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Cho, K., Schunn, C. D., & Wilson, R. (2006). Validity and reliability of scaffolded peer assessment of writing from instructor and student perspectives. Journal of Educational Psychology, 98(4), 891-901.

Coburn, C. E., & Stein, M.K. (Editors). (forthcoming). Research and practice in education: Building alliances, bridging the divide. Lanham, MD: Rowman & Littlefield.

Coburn, C.E., Honig, M. & Stein, M.K. (2009). What is the evidence on districts’ use of evidence? In L. Gomez, J. Bransford, & D. Lam (Eds.), Research and practice: The state of the field. Cambridge: Harvard Education Press.

Coburn, C. E. & Russell, J. L. (2008). District Policy and Teachers’ Social Networks. Education Evaluation and Policy Analysis, v30, n3, 203-235.

Coburn, C.E., & Stein, M.K. (2006). Communities of practice theory and the role of teacher professional community in policy implementation. In M.I. Honig (Ed.), New directions in education policy implementation: Confronting complexity. Albany, NY: The State University of New York

Correnti, R. (2007). An Empirical Investigation of Professional Development Effects on Literacy Instruction Using Daily Logs. Educational Evaluation and Policy Analysis.

Correnti, R. & Rowan, B. (2007). Opening Up the Black Box: Literacy Instruction in Schools Participating in Three Comprehensive School Reform Programs. American Educational Research Journal, v.44 (2),pp.298-338.

Correnti, R. & Rowan, B. & Camburn, E. (2003). School reform programs,literacy practices in third-grade classrooms, and instructional effects on student achievement: Notes from the first year of the Study of Instructional Improvement. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.

Curry, M., Jaxon, K., Russell, J. L., Callahan, M. A., & Bicais, J. (2008). Examining the Practice of Beginning Teachers’ Micropolitical Literacy within Professional Inquiry Communities. Teaching and Teacher Education, 24 (3), 660-673.

Hamilton,L. S., Stecher, B. M., Marsh, J. A., McCombs, J. S., Robyn, A.,Russell, J. L., Naftel, S., & Barney, H. (2007). Standards-based Accountability Under No Child Left Behind: Experiences of Teachers and Administrators in Three States. Santa Monica: RAND.

Kaufman, J., & Stein, M.K. (Online First). Teacher learning opportunities in a shifting and uncertain policy environment for instruction. Educational Policy.

Matsumura, L.C., Garnier, H.E., and Resnick, L. (In Press). Implementing Literacy Coaching: The Role of School Social Resources. Educational Evaluation and Policy Analysis.

Matsumura, L.C., Garnier, H., Slater, S.C., & Boston, M.B. (2008). Measuring instructional interactions at scale, Educational Assessment, 13 (4), 267-300.

Matsumura, L.C., Slater, S.C., & Crosson, A. (2008). Classroom  climate, rigorous instruction and curricula, and students’  interactions in urban middle school classrooms. Elementary School  Journal, 108 (4), 293-312.

Matsumura, L.C. (2005). Creating high-quality classroom assignments.  Lanham, MD:  Scarecrow Education (a division of Rowman & Littlefield  Publishing Group).

Matsumura,L.C., Garnier, H., Pascal, J., & Valdes, R. (2002). Measuring instructional quality in accountability systems: Classroom assignments and student achievement. Educational Assessment, 8(3), 207-229. 

Matsumura,L.C., Patthey-Chavez, G.G., Valdes, R., Garnier, H. (2002). Teacher feedback, writing assignment quality, and third-grade students� revision in lower- and higher-achieving urban schools. Elementary School Journal, 103(1). 3-25.

Mehalik, M. M., & Doppelt, Y., & Schunn, C. D. (2008). Middle-schools science through design-based learning versus scripted inquiry: Better overall science concept learning and equity gap reduction. Journal of Engineering Education.

Moin,L., Dorfield, J., & Schunn, C. D. (2005). Where can we find futureK-12 science & math teachers? A search by academic year,discipline, and achievement level. Science Education, 89(6), 980-1006.

Resnick,L.B., & Matsumura, L.C. (2007). Academic proficiency: Bright hopes,blurry Vision. Voices in Urban Education, 14, 9-21.

Resnick, L.B., Stein, M.K., & Coon, S.E. (2008). Standards-based reform: A powerful idea unmoored. In R. Kahlenberg (Ed.), Improving on No Child Left Behind (pp.103-138). New York: The Century Foundation.

Rowan, B & Correnti, R. (2009) Studying Reading Instruction With Teacher Logs: Lessons From the Study of Instructional Improvement. Educational Researcher, 38 (2), 120-131.

Rowan,B. & Correnti, R. & Miller, R. (2002). What large-scale, survey research tells us about teacher effects on student achievement:Insights from the Prospects study of elementary schools. TeachersCollege Record, 104(8), 1525-1567.

Russell,J. L. (2006). An Enduring Tension: Kindergarten Education in an Era of Accountability. In C. Miskel & W. Hoy (eds.). Contemporary Issues in Educational Policy And School Outcomes (Research and Theory in Educational Administration) Greenwich, CT: Information Age.

Stein, M.K., & Matsumura, L.C. (2009). Measuring instruction for teacher learning. In D. Gitomer (Ed.), Measurement issues and the assessment of teacher quality. Sage Publications.

Stein, M.K. and Kim, G. (2008). The role of mathematics curriculum materials in large-scale urban reform: An analysis of demands and opportunities for teacher learning. In J. Remillard (Ed.), Teachers’ use of mathematics curriculum materials: Research perspectives on relationships between teachers and curriculum. New York: Routledge. 

Stein, M.K. & Coburn, C.E. (2008). Architectures for learning: A comparative analysis of two urban districts. American Journal of Education, 114, 583-626.

Stein, M.K. & Kaufman, J.K. (In Press). Selecting and Supporting the Use of Mathematics Curricula at Scale. American Educational Research Journal.

Stein, M.K., Hubbard, L., & Mehan, H. (2004). Reform ideas that travel far afield: The two cultures of reform in New York City’s District #2 and San Diego. Journal of Educational Change, 5, 161-197.

Stein, M.K., & Nelson, B.S. (2003). Leadership content knowledge. Educational Evaluation and Policy Analysis, 25(4), 423-448.

Stein, M.K., & Coburn, C.E. (2003). Toward producing usable knowledge for the improvement of educational practice: A conceptual framework. In Abstracts, Biennial Meeting of the European Conference for Research on Learning and Instruction. Padova, Italy.

Stein,M.K., & D’Amico, L. (2002). Inquiry at the crossroads of policy and learning: A study of a district-wide literacy initiative. Teachers College Record, 104(7), 1313-1344.

Learning Policy Brief Series

November 2009
Making Real Choices Happen in Traditional Public Schools: Lessons to be learned from non-traditional choice settings
by William Bickel & Jennifer Iriti

February 2009
Sustaining Ambitious Instructional Reforms amidst the Tides of Policy Cycles
by Julia Kaufman & Mary Kay Stein

December 2008
Smart Use of District Resources: Curriculum change must be coupled with quality professional development for teachers
by Christian Schunn

October 2008
Setting the Groundwork for Quality Teaching and Learning: Measuring instruction in schools and districts
by Lindsay Clare Matsumura

June 2008
Getting the Most Out of Professional Learning Communities and Coaching: Promoting interactions that support instructional improvement
by Cynthia Coburn & Jennifer Russell

March 2008
Professional Development as a Lever for Changing Teacher Practice
by Richard Correnti

February 2008
Why Learning Policy?
by Mary Kay Stein

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