"An educated citizenry is a vital requisite for our survival as a free people."

– Thomas Jefferson

Publications

Between 1997 and 2003, the National Research Council hosted three committees that considered different aspects of whether, and how, a focused program of research and development could improve teaching and learning in the nation’s schools.

The SERP enterprise was conceived in three reports:

Improving Student Learning: A Strategic Plan for Education Research and Its Utilization (1999)

Strategic Education Research Partnership (2003)

Learning and Instruction: A SERP Research Agenda (2003)

This just in:

Reality Is Messy, Labs Aren’t: How to Make Research-Backed Education Work

GO TO ARTICLE

By Jay Lynch and Nathan Martin

EdSurge - Apr 1, 2017

EXCERPT:

With these comments in mind, we offer the following suggestions:

Work closely with researchers, teachers, and students when conceiving, designing, and studying products to ensure that they satisfy the needs and constraints of those involved in the educational process.

Embrace the messy world of educational instruction and conduct studies that look for intervention effects capable of breaking through the din of the real-life classroom. They must not be so delicate as to be unable to be replicated across different settings or in low quality implementations. These are likely to be more realistic estimates of an intervention's effect.

Conduct research that investigates the effects of interventions more holistically and programmatically. For example, look not just at a single school but at a multitude of disparate schools. Investigate an intervention not in a single class but across a course sequence.

Start with research designed to address the questions and challenges that are most important to educators and learners. (Strategic Education Research Partnership is an excellent example of this approach). There is a critical need to better understand the most pressing needs of education decision-makers and prioritize design efforts accordingly.

  • FEATURED ARTICLES

    Booth, J. L., Cooper, L., Donovan, M. S., Huyghe, A., Koedinger, K. R., & Paré-Blagoev, E. J. (2015). Design-based research within the constraints of practice: AlgebraByExample. Journal of Education for Students Placed at Risk, 20(1-2), 79-100.

    Daro, P. (2014). Oakland and San Francisco create course pathways through Common Core mathematics [White Paper].

    Donovan, M. S. (2017). A Proposal for Integrating Research and Teacher Professional Development: Innovation and Induction Corridors [White Paper].

    Duhaylongsod, L., Snow, C. E., Selman, R., & Donovan, M. S. (2015). Toward disciplinary literacy: Dilemmas and challenges in designing history curriculum to support middle school students. Harvard Educational Review, 85, 587-608.

    LaRusso, M., Kim, H. Y., Selman, R., Uccelli, P., Dawson, T., Jones, S., . . . Snow, C. (2016). Contributions of academic language, perspective taking, and complex reasoning to deep reading comprehension. Journal of Research on Educational Effectiveness, 9(2), 201-222.

    Snow, C. (2014). Wallace Foundation distinguished lecture: Rigor and realism. Doing educational science in the real worldEducational Researcher, 44(9), 460-466.

  • ABOUT SERP

  • LITERACY

    • Word Generation

      Duhaylongsod, L., Snow, C. E., Selman, R., & Donovan, M.S. (2015). Toward disciplinary literacy: Dilemmas and challenges in designing history curriculum to support middle school students. Harvard Educational Review, 85, 587-608.

      LaRusso, M. D., Donovan, S., & Snow, C. (2016). Implementation challenges for Tier One and Tier Two school-based programs for early adolescents. In B. Foorman (Ed.), Challenges to implementing effective reading intervention in schools. New Directions for Child and Adolescent Development, 154, 11–30.

      Lawrence, J. F., Crosson, A. C., Paré-Blagoev, E. J., & Snow, C. E. (2015). Word Generation randomized trial: Discussion mediates the impact of program treatment on academic word learning. American Educational Research Journal, 52(4), 750-786. http://doi.org/10.3102/0002831215579485

      Lawrence, J. F., Francis, D., Paré-Blagoev, E. J., & Snow, C. E. (2016). The poor get richer: Heterogeneity in the efficacy of a school-level intervention for academic language. Journal of Research on Educational Effectiveness. http://dx.doi.org/10.1080/19345747.2016.1237596

      Lawrence, J. F., Rolland, R. G., Branum-Martin, L., & Snow, C. E. (2014). Generating vocabulary knowledge for at-risk middle school readers: Contrasting program effects and growth trajectories. Journal of Education for Students Placed at Risk (JESPAR), 19(2), 76-97.

      Lawrence, J. F., White, C., & Snow, C. E. (2010). The words students need. Educational Leadership, 68(2), 22-26.

      Lin, A. R., Lawrence, J. F., & Snow, C. E. (2015). Teaching urban youth about controversial issues: Pathways to becoming active and informed citizens. Citizenship, Social and Economics Education, 14(2), 103-119.

      Lin, A. R., Lawrence, J. F., Snow, C. E., & Taylor, K. S. (2016). Assessing adolescents’ communicative self-efficacy to discuss controversial issues: Findings from a randomized study of the Word Generation program. Theory & Research in Social Education, 44(3), 316-343.

      Snow, C. E., & Lawrence, J. F. (2011). Word Generation in Boston Public Schools: Natural history of a literacy intervention. The Senior Urban Education Research Fellowship Series. Volume III. Council of the Great City Schools.

      Snow, C. E., Lawrence, J. F., & White, C. (2009). Generating knowledge of academic language among urban middle school students. Journal of Research on Educational Effectiveness, 2(4), 325-344.

      Snow, C. E., & White, C. (2013). Two challenges: Teaching academic language and working productively with schools. In N. L. Stein & S. Raudenbush (Eds.), Developmental Cognitive Science Goes to School. Routledge.

       

      Argumentative WritingDobbs, C. L. (2014). Signaling organization and stance: academic language use in middle grade persuasive writing. Reading and Writing, 27, 1327-1352.Dobbs, C. L. & Kearns, D. (2016). Using new vocabulary in writing: Exploring how word and learner characteristics relate to the likelihood that writers use newly taught vocabulary. Reading and Writing, 29, 1817-1844.Phillips Galloway, E., & Uccelli, P. (2015). Modeling the relationship between lexico-syntactic and discourse organization skills in middle grade writers: Insights into later productive language skills that support academic writing. Reading and Writing, 28(6), 797-828.Surrain, S., Duhaylongsod, L., Selman, R., & Snow, C. E. (in press). Using narrative thinking in argumentative writing. In E. Veneziano & A. Nicolopoulou (Eds.), Narrative, literacy and other skills: Studies in intervention. Philadelphia, PA: John Benjamins.EngagementLin, A. R., Lawrence, J. F., & Snow, C. E. (2015). Teaching urban youth about controversial issues: Pathways to becoming active and informed citizens. Citizenship, Social and Economics Education, 14(2), 103-119.Lin, A. R., Lawrence, J. F., Snow, C. E., & Taylor, K. S. (2016). Assessing adolescents’ communicative self-efficacy to discuss controversial issues: Findings from a randomized study of the Word Generation program. Theory & Research in Social Education, 44(3), 316-343.Snow, C. E. (in press). Motivation and engagement in language and literacy development. In E. Segers & P. van den Broek (Eds.), Developmental Perspectives in Written Language and Literacy. Amsterdam: John Benjamins Publishing.English Language LearnersHwang, J. K., Lawrence, J. F., Mo, E., & Snow, C. E. (2014). Differential effects of a systematic vocabulary intervention on adolescent language minority students with varying levels of English proficiency. International Journal of Bilingualism, 19(3), 314–332. http://doi.org/10.1177/1367006914521698Hwang, J. K., Lawrence, J. F., & Snow, C. E. (2016). Defying expectations: Vocabulary growth trajectories of high performing language minority students. Reading and Writing, 1-28.Hwang, J. K., Lawrence, J. F., Snow, C. E., & Collins, P. (in press). Vocabulary and reading performances of reclassified fluent English proficient students. TESOL Quarterly.Lawrence, J. F., Capotosto, L., Branum-Martin, L., White, C., & Snow, C. E. (2012). Language proficiency, home-language status, and English vocabulary development: A longitudinal follow-up of the Word Generation program. Bilingualism: Language and Cognition, 15(03), 437-451.Lawrence, J. F., Michener, C., Snow, C., & White, C. (2009). Supporting vocabulary development of ELLs with the Word Generation program. In Department of Applied Foreign Languages, National Taiwan University of Science and Technology (Ed.), The Proceedings of the 2009 International Conference on Applied Linguistics and Language Teaching. Taipei, Taiwan: Crane. ISBN: 978-986-147-307-9Lawrence, J. F., White, C., & Snow, C. E. (2011). Improving reading across subject areas with Word Generation. CREATE Brief. Center for Research on the Educational Achievement and Teaching of English Language Learners.Mancilla-Martinez, J. (2010). Word meanings matter: Cultivating English vocabulary knowledge in fifth-grade Spanish-speaking language minority learners. TESOL Quarterly, 669-699.Snow, C. E. (2014). Extended discourse in first and second language acquisition: A challenge and an opportunity. Journal of Japanese Linguistics, 30.Snow, C. E. (2014). Language, literacy, and the needs of the multilingual child. Perspectives in Education, 32, 11-20. 

    • Academic Language/Core Academic Language Skills Assessment (CALS) Assessment

      Lawrence, J. F., White, C., & Snow, C. E. (2010). The words students need. Educational Leadership, 68(2), 22-26.

      Phillips Galloway, E., Stude, J., & Uccelli, P. (2015). Negotiating communicative practices in schools: Student’s oral and written reflections on the academic register. Linguistics & Education, 31, 221-237.

      Snow, C. E. (2014). Input to interaction to instruction: Three key shifts in the history of child language research. Journal of Child Language, 41(Supplement 1), 117-124.

      Snow, C. E., Uccelli, P., & White, C. (2013). Bedingungen und bedeutung des erwerbs von bildungssprache durch heranwachsende. (The conditions for and significance of children’s acquisition of academic language). In C. Rosebrook & A. Bertschi-Kaufmann (Eds.), Literalitat Erfassen: Bildungspolitisch, Kulturell, Individuell (29-39). Base: Beltz Juventa.

      Uccelli, P., Barr, C. D., Dobbs, C. L., Phillips Galloway, E., Meneses, A., & Sánchez, E. (2015). Core Academic Language Skills (CALS): An expanded operational construct and a novel instrument to chart school-relevant language proficiency in per-adolescent and adolescent learners. Applied Psycholinguistics, 36(5), 1077-1109. doi: 10.1017/S0142716400006X

      Uccelli, P., & Galloway, E. P. (2016). Academic language across content areas: Lessons from an innovative assessment and from students' reflections about language. Journal of Adolescent & Adult Literacy. doi: 10.1002/jaal.553

      Uccelli, P., Galloway, E. P., Barr, C., Meneses, A., & Dobbs, C. (2015). Beyond vocabulary: Exploring cross-disciplinary academic language proficiency and its association with reading comprehension. Reading Research Quarterly, 50(3), 261-359. doi: 10.1002/rrq.104

      Uccelli, P., & Meneses, A. (2015). Lenguaje académico: construcción y validación de un instrumento para medir habilidades de lenguaje académico en estudiantes de primaria. Invited paper in Special Edited Volume, M. Brisk & P. Proctor, Miríada Hispánica, 10, 177-202.

      Dissertation:

      Phillips Galloway, E. (2016). The Development of Core Academic Language and Reading Comprehension in Pre-Adolescent and Adolescent Learners (Doctoral dissertation). Harvard University, Cambridge.

    • Reading Comprehension

      Goldman, S., & Snow, C. E. (2015). Adolescent literacy: Development and instruction. In A. Pollatsek & R. Treiman (Eds.), Handbook on Reading (463-478). Oxford University Press.

      Goldman, S., Snow, C. E., & Vaughn, S. (2016). Common themes in teaching reading for understanding: Lessons from three projects. Journal of Adolescent and Adult Literacy. doi: 10.1002/jaal.586

      LaRusso, M., Kim, H. Y., Selman, R., Uccelli, P., Dawson, T., Jones, S., . . . Snow, C. (2016). Contributions of academic language, perspective taking, and complex reasoning to deep reading comprehension. Journal of Research on Educational Effectiveness, 9(2), 201-222.

    • Classroom Discourse

      Elizabeth, T., Anderson, T., Snow, C. E., & Selman, R. (2012). Academic discussions: An analysis of instructional discourse and an argument for an integrative assessment framework. American Education Research Journal, 49(6): 1214-1250. doi: 10.3102/0002831212456066

      Lawrence, J. F., Crosson, A. C., Paré-Blagoev, E. J., & Snow, C. E. (2015). Word Generation randomized trial: Discussion mediates the impact of program treatment on academic word learning. American Educational Research Journal, 52(4), 750-786. http://doi.org/10.3102/0002831215579485

      Lawrence, J. & Snow, C. (2010). Oral discourse and reading. In M. Kamil, P. D. Pearson, E. Moje, & P. Afflerbach (Eds.), Handbook of Reading Research, Volume IV (Chapter 14). New York: Routledge.

      O’Connor, C., & Snow, C. E. (in press). Classroom discourse: What do we need to know for research and for practice? In M. Schober, A. Britt, & D. Rapp, (Eds.) The Routledge Handbook of Discourse Processes, 2nd Edition.

      Dissertations

      Duhaylongsod, L. J. (2016). Promoting Argumentation Skills in Urban Middle Schools: Studies of Teachers and Students Using a Debate-Based Social Studies Curriculum (Doctoral dissertation). Harvard University, Cambridge.

      Hsiao, L. (2015). Moving the discussion forward through surprises and dilemmas: Teacher learning in academic discussion (Doctoral dissertation). Harvard University, Cambridge.

    • Perspective Taking/Social Perspective Taking Acts Measure (SPTAM)

      Diazgranados, S., Selman, R. L., & Dionne, M. (in press). Acts of social perspective taking: A functional construct and the validation of a performance measure for early adolescents. Social Development.

      Hsin, L., & Snow, C. E. (in press). From theory of mind to social perspective-taking: A benefit of bilingualism in academic writing. Reading and Writing.

    • STARI

      Kim, J. S., Hemphill, L., Troyer, M. T., Thomson, J. M., Jones, S. M., LaRusso, M. & Donovan, S. (in press). Engaging struggling adolescent readers to improve reading skills. Reading Research Quarterly.

      LaRusso, M. D., Donovan, S., & Snow, C. (2016). Implementation challenges for Tier One and Tier Two school-based programs for early adolescents. In B. Foorman (Ed.), Challenges to implementing effective reading intervention in schools. New Directions for Child and Adolescent Development, 154, 11–30.

    • Reading to Learn in Science

      Osborne, J., Donovan, B. M., Henderson, J. B., MacPherson, A. C., & Andrew, W. (2016). Arguing From Evidence in Middle School Science: 24 Activities for Productive Talk and Deeper Learning. Corwin.

    • Reading Inventory and Scholastic Evaluation (RISE) Assessment

      Sabatini, J. P., O'Reilly, T., Halderman, L. K., & Bruce, K. (2014). Integrating scenario‐based and component reading skill measures to understand the reading behavior of struggling readers. Learning Disabilities Research & Practice, 29(1), 36-43.

      Sabatini, J., Bruce, K., Steinberg, J., & Weeks, J. (2015). SARA reading components tests, RISE forms: Technical adequacy and test design. ETS Research Report Series, 2015(2), 1-20.

  • MATHEMATICS

    • AlgebraByExample

      Barbieri, C., & Booth, J. L. (2016). Support for struggling students in algebra: Contributions of incorrect worked examples. Learning and Individual Differences, 48, 36-44.

      Booth, J. L., Barbieri, C., Eyer, F., & Paré-Blagoev, E. J. (2014). Persistent and pernicious misconceptions in algebraic problem solving. Journal of Problem Solving, 7, 10-23.

      Booth, J. L., Cooper, L., Donovan, M. S., Huyghe, A., Koedinger, K. R., & Paré-Blagoev, E. J. (2015). Design-based research within the constraints of practice: AlgebraByExample. Journal of Education for Students Placed at Risk, 20(1-2), 79-100.

      Booth, J. L., McGinn, K. M., Barbieri, C., Begolli, K., Chang, B, Miller-Cotto, D., Young, L. K., & Davenport, J. L. (in press). Evidence for cognitive science principles that impact learning in mathematics. In D. C. Geary & D. Berch, (Eds.) Mathematical Cognition and Learning, Volume 3.

      Booth, J. L., McGinn, K. M., Barbieri, C., & Young, L. K. (2016). Misconceptions and learning algebra. In S. Stewart (Ed.) And the Rest is Just Algebra (63-78). Springer International Publishing.

      Booth, J. L., McGinn, K. M., Young, L. K., & Barbieri, C. (2015). Simple practice doesn’t always make perfect: Evidence from the worked example effect. Policy Insights from the Behavioral and Brain Sciences, 2(1), 24-32.

      Booth, J. L., Oyer, M. H., Paré-Blagoev, E. J., Elliot, A., Barbieri, C., Augustine, A. A., & Koedinger, K. R. (2015). Learning algebra by example in real-world classrooms. Journal of Research on Educational Effectiveness. 8(4), 530-551.

      Lange, K. E., Booth, J. L., & Newton, K. J. (2014). Learning algebra from worked examples. Mathematics Teacher, 107, 534-540.

      McGinn, K. M., Lange, K. E., & Booth, J. L. (2015). Confronting misconceptions: A worked-example for creating worked-examples. Mathematics Teaching in the Middle School, 21(1), 26-33.

      O’Shea, A., Booth, J. L., Barbieri, C., McGinn, K. M., Young, L. K., & Oyer, M. H. (2016). Algebra performance and motivation differences for students with learning disabilities and students of varying achievement levels. Contemporary Educational Psychology.

      Dissertations

      Doherty, C. B. (2015). The effects of error reflection and perceived functionality of errors on middle school students' algebra learning and sense of belonging to mathematics (Doctoral dissertation). Temple University, Philadelphia.

      Lange, K. E. (2016). The benefits of a teacher-researcher partnership on the implementation of new practices in the mathematics classroom (Doctoral dissertation). Temple University, Philadelphia.

      McGinn, K. M. (2015). The developmental and teacher-related mediating effects of mathematics vocabulary use on algebra learning (Doctoral dissertation). Temple University, Philadelphia.

      Oyer, M., & Booth, J. L. (2013). Investigating gender differences in achievement goal orientation in example-based algebra learning (Doctoral dissertation). Temple University, Philadelphia.

    • Course Pathways

      Daro, P. (2014). Oakland and San Francisco create course pathways through Common Core mathematics [White Paper].

      You may also be interested in: Recording of presentation at NCSM 2016 conference on the collaboration between SFUSD, OUSD and SERP in the development of the secondary math course sequences and how they were utilized by each district. (April 2016).

  • SCIENCE

    • Reading to Learn in Science

      Osborne, J., Donovan, B. M., Henderson, J. B., MacPherson, A. C., & Andrew, W. (2016). Arguing From Evidence in Middle School Science: 24 Activities for Productive Talk and Deeper Learning. Corwin.

    • Learning Progressions and Argumentation

      Henderson, J. B., MacPherson, A., Osborne, J., & Wild, A. (2015). Beyond construction: Five cases for the role and value of critique in the learning of science. International Journal of Science Education, 37(10), 1668-1697. doi: 10.1080/09500693.2015.1043598

      Henderson, J. B., Osborne, J., MacPherson, A., & Szu, E. (2014). A new learning progression for student argumentation in scientific contexts. In C. P. Constantinou, N. Papadouris & A. Hadjigeorgiou (Eds.), Science education research for evidence-based teaching and coherence in learning: E-Book Proceedings of the ESERA 2013 Conference, Part 7 (co-ed. M. Evagorou & K. Iordanou) (26-42). Nicosia, Cyprus: European Science Education Research Association. ISBN: 978-9963-700-77-6

      Osborne, J. (2010). Arguing to learn in science: The role of collaborative, critical discourse. Science, 328, 463-466.

      Osborne, J., Donovan, B. M., Henderson, J. B., MacPherson, A. C., & Andrew, W. (2016). Arguing From Evidence in Middle School Science: 24 Activities for Productive Talk and Deeper Learning. Corwin.

  • ENGLISH LANGUAGE AND MONOLINGUAL LEARNERS

    • ELL Pathways

      Umansky, I. M., and Reardon, S. F. (2014). Reclassification patterns among Latino English learner students in bilingual, dual immersion, and English immersion classrooms. American Educational Research Journal, 51: 879-912.

      Valentino, R. A., & Reardon, S. F. (2015). Effectiveness of four instructional programs designed to serve English learners: Variation by ethnicity and initial English proficiency. Educational Evaluation and Policy Analysis, 37(4): 612-637.

    • Using Word Generation

      Hwang, J. K., Lawrence, J. F., Mo, E., & Snow, C. E. (2014). Differential effects of a systematic vocabulary intervention on adolescent language minority students with varying levels of English proficiency. International Journal of Bilingualism, 19(3), 314–332. http://doi.org/10.1177/1367006914521698

      Hwang, J. K., Lawrence, J. F., & Snow, C. E. (2016). Defying expectations: Vocabulary growth trajectories of high performing language minority students. Reading and Writing, 1-28. http://rdcu.be/lMgB

      Hwang, J. K., Lawrence, J. F., Snow, C. E., & Collins, P. (in press). Vocabulary and reading performances of reclassified fluent English proficient students. TESOL Quarterly.

      Lawrence, J. F., Capotosto, L., Branum-Martin, L., White, C., & Snow, C. E. (2012). Language proficiency, home-language status, and English vocabulary development: A longitudinal follow-up of the Word Generation program. Bilingualism: Language and Cognition, 15(03), 437-451.

      Lawrence, J. F., Michener, C., Snow, C., & White, C. (2009). Supporting vocabulary development of ELLs with the Word Generation program. In Department of Applied Foreign Languages, National Taiwan University of Science and Technology (Ed.), The Proceedings of the 2009 International Conference on Applied Linguistics and Language Teaching. Taipei, Taiwan: Crane. ISBN: 978-986-147-307-9

      Lawrence, J. F., White, C., & Snow, C. E. (2011). Improving reading across subject areas with Word Generation. CREATE Brief. Center for Research on the Educational Achievement and Teaching of English Language Learners.

      Mancilla-Martinez, J. (2010). Word meanings matter: Cultivating English vocabulary knowledge in fifth-grade Spanish-speaking language minority learners. TESOL Quarterly, 669-699.

      Snow, C. E. (2014). Extended discourse in first and second language acquisition: A challenge and an opportunity. Journal of Japanese Linguistics, 30.

      Snow, C. E. (2014). Language, literacy, and the needs of the multilingual child. Perspectives in Education, 32, 11-20.

  • ORGANIZATIONAL COHERENCE

    Elmore, R. F., Forman, M. L., Stosich, E. L., & Bocala, C. (2014). The Internal Coherence Assessment Protocol & Developmental Framework: Building the organizational capacity for instructional improvement in schools. Strategic Education Research Partnership.

    Forman, M. L., Stosich, E. L., & Bocala, C. (forthcoming April 2017). The Internal Coherence Framework: Creating the Conditions for Continuous Improvement in Schools. Harvard Education Press.

    Stosich, E. L. (2014). Measuring school capacity for improvement. In A. Bowers, B. Barnett, & A. Shoho (Eds.), Using data in schools to inform leadership and decision making, 151-178. Charlotte, NC: Information Age Publishing.

Strategic Education Research Partnership

1100 Connecticut Ave NW, Suite 1310  |  Washington, DC  20036

(202) 223-8555

info@serpinstitute.org

Publications

Between 1997 and 2003, the National Research Council hosted three committees that considered different aspects of whether, and how, a focused program of research and development could improve teaching and learning in the nation’s schools.

The SERP enterprise was conceived in three reports:

Strategic Education Research Partnership (2003) Board on Behavioral, Cognitive, and Sensory Sciences

Improving Student Learning: A Strategic Plan for Education Research and Its Utilization

Learning and Instruction: A SERP Research Agenda (2003) Behavioral and Social Sciences and Education

This just in:

Reality Is Messy, Labs Aren’t: How to Make Research-Backed Education Work

GO TO ARTICLE

By Jay Lynch and Nathan Martin

EdSurge - Apr 1, 2017

EXCERPT:

With these comments in mind, we offer the following suggestions:

Work closely with researchers, teachers, and students when conceiving, designing, and studying products to ensure that they satisfy the needs and constraints of those involved in the educational process.

Embrace the messy world of educational instruction and conduct studies that look for intervention effects capable of breaking through the din of the real-life classroom. They must not be so delicate as to be unable to be replicated across different settings or in low quality implementations. These are likely to be more realistic estimates of an intervention's effect.

Conduct research that investigates the effects of interventions more holistically and programmatically. For example, look not just at a single school but at a multitude of disparate schools. Investigate an intervention not in a single class but across a course sequence.

Start with research designed to address the questions and challenges that are most important to educators and learners. (Strategic Education Research Partnership is an excellent example of this approach). There is a critical need to better understand the most pressing needs of education decision-makers and prioritize design efforts accordingly.

FEATURED ARTICLES

Booth, J. L., Cooper, L., Donovan, M. S., Huyghe, A., Koedinger, K. R., & Paré-Blagoev, E. J. (2015). Design-based research within the constraints of practice: AlgebraByExample. Journal of Education for Students Placed at Risk, 20(1-2), 79-100.

Daro, P. (2014). Oakland and San Francisco create course pathways through Common Core mathematics [White Paper].

Donovan, M. S. (2017). A Proposal for Integrating Research and Teacher Professional Development: Innovation and Induction Corridors [White Paper].

Duhaylongsod, L., Snow, C. E., Selman, R., & Donovan, M. S. (2015). Toward disciplinary literacy: Dilemmas and challenges in designing history curriculum to support middle school students. Harvard Educational Review, 85, 587-608.

LaRusso, M., Kim, H. Y., Selman, R., Uccelli, P., Dawson, T., Jones, S., . . . Snow, C. (2016). Contributions of academic language, perspective taking, and complex reasoning to deep reading comprehension. Journal of Research on Educational Effectiveness, 9(2), 201-222.

Snow, C. (2014). Wallace Foundation distinguished lecture: Rigor and realism. Doing educational science in the real worldEducational Researcher, 44(9), 460-466.

SERP History

Donovan, M. S., & Pellegrino, J. W. (Eds.). (2004). Learning and instruction: A SERP research agenda. National Academies Press.

Donovan, M. S., Wigdor, A. K., & Snow, C. E. (Eds.). (2003). Strategic education research partnership. National Academies Press.

*Olson, L. (2003). Panel suggests state compact for research. Education Week.

*Published independently of SERP

SERP Model

Booth, J. L., Cooper, L., Donovan, M. S., Huyghe, A., Koedinger, K. R., & Paré-Blagoev, E. J. (2015). Design-based research within the constraints of practice: AlgebraByExample. Journal of Education for Students Placed at Risk, 20(1-2), 79-100.

*Coburn, C. E., & Penuel, W. R. (2016). Research–practice partnerships in education outcomes, dynamics, and open questions. Educational Researcher, 45(1), 48-54.

*Coburn, C. E., Penuel, W. R., & Geil, K. E. (2013). Research-practice partnerships: A strategy for leveraging research for educational improvement in school districts. New York, NY: William T. Grant Foundation.

Donovan, M. S. (2013). Generating improvement through research and development in education systems. Science, 340(6130), 317-319.

Donovan, M. S. (2017). A Proposal for Integrating Research and Teacher Professional Development: Innovation and Induction Corridors [White Paper].

Donovan, M. S., Snow, C. & Daro, P. (2013). The SERP approach to problem-solving research, development, and implementation. In Fishman, B., Penuel, W. R., Allen, A., & Cheng, B. H. (Eds.), Design-based implementation research: Theories, methods, and exemplars. National Society for the Study of Education Yearbook, 112(2), 400-425.

*Farrell, C. C., & Coburn, C. E. (2016). Absorptive capacity: A conceptual framework for understanding district central office learning. Journal of Educational Change.

*Morris, A. K., & Hiebert, J. (2011). Creating shared instructional products: an alternative approach to improving teaching. Educational Researcher, 40(1), 5-14.

*Penuel, W. R., Fishman, B. J., Cheng, B. H., & Sabelli, N. (2011). Organizing research and development at the intersection of learning, implementation, and design. Educational Researcher, 40(7), 331-337.

*Russell, J. L., Jackson, K., Krumm, A. E., & Frank, K. A. (2013). Theories and research methodologies for design-based implementation research: Examples from four cases. Design based implementation research: Theories, methods, and exemplars, 157-191.

*Snow, C. (2014). Wallace Foundation Distinguished Lecture: Rigor and realism. Doing educational science in the real world. Educational Researcher, 44(9), 460-466.

Snow, C. E., & White, C. (2013). Two challenges: Teaching academic language and working productively with schools. In N. L. Stein & S. Raudenbush (Eds.), Developmental Cognitive Science Goes to School. Routledge.

*Published independently of SERP

SERP IN THE PRESS

*Academic language impedes students' ability to learn science, expert argues. (2010). Science Daily.

Donovan, M. S. (2009). Building 'institutional infrastructure' and bringing research into the classroom. Education Week.

*Finding what works in education. (2002). Education Week.

Forman, M. (2011). Protocol can help schools make informed decisions. Education Week.

*Heitin, L. (2016). Three skills to improve deep reading comprehension. Education Week.

*Hoover, W. A. (2004). Letters: Education R&D Efforts: Expand, Don’t Duplicate. Education Week.

*Snow, C., Arditti, A., & Skirble, R. (2010, April 27). In schools, a way to keep language from getting in the way of science. Learning English.

*Sparks, S. D. (2011). District-scholar partnerships yield new insights. Education Week.

*Sparks, S. D. (2011). Research collaborations not seen as two-way. Education Week.

*Sparks, S. D. (2011). Urban study partnerships start to yield research results. Education Week.

*Sparks, S. D. (2014). New ED research partnerships tackle teacher IMPACT, gritty grades, and more. Education Week.

*Viadero, D. (2003). Research group taps director; sets agenda on studies. Education Week.

*Viadero, D. (2007). Experiments aim to ease effects of ‘stereotype threat’. Education Week.

*Viadero, D. (2007). Real-world problems inspire R&D solutions geared to classroom. Education Week.

*Viadero, D. (2009). Partnership's first product aimed at middle school vocabulary. Education Week, 28(31), 1-14.

*Zehr, M. A. (2009). Oral-language skills for English-learners focus of researchers. Education Week.

*Published independently of SERP

LITERACY

WORD GENERATION

Duhaylongsod, L., Snow, C. E., Selman, R., & Donovan, M.S. (2015). Toward disciplinary literacy: Dilemmas and challenges in designing history curriculum to support middle school students. Harvard Educational Review, 85, 587-608.

LaRusso, M. D., Donovan, S., & Snow, C. (2016). Implementation challenges for Tier One and Tier Two school-based programs for early adolescents. In B. Foorman (Ed.), Challenges to implementing effective reading intervention in schools. New Directions for Child and Adolescent Development, 154, 11–30.

Lawrence, J. F., Crosson, A. C., Paré-Blagoev, E. J., & Snow, C. E. (2015). Word Generation randomized trial: Discussion mediates the impact of program treatment on academic word learning. American Educational Research Journal, 52(4), 750-786. http://doi.org/10.3102/0002831215579485

Lawrence, J. F., Francis, D., Paré-Blagoev, E. J., & Snow, C. E. (2016). The poor get richer: Heterogeneity in the efficacy of a school-level intervention for academic language. Journal of Research on Educational Effectiveness. http://dx.doi.org/10.1080/19345747.2016.1237596

Lawrence, J. F., Rolland, R. G., Branum-Martin, L., & Snow, C. E. (2014). Generating vocabulary knowledge for at-risk middle school readers: Contrasting program effects and growth trajectories. Journal of Education for Students Placed at Risk (JESPAR), 19(2), 76-97.

Lawrence, J. F., White, C., & Snow, C. E. (2010). The words students need. Educational Leadership, 68(2), 22-26.

Lin, A. R., Lawrence, J. F., & Snow, C. E. (2015). Teaching urban youth about controversial issues: Pathways to becoming active and informed citizens. Citizenship, Social and Economics Education, 14(2), 103-119.

Lin, A. R., Lawrence, J. F., Snow, C. E., & Taylor, K. S. (2016). Assessing adolescents’ communicative self-efficacy to discuss controversial issues: Findings from a randomized study of the Word Generation program. Theory & Research in Social Education, 44(3), 316-343.

Snow, C. E., & Lawrence, J. F. (2011). Word Generation in Boston Public Schools: Natural history of a literacy intervention. The Senior Urban Education Research Fellowship Series. Volume III. Council of the Great City Schools.

Snow, C. E., Lawrence, J. F., & White, C. (2009). Generating knowledge of academic language among urban middle school students. Journal of Research on Educational Effectiveness, 2(4), 325-344.

Snow, C. E., & White, C. (2013). Two challenges: Teaching academic language and working productively with schools. In N. L. Stein & S. Raudenbush (Eds.), Developmental Cognitive Science Goes to School. Routledge.

ARGUMENTATIVE WRITING

Dobbs, C. L. (2014). Signaling organization and stance: academic language use in middle grade persuasive writing. Reading and Writing, 27, 1327-1352.

Dobbs, C. L. & Kearns, D. (2016). Using new vocabulary in writing: Exploring how word and learner characteristics relate to the likelihood that writers use newly taught vocabulary. Reading and Writing, 29, 1817-1844.

Phillips Galloway, E., & Uccelli, P. (2015). Modeling the relationship between lexico-syntactic and discourse organization skills in middle grade writers: Insights into later productive language skills that support academic writing. Reading and Writing, 28(6), 797-828.

Surrain, S., Duhaylongsod, L., Selman, R., & Snow, C. E. (in press). Using narrative thinking in argumentative writing. In E. Veneziano & A. Nicolopoulou (Eds.), Narrative, literacy and other skills: Studies in intervention. Philadelphia, PA: John Benjamins.

ENGAGEMENT

Lin, A. R., Lawrence, J. F., & Snow, C. E. (2015). Teaching urban youth about controversial issues: Pathways to becoming active and informed citizens. Citizenship, Social and Economics Education, 14(2), 103-119.

Lin, A. R., Lawrence, J. F., Snow, C. E., & Taylor, K. S. (2016). Assessing adolescents’ communicative self-efficacy to discuss controversial issues: Findings from a randomized study of the Word Generation program. Theory & Research in Social Education, 44(3), 316-343.

Snow, C. E. (in press). Motivation and engagement in language and literacy development. In E. Segers & P. van den Broek (Eds.), Developmental Perspectives in Written Language and Literacy. Amsterdam: John Benjamins Publishing.

ENGLISH LANGUAGE LEARNERS

Hwang, J. K., Lawrence, J. F., Mo, E., & Snow, C. E. (2014). Differential effects of a systematic vocabulary intervention on adolescent language minority students with varying levels of English proficiency. International Journal of Bilingualism, 19(3), 314–332. http://doi.org/10.1177/1367006914521698

Hwang, J. K., Lawrence, J. F., & Snow, C. E. (2016). Defying expectations: Vocabulary growth trajectories of high performing language minority students. Reading and Writing, 1-28.

Hwang, J. K., Lawrence, J. F., Snow, C. E., & Collins, P. (in press). Vocabulary and reading performances of reclassified fluent English proficient students. TESOL Quarterly.

Lawrence, J. F., Capotosto, L., Branum-Martin, L., White, C., & Snow, C. E. (2012). Language proficiency, home-language status, and English vocabulary development: A longitudinal follow-up of the Word Generation program. Bilingualism: Language and Cognition, 15(03), 437-451.

Lawrence, J. F., Michener, C., Snow, C., & White, C. (2009). Supporting vocabulary development of ELLs with the Word Generation program. In Department of Applied Foreign Languages, National Taiwan University of Science and Technology (Ed.), The Proceedings of the 2009 International Conference on Applied Linguistics and Language Teaching. Taipei, Taiwan: Crane. ISBN: 978-986-147-307-9

Lawrence, J. F., White, C., & Snow, C. E. (2011). Improving reading across subject areas with Word Generation. CREATE Brief. Center for Research on the Educational Achievement and Teaching of English Language Learners.

Mancilla-Martinez, J. (2010). Word meanings matter: Cultivating English vocabulary knowledge in fifth-grade Spanish-speaking language minority learners. TESOL Quarterly, 669-699.

Snow, C. E. (2014). Extended discourse in first and second language acquisition: A challenge and an opportunity. Journal of Japanese Linguistics, 30.

Snow, C. E. (2014). Language, literacy, and the needs of the multilingual child. Perspectives in Education, 32, 11-20.

ACADEMIC LANGUAGE/CORE ACADEMIC LANGUAGE SKILLS ASSESSMENT (CALS) ASSESSMENT

Lawrence, J. F., White, C., & Snow, C. E. (2010). The words students need. Educational Leadership, 68(2), 22-26.

Phillips Galloway, E., Stude, J., & Uccelli, P. (2015). Negotiating communicative practices in schools: Student’s oral and written reflections on the academic register. Linguistics & Education, 31, 221-237.

Snow, C. E. (2014). Input to interaction to instruction: Three key shifts in the history of child language research. Journal of Child Language, 41(Supplement 1), 117-124.

Snow, C. E., Uccelli, P., & White, C. (2013). Bedingungen und bedeutung des erwerbs von bildungssprache durch heranwachsende. (The conditions for and significance of children’s acquisition of academic language). In C. Rosebrook & A. Bertschi-Kaufmann (Eds.), Literalitat Erfassen: Bildungspolitisch, Kulturell, Individuell (29-39). Base: Beltz Juventa.

Uccelli, P., Barr, C. D., Dobbs, C. L., Phillips Galloway, E., Meneses, A., & Sánchez, E. (2015). Core Academic Language Skills (CALS): An expanded operational construct and a novel instrument to chart school-relevant language proficiency in per-adolescent and adolescent learners. Applied Psycholinguistics, 36(5), 1077-1109. doi: 10.1017/S0142716400006X

Uccelli, P., & Galloway, E. P. (2016). Academic language across content areas: Lessons from an innovative assessment and from students' reflections about language. Journal of Adolescent & Adult Literacy. doi: 10.1002/jaal.553

Uccelli, P., Galloway, E. P., Barr, C., Meneses, A., & Dobbs, C. (2015). Beyond vocabulary: Exploring cross-disciplinary academic language proficiency and its association with reading comprehension. Reading Research Quarterly, 50(3), 261-359. doi: 10.1002/rrq.104

Uccelli, P., & Meneses, A. (2015). Lenguaje académico: construcción y validación de un instrumento para medir habilidades de lenguaje académico en estudiantes de primaria. Invited paper in Special Edited Volume, M. Brisk & P. Proctor, Miríada Hispánica, 10, 177-202.

Dissertation:

Phillips Galloway, E. (2016). The Development of Core Academic Language and Reading Comprehension in Pre-Adolescent and Adolescent Learners (Doctoral dissertation). Harvard University, Cambridge.

READING COMPREHENSION

Goldman, S., & Snow, C. E. (2015). Adolescent literacy: Development and instruction. In A. Pollatsek & R. Treiman (Eds.), Handbook on Reading (463-478). Oxford University Press.

Goldman, S., Snow, C. E., & Vaughn, S. (2016). Common themes in teaching reading for understanding: Lessons from three projects. Journal of Adolescent and Adult Literacy. doi: 10.1002/jaal.586

LaRusso, M., Kim, H. Y., Selman, R., Uccelli, P., Dawson, T., Jones, S., . . . Snow, C. (2016). Contributions of academic language, perspective taking, and complex reasoning to deep reading comprehension. Journal of Research on Educational Effectiveness, 9(2), 201-222.

CLASSROOM DISCOURSE

Elizabeth, T., Anderson, T., Snow, C. E., & Selman, R. (2012). Academic discussions: An analysis of instructional discourse and an argument for an integrative assessment framework. American Education Research Journal, 49(6): 1214-1250. doi: 10.3102/0002831212456066

Lawrence, J. F., Crosson, A. C., Paré-Blagoev, E. J., & Snow, C. E. (2015). Word Generation randomized trial: Discussion mediates the impact of program treatment on academic word learning. American Educational Research Journal, 52(4), 750-786. http://doi.org/10.3102/0002831215579485

Lawrence, J. & Snow, C. (2010). Oral discourse and reading. In M. Kamil, P. D. Pearson, E. Moje, & P. Afflerbach (Eds.), Handbook of Reading Research, Volume IV (Chapter 14). New York: Routledge.

O’Connor, C., & Snow, C. E. (in press). Classroom discourse: What do we need to know for research and for practice? In M. Schober, A. Britt, & D. Rapp, (Eds.) The Routledge Handbook of Discourse Processes, 2nd Edition.

Dissertations

Duhaylongsod, L. J. (2016). Promoting Argumentation Skills in Urban Middle Schools: Studies of Teachers and Students Using a Debate-Based Social Studies Curriculum (Doctoral dissertation). Harvard University, Cambridge.

Hsiao, L. (2015). Moving the discussion forward through surprises and dilemmas: Teacher learning in academic discussion (Doctoral dissertation). Harvard University, Cambridge.

PERSPECTIVE TAKING/SOCIAL PERSPECTIVE TAKING ACTS MEASURE (SPTAM)

Diazgranados, S., Selman, R. L., & Dionne, M. (in press). Acts of social perspective taking: A functional construct and the validation of a performance measure for early adolescents. Social Development.

Hsin, L., & Snow, C. E. (in press). From theory of mind to social perspective-taking: A benefit of bilingualism in academic writing. Reading and Writing.

STRATEGIC ADOLESCENT READING INTERVENTION (STARI)

Kim, J. S., Hemphill, L., Troyer, M. T., Thomson, J. M., Jones, S. M., LaRusso, M. & Donovan, S. (in press). Engaging struggling adolescent readers to improve reading skills. Reading Research Quarterly.

LaRusso, M. D., Donovan, S., & Snow, C. (2016). Implementation challenges for Tier One and Tier Two school-based programs for early adolescents. In B. Foorman (Ed.), Challenges to implementing effective reading intervention in schools. New Directions for Child and Adolescent Development, 154, 11–30.

READING TO LEARN IN SCIENCE

Osborne, J., Donovan, B. M., Henderson, J. B., MacPherson, A. C., & Andrew, W. (2016). Arguing From Evidence in Middle School Science: 24 Activities for Productive Talk and Deeper Learning. Corwin.

READING INVENTORY AND SCHOLASTIC EVALUATION (RISE) ASSESSMENT

Sabatini, J. P., O'Reilly, T., Halderman, L. K., & Bruce, K. (2014). Integrating scenario‐based and component reading skill measures to understand the reading behavior of struggling readers. Learning Disabilities Research & Practice, 29(1), 36-43.

Sabatini, J., Bruce, K., Steinberg, J., & Weeks, J. (2015). SARA reading components tests, RISE forms: Technical adequacy and test design. ETS Research Report Series, 2015(2), 1-20.

MATHEMATICS

AlgebraByExample

Barbieri, C., & Booth, J. L. (2016). Support for struggling students in algebra: Contributions of incorrect worked examples. Learning and Individual Differences, 48, 36-44.

Booth, J. L., Barbieri, C., Eyer, F., & Paré-Blagoev, E. J. (2014). Persistent and pernicious misconceptions in algebraic problem solving. Journal of Problem Solving, 7, 10-23.

Booth, J. L., Cooper, L., Donovan, M. S., Huyghe, A., Koedinger, K. R., & Paré-Blagoev, E. J. (2015). Design-based research within the constraints of practice: AlgebraByExample. Journal of Education for Students Placed at Risk, 20(1-2), 79-100.

Booth, J. L., McGinn, K. M., Barbieri, C., Begolli, K., Chang, B, Miller-Cotto, D., Young, L. K., & Davenport, J. L. (in press). Evidence for cognitive science principles that impact learning in mathematics. In D. C. Geary & D. Berch, (Eds.) Mathematical Cognition and Learning, Volume 3.

Booth, J. L., McGinn, K. M., Barbieri, C., & Young, L. K. (2016). Misconceptions and learning algebra. In S. Stewart (Ed.) And the Rest is Just Algebra (63-78). Springer International Publishing.

Booth, J. L., McGinn, K. M., Young, L. K., & Barbieri, C. (2015). Simple practice doesn’t always make perfect: Evidence from the worked example effect. Policy Insights from the Behavioral and Brain Sciences, 2(1), 24-32.

Booth, J. L., Oyer, M. H., Paré-Blagoev, E. J., Elliot, A., Barbieri, C., Augustine, A. A., & Koedinger, K. R. (2015). Learning algebra by example in real-world classrooms. Journal of Research on Educational Effectiveness. 8(4), 530-551.

Lange, K. E., Booth, J. L., & Newton, K. J. (2014). Learning algebra from worked examples. Mathematics Teacher, 107, 534-540.

McGinn, K. M., Lange, K. E., & Booth, J. L. (2015). Confronting misconceptions: A worked-example for creating worked-examples. Mathematics Teaching in the Middle School, 21(1), 26-33.

O’Shea, A., Booth, J. L., Barbieri, C., McGinn, K. M., Young, L. K., & Oyer, M. H. (2016). Algebra performance and motivation differences for students with learning disabilities and students of varying achievement levels. Contemporary Educational Psychology.

Dissertations

Doherty, C. B. (2015). The effects of error reflection and perceived functionality of errors on middle school students' algebra learning and sense of belonging to mathematics (Doctoral dissertation). Temple University, Philadelphia.

Lange, K. E. (2016). The benefits of a teacher-researcher partnership on the implementation of new practices in the mathematics classroom (Doctoral dissertation). Temple University, Philadelphia.

McGinn, K. M. (2015). The developmental and teacher-related mediating effects of mathematics vocabulary use on algebra learning (Doctoral dissertation). Temple University, Philadelphia.

Oyer, M., & Booth, J. L. (2013). Investigating gender differences in achievement goal orientation in example-based algebra learning (Doctoral dissertation). Temple University, Philadelphia.

COURSE PATHWAYS

Daro, P. (2014). Oakland and San Francisco create course pathways through Common Core mathematics [White Paper].

You may also be interested in: Recording of presentation at NCSM 2016 conference on the collaboration between SFUSD, OUSD and SERP in the development of the secondary math course sequences and how they were utilized by each district. (April 2016).

SCIENCE

READING TO LEARN IN SCIENCE

Osborne, J., Donovan, B. M., Henderson, J. B., MacPherson, A. C., & Andrew, W. (2016). Arguing From Evidence in Middle School Science: 24 Activities for Productive Talk and Deeper Learning. Corwin.

LEARNING PROGRESSIONS AND ARGUMENTATION

Henderson, J. B., MacPherson, A., Osborne, J., & Wild, A. (2015). Beyond construction: Five cases for the role and value of critique in the learning of science. International Journal of Science Education, 37(10), 1668-1697. doi: 10.1080/09500693.2015.1043598

Henderson, J. B., Osborne, J., MacPherson, A., & Szu, E. (2014). A new learning progression for student argumentation in scientific contexts. In C. P. Constantinou, N. Papadouris & A. Hadjigeorgiou (Eds.), Science education research for evidence-based teaching and coherence in learning: E-Book Proceedings of the ESERA 2013 Conference, Part 7 (co-ed. M. Evagorou & K. Iordanou) (26-42). Nicosia, Cyprus: European Science Education Research Association. ISBN: 978-9963-700-77-6

Osborne, J. (2010). Arguing to learn in science: The role of collaborative, critical discourse. Science, 328, 463-466.

Osborne, J., Donovan, B. M., Henderson, J. B., MacPherson, A. C., & Andrew, W. (2016). Arguing From Evidence in Middle School Science: 24 Activities for Productive Talk and Deeper Learning. Corwin.

ENGLISH LANGUAGE AND MONOLINGUAL LEARNERS

ELL PATHWAYS

Umansky, I. M., and Reardon, S. F. (2014). Reclassification patterns among Latino English learner students in bilingual, dual immersion, and English immersion classrooms. American Educational Research Journal, 51: 879-912.

Valentino, R. A., & Reardon, S. F. (2015). Effectiveness of four instructional programs designed to serve English learners: Variation by ethnicity and initial English proficiency. Educational Evaluation and Policy Analysis, 37(4): 612-637.

USING WORD GENERATION

Hwang, J. K., Lawrence, J. F., Mo, E., & Snow, C. E. (2014). Differential effects of a systematic vocabulary intervention on adolescent language minority students with varying levels of English proficiency. International Journal of Bilingualism, 19(3), 314–332. http://doi.org/10.1177/1367006914521698

Hwang, J. K., Lawrence, J. F., & Snow, C. E. (2016). Defying expectations: Vocabulary growth trajectories of high performing language minority students. Reading and Writing, 1-28. http://rdcu.be/lMgB

Hwang, J. K., Lawrence, J. F., Snow, C. E., & Collins, P. (in press). Vocabulary and reading performances of reclassified fluent English proficient students. TESOL Quarterly.

Lawrence, J. F., Capotosto, L., Branum-Martin, L., White, C., & Snow, C. E. (2012). Language proficiency, home-language status, and English vocabulary development: A longitudinal follow-up of the Word Generation program. Bilingualism: Language and Cognition, 15(03), 437-451.

Lawrence, J. F., Michener, C., Snow, C., & White, C. (2009). Supporting vocabulary development of ELLs with the Word Generation program. In Department of Applied Foreign Languages, National Taiwan University of Science and Technology (Ed.), The Proceedings of the 2009 International Conference on Applied Linguistics and Language Teaching. Taipei, Taiwan: Crane. ISBN: 978-986-147-307-9

Lawrence, J. F., White, C., & Snow, C. E. (2011). Improving reading across subject areas with Word Generation. CREATE Brief. Center for Research on the Educational Achievement and Teaching of English Language Learners.

Mancilla-Martinez, J. (2010). Word meanings matter: Cultivating English vocabulary knowledge in fifth-grade Spanish-speaking language minority learners. TESOL Quarterly, 669-699.

Snow, C. E. (2014). Extended discourse in first and second language acquisition: A challenge and an opportunity. Journal of Japanese Linguistics, 30.

Snow, C. E. (2014). Language, literacy, and the needs of the multilingual child. Perspectives in Education, 32, 11-20.

ORGANIZATIONAL COHERENCE

Elmore, R. F., Forman, M. L., Stosich, E. L., & Bocala, C. (2014). The Internal Coherence Assessment Protocol & Developmental Framework: Building the organizational capacity for instructional improvement in schools. Strategic Education Research Partnership.

Forman, M. L., Stosich, E. L., & Bocala, C. (forthcoming April 2017). The Internal Coherence Framework: Creating the Conditions for Continuous Improvement in Schools. Harvard Education Press.

Stosich, E. L. (2014). Measuring school capacity for improvement. In A. Bowers, B. Barnett, & A. Shoho (Eds.), Using data in schools to inform leadership and decision making, 151-178. Charlotte, NC: Information Age Publishing.