
- Carnegie Council on Adolescent Development. (1989). Turning points: Preparing American youth for the 21st century. New York: Carnegie Corporation.
- Conley, S., Fauske, J., & Pounder, D. G. (2004). Teacher work group effectiveness. Educational Administration Quarterly, 40, 663–703.
- Crow, G. M., & Pounder, D. G. (2000). Interdisciplinary teacher teams: Context, design, and process. Educational Administration Quarterly, 36, 216–254.
- Darling-Hammond, L., & Sykes, G. (Eds.). (1999). Teaching as the learning profession: Handbook of policy and practice. San Francisco: Jossey-Bass.
- Denzin, N. K. (1997). Interpretive ethnography: Ethnographic practices for the 21st century. Thousand Oaks, CA: Sage Publications.
- Ehman, L. H. (1995). Interdisciplinary teacher teams: A first year’s experience in a restructuring middle school ( Rep. No. SP 036 408). San Francisco, CA: Annual Meeting of the American Educational Research Association. ( ERIC Document Reproduction Service No. ED390845)
- Erb, T. (Ed.). (2001). This we believe—And now we must act. Westerville, OH: National Middle School Association.
- Erb, T. O., & Stevenson, C. (1998). Requisites for curricular reform. From faith to facts: Turning Points in action. Middle School Journal, 30(2), 68–71.
- Erb, T. O., & Stevenson, C. (1999a). From faith to facts: Turning Points in action—What difference does teaming make? Middle School Journal, 30(3), 47–50.
- Erb, T. O., & Stevenson, C. (1999b). Fostering growth inducing environment for student success. From faith to facts: Turning Points in action. Middle School Journal, 30(4), 63–67.
- Geiser, K., & Berman, P. (2000). Building implementation capacity for continuous improvement. Emeryville, CA: Research Policy Practice International.
- Glaser, B. S., & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research. New York: Aldine.
- Gunn, J. H., & King, M. B. (2003). Trouble in paradise: Power, conflict, and community in an interdisciplinary teaching team. Urban Education, 38(2), 178–195.
- Gutmann, A. (1989). Democratic education. Princeton: Princeton University Press.
- Hackman, J. R. (1990). Groups that work (and those that don’t): Creating conditions for effective teamwork. San Francisco: Jossey-Bass.
- Hackman, J. R., & Oldham, G. R. (1980). Work redesign. Reading, MA: Addison-Wesley.
- Hackmann, D. G., Petzko, V. N., Valentine, J. W., Clark, D. C., Nori, J. R., & Lucas, S. E. (2002). Beyond interdisciplinary teaming: Findings and implications of the NASSP National Middle Level Study [Electronic version]. NASSP Bulletin, 86(632), 33–47.
- Holland, N. E. (2002). Small schools making big changes: The importance of professional communities in school reform ( Rep. No. RC 024 091). Chicago: Consortium on Chicago School Research. ( ERIC Document Reproduction Service No. ED477413)
- Howe, K. R. (1997). Understanding equal educational opportunity: Social justice, democracy, and schooling. New York: Teachers College Press.
- Improving America’s Schools Act of 1994. Pub. L. 103-382. 103rd Congress.
- Jackson, A. W., & Davis, G. A. (2000). Turning Points 2000: Educating adolescents in the 21st century. NY: Carnegie Corporation.
- King, M. B. (2002). Professional development to promote schoolwide inquiry. Teaching and Teacher Education, 18, 243–257.
- Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: University of Cambridge Press.
- LeCompte, M. D., & Schensul, J. J. (Eds.). (1997). Designing and conducting ethnographic research. Walnut Creek, CA: Altamira Press.
- Lee, V. E., & Smith, J. B. (1996). Collective responsibility for learning and its effects on gains in academic achievement. American Journal of Education, 104, 103–147.
- Lesko, N. (1994). Back to the future: Middle schools and the Turning Points report. Theory into Practice, 33(3), 143–148.
- Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Newbury Park, CA: Sage Publications.
- Lipman, P. (1998). Race, class, and power in school restructuring. Albany: State University of New York Press.
- Lipman, P. (2004). High stakes education: Inequality, globalization, and urban school reform. New York: Routledge Falmer.
- McLaughlin, M. W., & Talburt, J. E. (2001). Professional communities and the work of high school teaching. Chicago: University of Chicago Press.
- Mertens, S. B., & Flowers, N. (2003). Middle school practices improve student achievement in high poverty schools. Middle School Journal, 35(1), 33–43.
- National Middle School Association. (1995). This we believe: Developmentally responsive middle level schools. Columbus, OH: Author.
- National Middle School Association. (1996). Research summary: Exemplary middle schools. Retrieved July 30, 2005, from http://www.nmsa.org/Research/ResearchSummaries/Summary4/tabid/256/Default.aspx
- No Child Left Behind Act of 2001. Pub. L. 107-110. 107th Congress.
- Petzko, V. N. (2002). Teachers in middle level schools: Implications and recommendations from a national study ( Rep. No. SP 041 712). Chattanooga, TN: Mid South Educational Research Association. ( ERIC Document Reproduction Service No. ED479483)
- Picucci, A. C., Brownson, A., Kahlert, R., & Sobel, A. (2002). Driven to succeed: High-performing, high-poverty, turnaround middle schools. Volume I: Cross-case analysis of high-performing, high-poverty, turnaround middle schools ( Rep. No. UD 035 515). Austin, TX: University of Texas at Austin. ( ERIC Document Reproduction Service No. ED476107)
- Popkewitz, T. S., & Brennan, M. (1998). Foucault’s challenge: Discourse, knowledge, and power in education. New York: Teachers College Press.
- Pounder, D. G. (1999). Teacher teams: Exploring job characteristics and work-related outcomes of work group enhancement. Educational Administration Quarterly, 35, 317–348.
- Resnick, L. B., & Hall, M. W. (1998). Learning organizations for sustainable educational reform. Daedalus, 127(4), 89–118.
- Spradley, J. P. (1979). The ethnographic interview. New York: Holt, Rinehart, and Winston.
- Spradley, J. P. (1980). Participant observation. Fort Worth, TX: Holt, Rinehart, and Winston.
- Stevenson, C., & Erb, T. O. (1998). How implementing Turning Points improves student outcomes. From faith to facts: Turning Points in action. Middle School Journal, 30(1), 49–52.
- Supovitz, J. A. (2002). Developing communities of instructional practice [Electronic version]. Teachers College Record, 104, 1591–1626.
- Tonso, K. L., & Colombo, M. (2006). Parental choice and the decision to decharter an urban, black, middle school. Journal of School Choice, 1(1), 85–118.
- Trimble, S. B., & Peterson, G. W. (1999). Beyond the process of teaming: Administrative support, classroom practices, and student learning ( Rep. No. EA 030 235). Montreal, Canada: Annual Meeting of the American Educational Research Association. ( ERIC Document Reproduction Service No. ED438601).
- Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge: Cambridge University Press.
- Williamson, R., & Johnston, J. H. (1999). Challenging orthodoxy: An emerging agenda for middle level reform. Middle School Journal, 30(4), 1–17.
- Young, I. M. (1990). Justice and the politics of difference. Princeton: Princeton University Press.