Selected References that Support the EdFOCUS Work

• AASA’s Contextual Needs Assessment, or CNA referenced by Looney, Michael. (2007). “Employing Data to Measure Effective Instruction.” AASA’s Journal of Scholarship and Practice. Winter, 2007. Vol. 3(4). pp. 63-69.
  
• Ainsworth, L. (2003). Power standards: Identifying the standards that matter the most. Denver, CO: Advanced Learning Centers.
  
• Ausubel, D. P. (1960). The use of advance organizers in the learning and retention of meaningful verbal material. Journal of Educational Psychology, 51, 267-272.
  
• Ausubel, D. (1968). Educational psychology: A cognitive view. New York: Holt, Rinehart & Winston.
  
• Barber, M., & M. Fullan (2005). “Tri-level development: Putting systems thinking into action.” Education Week, 24(25), 32-34.
  
• Bell, L. I. (2003). “Strategies that close the gap.” Educational Leadership, 60(4), 32-34.
  
• Bernhardt, Victoria. (2008). Data, Data Everywhere! Larchmont, NY: Eye on Education.
  
• Bernhardt, V. (2002). The school portfolio toolkit: A planning, implementation, and evaluation guide for continuous school improvement. Larchmont, NY: Eye On Education.
  
• Bernauer, J. (2002). “Five keys to unlock continuous school improvement.” Kappa Delta Pi Record, 38(2), 89-92.
  
• Berry, B., D. Johnson, et al. (2005). “The power of teacher leadership.” Educational Leadership, 62(5), 56-60.
  
• Bloom, B., J. T. Hartings, et al. (1971). Handbook on formative and summative evaluation of student learning. New York: McGraw-Hill.
  
• Bloom, B. S. (1956). Taxonomy of educational objectives: The classification of educational goals: Handbook 1: Cognitive domain. New York: David Company, Inc.
  
• Bonstingl, J. J. (1992). Schools of quality. Alexandria, VA: Association for Supervision and Curriculum Development.
  
• Brooks, J. G. (2002). Schooling for life: Reclaiming the essence of learning. Alexandria, VA: Association for Supervision and Curriculum Development.
  
• Brooks, J. G. (2004). “To see beyond the lesson: Why we must make meaning making the core of teaching.” Educational Leadership, 62(1), 8-13.
  
• Brophy, J. (1990). "Teaching social studies for understanding and higher-order applications." The Elementary School Journal 90: 351-417.
  
• Brophy, J., and Good, T. (1986). "Teacher behavior and student achievement." In Merlin Wittrock (Ed.), Handbook of research on teaching, 3rd edition, pp. 328-375. New York: Macmillan Publishing Co.
  
• Cetron, M., & K. Cetron (2003/2004). “A forecast for schools.” Educational Leadership: 61(4), 22-29.
  
• Chappuis, S., R. J. Stiggins, et al. (2004). Assessment for learning: An action guide for school leaders. Portland, OR: Assessment Training Institute.
• Chrisman, V. (2005). “How schools sustain success.” Educational Leadership, 62(5), 16-20.
  
• Collins, J. (2001). Good to great. New York: Harper Collins.
  
• Curwin, R., A. Mendler, et al. (2008). Discipline with Dignity, 3rd ed. Alexandria, VA: Association for Supervision and Curriculum Development. [ steps for organizing effective group work ] Selected References p.2
  
• Daniels, H., & M. Bizar (2005). Teaching the best practice way: Methods that matter. Portland, ME: Stenhouse.
  
• Danielson, C. (1996). Enhancing professional practice: A framework for teaching. Alexandria, VA: Association for Supervision and Curriculum Development.
  
• Danielson, C. (2002). Enhancing student achievement: A framework for school improvement. Alexandria, VA: Association for Supervision and Curriculum Development.
  
• Darling-Hammond, L. (1991). "The implications of testing policy for quality and equality." Phi Delta Kappan 73(3): 220-225.
  
• Darling-Hammond, L. (1992). "Reframing the school reform agenda: New paradigms must restore discourse with local educators." School Administrator  49(10): 22-27.
  
• Darling-Hammond, L. (1993). "Reforming the school reform agenda: Developing capacity for school transformation." Phi Delta Kappan 74(10): 753-761.
  
• Darling-Hammond, L. (1995). "Changing conceptions of teaching and teaching development." Teacher Education Quarterly 22(4): 9-26.
  
• Darling-Hammond, L. (1996). "What matters most: A competent teacher for every child." Phi Delta Kappan 78(3): 193-200.
  
• Darling-Hammond, L. (1998). "Teacher learning that supports student learning." Educational Leadership 55(5): 6-11.
  
• Darling-Hammond, L., Ancess, J., and Falk, B. (1995). Authentic assessment in action: Studies of schools and students at work. New York: Teachers College Press.
• Darling-Hammond, L., and Falk, B. (1997). "Using standards and assessments to support student learning." Phi Delta Kappan 79(3): 190-199.
  
• Darling-Hammond, L. (2000). “Teaching quality and student achievement: A review of state policy evidence.” Center for the Study of Teaching and Policy, University of Washington.
  
• Downey, C.J., Betty E. Steffey, Williman K. Poston. (2009.) 50 Ways to Close the Achievement Gap. Curriculum Management Systems. Thousand Oaks, CA: The Corwin Press.
  
• Drury, D., & H. Doran (2003). “The value of value-added analysis.” Policy Research Brief: Examining Key Education Issues, 3(1), 1-4, National School Boards Association.
  
• DuFour, R. (2003). “Central office support for learning communities.” School Administrator, 60(5), 16-17.
  
• DuFour, R. (2004). “What is a professional learning community?” Educational Leadership, 61(8), 6-11.
  
• Eisner, E. (1997). “Cognition and representation: A way to pursue the American dream.” Phi Delta Kappan 78(5): 348-353.
  
• Eisner, E. (2004). “Preparing for today and tomorrow.” Educational Leadership, 61(4), 6-10.
  
• ERIC Clearinghouse. (2002). The School System Management Audit. Eugene, OR: Eric Clearinghouse on Educational Management.
  
• Fiore, D. (2004). Introduction to educational administration: Standards, theories, and practice. Eye On Education.
  
• Fleming, M., & B. Chambers (1983). Teacher-made tests: Windows on the classroom. Testing in the schools: New directions for testing and measurement.
  
• Fullan, M. (1996). “Turning systemic thinking on its head.” Phi Delta Kappan 77(6): 420-423. Selected References p.3
  
• Fullan, M. (2002b). “Leadership and sustainability.” Principal Leadership, 3(4), 14-17.
  
• Fullan, M., A. Bertani, et al. (2004). “New lessons for districtwide reform.” Educational Leadership, 61(7), 42-46.
  
• Fulton, K. P. (2003). “Redesigning schools to meet 21st century learning needs.”T.H.E Journal, 30(9), 30-32, 34, 36.
  
• Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. Basic Books: Harper-Collins.
  
• Goodlad, J., Soder, R., and Sirotnik, K. A. (Eds.) (1990). The moral dimensions of teaching. San Francisco: Jossey-Bass.
  
• Grove, K. (2002). “The invisible role of the central office.” Educational Leadership, 59(8), 45-47.
  
• Hershberg, T., V. Adams Simon, et al. (2004). “The revelations of value-added: An assessment model that measures student growth in ways that NCLB fails to do.” School Administrator, 61(11), 10-14.
  
• Hurley, V., R. Greenblatt, et al. (2003). “Learning conversations: Transforming supervision.” Principal Leadership (middle-school ed.) 3(9), 31-36.
  
• Interstate School Leaders License Consortium. (2003). “Standards for school leaders.” Washington, DC: Council of Chief State School Officers.
  
• Irvin, L., & D. White (2004). “Keys to effective leadership.” Principal Leadership (high school ed.), 4(6), 20-24.
  
• Jerald, C. (2003). “Beyond the rock and the hard place.” Educational Leadership, 61(3), 12-16.
  
• Joyce, B., & B. Showers (2002). Student achievement through staff development. Alexandria, VA: Association for Supervision and Curriculum Development.
  
• Kolb, D. A., & R. Fry (1975). “Toward an applied theory of experiential learning.” Theories of Group Process. C. Cooper (ed). London: John Wiley Publishing.
  
• Lezotte, L. (1994). “The nexus of instructional leadership and effective schools.” School Administrator 51: 20-22.
  
• Marzano, R. (2002). “Standardized curriculum.” Principal, 81(3), 6-9.
  
• Marzano, R. (2003a). What works in schools: Translating research into action. Alexandria, VA: Association for Supervision and Curriculum Development.
  
• Marzano, R. (2003b). “Using data: Two wrongs and a right.” Educational Leadership, 60(5), 56-60.
  
• Marzano, R. (September 13, 2004). “Why is there a need for these standards?” from Windows on ASCD Website.
  
• Marzano, R., & J. Marzano (2003). “The key to classroom management.” Educational Leadership, 61(1), 6-12.
  
• Marzano, R., D. Pickering, et al. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development.
  
• McTighe, J., & K. O’Connor (2005). “Seven practices for effective learning.” Educational Leadership, 63(3), 10-17.
  
• McTighe, J., E. Seif, et al. (2004). “You can teach for meaning.” Educational Leadership, 62(1), 26-30.
  
• McTighe, J., & R. S. Thomas (2003). “Backward design for forward action.” Educational Leadership, 60(5), 52-55.
  
• Nicholson, M. (January 24, 2006). Proposal to USDE to use value-added as component of AYP. Columbus, Ohio: Battelle For Kids. Selected References p.4
  
• Patterson, D., & C. Rolheiser (2004). “Creating a culture of change.” Journal of Staff Development, 25(2), 1-4.
  
• Pollock, J. E. and Ford, S. M. (2009). Improving Student Learning One Principal at a Time. Alexandria, VA: Association of Supervision and Curriculum Development.
  
• Quinn, T. (2002). “Redefining leadership in the standards era.” Principal, 82(1), 16-20.
  
• Reeves, D. (2000a). “Finishing the race.” Thrust for Educational Leadership, 29(5), 26-29.
  
• Reeves, D. (2000b). “Standards are not enough: Essential transformations for school success.” NASSP Bulletin, 84(620), 5-19.
  
• Reeves, D. (2004a). Accountability for learning: How teachers and school leaders can take charge. Alexandria, VA: Association for Supervision and Curriculum Development.
  
• Reeves, D. (2004b). Assessing educational leaders. Thousand Oaks, CA: Corwin Press, National Academy of Secondary School Principals.
  
• Reeves, D. (2005). “Constructive alternative in a destructive debate.” Principal Leadership, 5(7), 38-43.
  
• Rock, T., & C. Wilson (2005). “Improving teaching through lesson study.” Teacher Education Quarterly, 32(1), 77-92.
  
• Ruebling, C., S. Stow, et al. (2004). “Instructional leadership: An essential ingredient for improving student learning.” The Educational Forum, 68(3), 243-253.
  
• Sanders, W. L. (2005). “A summary of conclusions drawn from longitudinal analyses of student achievement data over the past 22 years (1982-2004).”
  
• Scriffiny, P. (2008). “Seven Reasons for Standards-Based Grading.” Educational Leadership 66 (2):70 -74.
  
• Schloemer, G. R., & J. Johnson (2003). Closing the achievement gaps: Toward high achievement for all students. Columbus, OH: State of Ohio Board of Education Task Force.
  
• Schmoker, M. (2004). “Tipping point: From feckless reform to substantive instructional improvement.” Phi Delta Kappan, 85(6), 424-432.
  
• Shepard, L. (2005). “Linking formative assessment to scaffolding.” Educational Leadership, 63(3), 66-71.       
• Shepard, L. (1995). “Using assessment to improve learning.” Educational Leadership 52(5): 38-43.
  
• Sizer, T. (1992). Federal reform in education: Boon or bane? Paper presented at the annual meeting of the American Educational Research Association, San Francisco
  
• Stiggins, R., J. Arter, et al. (2004). Classroom assessment for student learning: Doing it right, using it well. Portland, OR: Assessment Training Institute.
  
• Stiggins, R. and Chappuis, J. (2008). “Enhancing Student Learning.” District Administration [magazine] January 1, 2008.
  
• Strong, R., H. Silver, et al. (2001). Teaching what matters most: Standards and strategies for raising student achievement. Alexandria, VA: Association for Supervision and Curriculum Development.
  
• Strong, R., H. Silver, et al. (2003). “Boredom and its opposite.” Educational Leadership, 61(1), 24-29.
  
• Taba, H. (1962). Curriculum development: Theory and practice. New York: Harcourt Brace and World.
  
• Taba, H. (1966). Teaching strategies and cognitive functioning in elementary school children. San Francisco. Selected References p.5
  
• Tomlinson, C. A. (1999a). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: Association for Supervision and Curriculum Development.
  
• Tomlinson, C. A. (1999b). “Mapping a route toward differentiated instruction.” Educational Leadership, 57(1), 12-16.
  
• Tomlinson, C. A. (2000). “Reconcilable differences: Standards-based teaching and differentiation.” Educational Leadership, 58(1), 6-11.
  
• Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.
  
• Tomlinson, C. A. (2004). “Sharing responsibility for differentiating instruction.” Roeper Review, 26 (4), 188.
  
• Tomlinson, C. & McTigue, J. (2006). Integrating Differentiated Instruction and Understanding by Design. Alexandria, VA: ASCD.
  
• Tomlinson, C. (2008). “Making a Difference.” Teacher Magazine, September, 2008.
  
• Tyler, R. (1950). Basic principles of curriculum and instruction. Chicago: University of Chicago Press.
  
• Waters, J. T., R. Marzano, et al. (2004). “Leadership that sparks learning.” Educational Leadership, 61(7), 48-51.