麻豆原创

 by Marianne D’Emidio-Caston, Lynette Hill, and Jon Snyder. Introduction by Ann Lieberman. 1994. 72 pp.  

• Four case studies document the work of teachers who have begun to redesign the organizations in which they work, and who have created opportunities for themselves and their students to be engaged as co-investigators in their own learning. These teachers were supported by Impact II, a nationwide, non-profit teacher network.

by Kathe Jervis, and Nancy Wilson. Introduction by Ann Lieberman. 1995. 58 pp.  

• Three case studies of teachers’ innovative work based on collaboration with all members of the school community. The work of these teachers, and publication of these cases, has been supported by IMPACT II, a nationwide, non-profit teacher network.

by Ann Lieberman, Beverly Falk, and Leslie Alexander. 1994. 22 pp.   

• Interviews exploring the dimensions of leadership conducted with teacher-leaders who are (or have been) the directors of six alternative public elementary schools in New York City, all of which identify themselves as “learner-centered.” Reprint from Creating New Educational Communities: Schools and Classrooms Where All Children Can be Smart.

by Ann Lieberman, David Zuckerman, Alex Wilkie, Elva Smith, Norma Barinas, and Leslie Hergert. 1991. 66 pp. 

• NCREST’s close study of restructuring schools in New York City, where researchers documented the work of 12 schools participating in “Schools of Tomorrow . . . Today,” a program run by the New York City Teacher Centers Consortium of the United Federation of Teachers. These two companion publications document the findings.

by Jon Snyder, Ann Lieberman, Martiza Macdonald, and A. Lin Goodwin. 1992. 76 pp. 

• A case study of Central Park East 1 Elementary School in East Harlem, New York, exploring three interdependent components—curriculum and teaching, assessment, and school structure and focusing on the practices by which the school holds itself accountable for the continued learning of students and staff.

by Ann Lieberman and Maureen Grolnick 1997. 38 pp. 

• In vignettes from four different education networks, readers are introduced to the workings of an organizational form that the authors say “is of growing importance to the reform movement in American education.” Seen as “a way of engaging school-based educators in directing their own learning,” networks have an important role to play in allowing (teachers) to sidestep the limitations of institutional roles, hierarchies and geographic locations, and encouraging them to work together with many different kinds of people. Reprinted from the Teachers College Record.

by Linda Darling-Hammond, Ann Lieberman, and Milbrey W. McLaughlin. 1995. 39 pp.  

• Two articles explore the polices and strategies needed to develop schools’ and teachers’ capacities to be responsible for student learning. The authors describe practices, structures, and institutional arrangements that support expanded views of teaching and professional learning. Reprint from Professional Development in the Reform Era, Teachers College Press and Phi Delta Kappan, 76(8).

by Linda Darling-Hammond, Ann Lieberman, Milbrey McLaughlin and Lynne Miller. 1992. 55 pp. 

by Ann Lieberman and Lynne Miller Reprint from Teachers College Record 92(1): 105-122.

by Linda Darling-Hammond. Reprint from Teachers College Record 92(1): 59-80.

by Ann Lieberman and Milbrey McLaughlin. Reprint from Phi Delta Kappan, 73(9): 673-677.

by Linda Darling-Hammond, Ann Lieberman, and Lynne Miller. 1992. 38 pp.   

by Linda Darling-Hammond. Reprint from Phi Delta Kappan 72(4): 286-295

by Ann Lieberman and Lynne Miller. Reprint from Phi Delta Kappan 71(10): 759-764.

by Linda Darling-Hammond, Ann Lieberman, Diane Wood, and Beverly Falk 1994. 46 pp.   

• Two articles presenting an argument for how schools need to change to meet the challenges of democracy at the dawn of the 21st century: “Reframing the School Reform Agenda: Developing Capacity for School Transformation” by Linda Darling-Hammond and “Toward Democratic Practice in Schools: Key Understandings about Educational Change” by Ann Lieberman, Diane Wood, and Beverly Falk. Reprint from Phi Delta Kappan 74(10): 753-761 and Quality 2000: Advancing Early Care in Education.

by Ann Lieberman. 1996. 27 pp.   

• The author walks us step-by-step through the CPESS classrooms that support a culture of inquiry, pointing out what we might see and what we might ask when we encounter: habits of mind; pedagogical, personal, and political dilemmas; community; school-family relationships; the personalization that occurs in a small school setting; and teachers as coaches.

edited by Ann Lieberman. New York: Teachers College Press, 1995. 192 pp. 

• A collection of compelling case studies and analyses bringing restructuring schools into being and providing glimpses of hard-won success and the politics of change. Contributors include Betty Lou Whitford, Rodman B. Webb, and Linda Darling-Hammond.

by Ellen Pechman, Jean King with the assistance of Gina Schack, and Nadiene VanDyke. 1993. 31 pp. 

Outside/Inside, Inside/Outside by Jacqueline Ancess. 1996. 129 pp. 

• An overview of how to conduct a School Quality Review (SQR), a school change and improvement effort, illustrated by one actual review of the Highland Elementary School in New York State. 
• Ancess, J. (2004). . Educational Leadership. September.
• Ancess, J. (2008). Small Alone Is Not Enough: How Can Educators Recover the Purposes of Small Schools? Educational Leadership, (65),8, 48-53. 
• Ancess, J. & Allen, D. (2006). . Harvard Educational Review.76 (3)
• Ancess, J., Barnett, E., & Allen, D. (2007). Using Data to Inform the Practice of Teachers, Schools, and School Reform Organizations. Theory into Practice (46), 4, 325-333.
• Ancess, J. & Grossman F. D. (2003, April). Getting from Here to There: Practitioners Use Research to Stimulate School and District Change. Paper Presented at AERA Conference.

by Jacqueline Ancess. Foreword by Linda Darling-Hammond. 1995. 62 pp. 

• A case study of the Urban Academy, an alternative New York City high school. It portrays a nurturing school community that deliberately supports its students in all areas of their lives, and, at the same time, challenges them intellectually to inquire deeply, and to excel.

by Jacqueline Ancess and Linda Darling-Hammond. 1994. 81 pp. 

• An analysis of authentic assessment strategies used at this small, public, alternative high school, whose population is made up entirely of students with limited proficiency in English. Working in teaching teams, faculty develop and evaluate student products and portfolios in order to judge both student progress and their own instruction.

by Jacqueline Ancess and Linda Darling-Hammond. 1994. 55 pp. $15.00

• An examination of the Senior Project, a cross-disciplinary research paper and exhibition that all students complete during their senior year at this Delaware high school. The study documents how teachers began to change their curriculum and teaching when, initially, they found students unprepared.

by Jacqueline Ancess. 2000.

• This article discusses the reciprocal and dynamic relationship of teacher learning, teaching practice, school restructuring, and student outcomes in three high performing public secondary schools for at-risk students. 

by Linda Darling-Hammond and Jacqueline Ancess. 1994. 72 pp. 

• An examination of the public and collaborative graduation process at Central Park East Secondary School. Students complete 14 portfolios in specified curriculum areas and present and defend them to a graduation committee using varied media. 

by Linda Darling-Hammond and Jacqueline Ancess. 1994. 29 pp. 

• A monograph examining four secondary schools struggling to develop and refine authentic measures of student learning. It analyzes teacher learning, organizational rethinking and restructuring, and implications for policy supporting authentic assessment. Reprint from the 93rd Yearbook of the National Society for the Study of Education. 

by James Banks, Linda Darling-Hammond, and Maxine Greene. 1992. 42 pp. 

• Three speeches from the 1991 NCREST conference: “Creating Multicultural Learner-Centered Schools” by James A. Banks, “Building Learner-Centered Schools: Developing Professional Capacity, Policy, and Political Consensus” by Linda Darling-Hammond, and “Restructuring and Possibility” by Maxine Greene.

by Linda Darling-Hammond. 1993. 22 pp.

• A study recommending overhaul and redesign of federal Chapter 1 legislation in order to serve children more equitably and effectively, while supporting and building the capacity of teachers and schools to use more authentic teaching and assessment strategies.

by Linda Darling-Hammond, Ann Lieberman, and Milbrey W. McLaughlin. 1995. 39 pp. 

• Two articles explore the polices and strategies needed to develop schools’ and teachers’ capacities to be responsible for student learning. The authors describe practices, structures, and institutional arrangements that support expanded views of teaching and professional learning. Reprint from Professional Development in the Reform Era, Teachers College Press and Phi Delta Kappan, 76(8).

by Linda Darling-Hammond. Published by Jossey Bass Inc., 1997. 352 pp.   

• The author proposes a plan that would arm all children with an intelligence capable of free and independent thought. The Right to Learn uses in-depth interviews with over 40 teachers and case studies of several restructured schools to depict the problems with traditional schools. This book lays out the policies and practices needed to create these schools on a system wide scale.

by Linda Darling-Hammond, Ed. New York: Teachers College Press, 1994. 228 pp. 

• Case studies documenting the creation of Professional Development Schools in five states and describing how these are proving to be vehicles for the mutual restructuring of schools and teacher education.

by Linda Darling-Hammond. 1994. 31 pp.  

• An argument against national standards and assessments as the means for systemic school change. Improved teaching and learning for all students will come about only when the capacities of teachers and schools are increased, the author states, requiring carefully developed policies in the areas of teacher development, school development, and equalization of resources. Reprint from American Journal of Education 102(4): 478-510.

• Hatch, T. (2025). The power of condensing the curriculum. Educational Leadership, 83 (4), 22–27.

• Hatch, T., Ahn, M., Ferguson, D., & Rumberger, A. (2023). The role of external support in improving K–3 reading outcomes in New York City. Urban Education, 58 (5), 867–898. https://doi.org/10.1177/0042085919877932

• Hatch, T., Corson, J., & Gerth van den Berg, S. (2022). New schools in New York City and Singapore. Journal of Educational Change, 23, 199–220. https://doi.org/10.1007/s10833-021-09419-1

• Hatch, T. (2021). We will now resume our regular programming… Journal of Educational Change, 22 (3), 447–456.

• Hatch, T. (2021). Expanding the boundaries of learning. Phi Delta Kappan, 102 (8), 8–13.

• Hatch, T., Corson, J., & Gerth van den Berg, S. (2021). New schools in New York City: Incremental changes in transformative initiatives in the 21st Century. Teachers College Record, 123 (10), 91–116. https://doi.org/10.1177/01614681211058961

• Hatch, T., Hill, K., & Roegman, R. (2019). Instruction, equity, and social networks in district-wide improvement. Journal of Professional Capital and Community, 5 (1), 72–91.

• Hatch, T., Roegman, R., & Allen, D. (2019). Creating equitable outcomes in a segregated state. Phi Delta Kappan, 100 (5), 19–24.

• Hatch, T., Shuttleworth, J., Taylor, A., & Marri, A. (2016). Videos, pairs, and peers: What connects theory and practice in teacher education? Teaching and Teacher Education, 59, 274–284.

• Hatch, T., Hill, K., & Roegman, R. (2016). Investigating the role of instructional rounds in the development of social networks and district-wide improvement. American Educational Research Journal, 53 (4), 1022–1053.

• Hatch, T. (2013). Innovation at the core: What it really takes to improve classroom practice. Phi Delta Kappan, 95 (3), 34–38.

• Hatch, T. (2010). What Norway (not Finland) can tell us about schools. The Answer Sheet Blog.

• Hatch, T. (2010). A question of value(s). New York Times Online.

• Hatch, T. (2009). The scholarship of teaching and web-based representations of teaching in the United States: Definitions, histories, and new directions. Educational Action Research, 17 (1), 63–78.

• Hatch, T. (2009). The outside–inside connection. Educational Leadership, 67 (2), 16–21.

• Hatch, T., & Grossman, P. (2009). Learning to look beyond the boundaries of representation. Journal of Teacher Education, 60 (1), 70–85.

  • Hatch, T. (2008). Practice Brief #1: Mission, mission on the wall. New York: NCREST.

  • Hatch, T., Ahmed, D., Lieberman, A., Faigenbaum, D., Eiler, M., & Pointer Mace, D. H. (Eds.). (2005). Going public with our teaching: An anthology of practice. New York: Teachers College Press.

  • Hatch, T., & Honig, M. (2004). Crafting coherence: How schools strategically manage multiple, external demands. Educational Researcher.

  • Hatch, T. (2002). When improvement programs collide. Phi Delta Kappan, 83 (8), 626–634.

  • Hatch, T. (1998). The differences in theory that matter in the practice of school improvement. American Educational Research Journal, 35 (1), 3–31.

by Maxine Greene. 1995. 22 pp. 

• A collection of transcripts of addresses given to teachers exploring the effects of engaging with practicing artists and works of art can have on teachers and their work in classrooms—the personal and educational meanings of imagination and aesthetic experiences that come from dialogues with artists and their work.

by James Banks, Linda Darling-Hammond, and Maxine Greene. 1992. 42 pp.   

• Three speeches from the 1991 NCREST conference: “Creating Multicultural Learner-Centered Schools” by James A. Banks, “Building Learner-Centered Schools: Developing Professional Capacity, Policy, and Political Consensus” by Linda Darling-Hammond, and “Restructuring and Possibility” by Maxine Greene.

by Mindy Kornhaber and Howard Gardner. 1993. 33 pp. 

• A monograph describing the range of intellectual competencies that human beings possess, and describing the conditions needed in schools to foster sustained engagement and reflection in diverse domains of knowledge.

Preparing Teachers for Learner Centered Practice: The Professional Development School at PS 87. NCREST. 2008.

• A new kind of collaboration between pre-service teacher preparation and professional development is demonstrated in this documentary about the partnership between 麻豆原创, and a New York City elementary school.

The Lightning Post-Office: Authentic Learning in the Elementary School NCREST. 2008.

• A first-grade multidisciplinary project. First-graders create a school-wide post office transforming their research about their neighborhood post office into a real-life work place.

Grappling With Difference NCREST. 2008.

• From the new Cultural Interchange series. Middle school students interview parents, teachers, and each other about homework, and find different opinions, reflecting the rich diversity of American society. Meant to open conversations on difference in your school community and invite talk about ways to build community, this video can also initiate discussions about homework policy.

Playing With Possibilities: Using Games in the Classroom NCREST. 2008.

• Fourth graders explore mathematical ideas. This videotape focuses on three different lessons that use board games, physical activity, and manipulatives to lead the children to deeper understanding of graphs, averages and probability.

Secret Destinations: Authentic Learning in the Elementary School NCREST. 2008.

• Teams of fifth-graders create maps that other teams will try to follow to secret destinations within the building. When the explorers go astray, they retrace their steps with the mapmakers, to solve what went wrong.

Inside the SQR: Images of a Review Team at Work NCREST. 2008.

• A team of twelve participants spend a week visiting and observing in an elementary school.

by Andy Hargreaves. 1997. 29 pp. 

• In this monograph, the author analyzes how the boundaries that currently divide the knowledge and discourse of universities on the one hand, and of schools and their systems on the other, can be traversed and transformed in productive ways. From examples of “border crossings” between university knowledge and school-level knowledge drawn from his research, the author derives “some implications for reinventing knowledge development and knowledge use in the postmodern age.”
  

The Impact of England’s National Curriculum and Assessments on Classroom Practice: Lessons from Across the Atlantic by David L. Silvernail. 1996. 50 pp.

• The first of two monographs that speak to education reform across the Atlantic. The second monograph “England’s Market System of Education: Lessons for American Policy Makers” can be found under the Restructuring section.
  

Varieties of Excellence: Identifying and Assessing

• A monograph describing the range of intellectual competencies that human beings possess, and describing the conditions needed in schools to foster sustained engagement and reflection in diverse domains of knowledge.

Assessment of Children's Reading: A Comparison of Sources of Evidence

• A monograph exploring different kinds of evidence that can be used to assess the development of the ability to read.

 by Jon Snyder, Ted Chittenden, and Priscilla Ellington. 1993. 12 pp.

• A monograph exploring different kinds of evidence that can be used to assess the development of the ability to read. The authors compare results from standardized tests with classroom-generated data based on teachers’ interactions with students and their work. 

 by Linda Darling-Hammond and Jacqueline Ancess. 1994. 29 pp. 

•  A monograph examining four secondary schools struggling to develop and refine authentic measures of student learning. It analyzes teacher learning, organizational rethinking and restructuring, and implications for policy supporting authentic assessment. Reprint from the 93rd Yearbook of the National Society for the Study of Education. 

Conducting a School Quality Review in a Cross-Cultural Setting (The New York State School For the Deaf) by Kathe Jervis. 1997. 123 pp. 

• The author recounts the experience and results of conducting a School Quality Review (SQR) in a state school for the deaf. The monograph follows the SQR Team and the staff of the school as they combine an external peer review and internal self-review. A SQR, the author states, “offers the potential for schools to improve themselves. . . to become more responsive and responsible to the public that both finances them and sends its children through their doors.” 

by Linda Darling-Hammond and Carol Ascher. Published with the ERIC Clearinghouse on Urban Education. 1991. 40 pp. 

•  A monograph summarizing NCREST’s early work in reconceptualizing accountability. It aims to help school people define for themselves what they should be held accountable for and how, and to help policy makers translate these lessons into environments that will support school restructuring. 

Standards of Practice for Learner-Centered Schools by Linda Darling-Hammond. 1992. 34 pp. 

• A monograph discussing how standards for resources and professional practice should operate to enhance accountability in schools. 

by Linda Darling-Hammond and Beverly Falk. 1997. 28 pp. 

•  This monograph examines research on alternatives to retaining in their current grade level, students who do not meet standards set on tests. These alternatives, the authors say, are likely to prove more productive for both teaching and learning. Authors also discuss how assessment data can be used productively to support teaching, learning, and school accountability. 

by Mindy Kornhaber and Howard Gardner. 1993. 33 pp. 

• A monograph describing the range of intellectual competencies that human beings possess, and describing the conditions needed in schools to foster sustained engagement and reflection in diverse domains of knowledge.

Hatch, T. (1998). The differences in theory that matter in the practice of school improvement. American Educational Research Journal, 35 (1), 3–31.

 by Maxine Greene. 1995. 22 pp. 

• A collection of transcripts of addresses given to teachers exploring the effects of engaging with practicing artists and works of art can have on teachers and their work in classrooms—the personal and educational meanings of imagination and aesthetic experiences that come from dialogues with artists and their work.

by Ann Lieberman, Beverly Falk, and Leslie Alexander. 1994. 22 pp.   

• Interviews exploring the dimensions of leadership conducted with teacher-leaders who are (or have been) the directors of six alternative public elementary schools in New York City, all of which identify themselves as “learner-centered.” Reprint from Creating New Educational Communities: Schools and Classrooms Where All Children Can be Smart.

by Jacqueline Ancess. Foreword by Linda Darling-Hammond. 1995. 62 pp. 

• A case study of the Urban Academy, an alternative New York City high school. It portrays a nurturing school community that deliberately supports its students in all areas of their lives, and, at the same time, challenges them intellectually to inquire deeply, and to excel.

by Linda Darling-Hammond and Jacqueline Ancess. 1994. 29 pp. 

• A monograph examining four secondary schools struggling to develop and refine authentic measures of student learning. It analyzes teacher learning, organizational rethinking and restructuring, and implications for policy supporting authentic assessment. Reprint from the 93rd Yearbook of the National Society for the Study of Education. 

by Jacqueline Ancess and Linda Darling-Hammond. 1994. 81 pp. 

• An analysis of authentic assessment strategies used at this small, public, alternative high school, whose population is made up entirely of students with limited proficiency in English. Working in teaching teams, faculty develop and evaluate student products and portfolios in order to judge both student progress and their own instruction.

by James Banks, Linda Darling-Hammond, and Maxine Greene. 1992. 42 pp. 

• Three speeches from the 1991 NCREST conference: “Creating Multicultural Learner-Centered Schools” by James A. Banks, “Building Learner-Centered Schools: Developing Professional Capacity, Policy, and Political Consensus” by Linda Darling-Hammond, and “Restructuring and Possibility” by Maxine Greene.

 by Kathe Jervis, and Nancy Wilson. Introduction by Ann Lieberman. 1995. 58 pp.  

• Three case studies of teachers’ innovative work based on collaboration with all members of the school community. The work of these teachers, and publication of these cases, has been supported by IMPACT II, a nationwide, non-profit teacher network.

 by Ann Lieberman, David Zuckerman, Alex Wilkie, Elva Smith, Norma Barinas, and Leslie Hergert. 1991. 66 pp. 

• NCREST’s close study of restructuring schools in New York City, where researchers documented the work of 12 schools participating in “Schools of Tomorrow . . . Today,” a program run by the New York City Teacher Centers Consortium of the United Federation of Teachers. These two companion publications document the findings.

by Linda Darling-Hammond. 1993. 22 pp.

• A study recommending overhaul and redesign of federal Chapter 1 legislation in order to serve children more equitably and effectively, while supporting and building the capacity of teachers and schools to use more authentic teaching and assessment strategies.

by Linda Darling-Hammond and Jacqueline Ancess. 1994. 72 pp. 

• An examination of the public and collaborative graduation process at Central Park East Secondary School. Students complete 14 portfolios in specified curriculum areas and present and defend them to a graduation committee using varied media. 

by Jon Snyder, Ann Lieberman, Martiza Macdonald, and A. Lin Goodwin. 1992. 76 pp. 

• A case study of Central Park East 1 Elementary School in East Harlem, New York, exploring three interdependent components—curriculum and teaching, assessment, and school structure and focusing on the practices by which the school holds itself accountable for the continued learning of students and staff.

by Linda Darling-Hammond. 1994. 31 pp.  

• An argument against national standards and assessments as the means for systemic school change. Improved teaching and learning for all students will come about only when the capacities of teachers and schools are increased, the author states, requiring carefully developed policies in the areas of teacher development, school development, and equalization of resources. Reprint from American Journal of Education 102(4): 478-510.

 by Ann Lieberman and Maureen Grolnick 1997. 38 pp. 

• In vignettes from four different education networks, readers are introduced to the workings of an organizational form that the authors say “is of growing importance to the reform movement in American education.” Seen as “a way of engaging school-based educators in directing their own learning,” networks have an important role to play in allowing (teachers) to sidestep the limitations of institutional roles, hierarchies and geographic locations, and encouraging them to work together with many different kinds of people. Reprinted from the Teachers College Record.

 by Ellen Pechman, Jean King with the assistance of Gina Schack, and Nadiene VanDyke. 1993. 31 pp. 

 by Linda Darling-Hammond, Ann Lieberman, and Milbrey W. McLaughlin. 1995. 39 pp.  

• Two articles explore the polices and strategies needed to develop schools’ and teachers’ capacities to be responsible for student learning. The authors describe practices, structures, and institutional arrangements that support expanded views of teaching and professional learning. Reprint from Professional Development in the Reform Era, Teachers College Press and Phi Delta Kappan, 76(8).

 by Linda Darling-Hammond, Ann Lieberman, Milbrey McLaughlin and Lynne Miller. 1992. 55 pp. 

by Linda Darling-Hammond, Ed. New York: Teachers College Press, 1994. 228 pp. 

• Case studies documenting the creation of Professional Development Schools in five states and describing how these are proving to be vehicles for the mutual restructuring of schools and teacher education.

 by Linda Darling-Hammond, Ann Lieberman, and Lynne Miller. 1992. 38 pp.  

by Linda Darling-Hammond, Ann Lieberman, Diane Wood, and Beverly Falk 1994. 46 pp.   

• Two articles presenting an argument for how schools need to change to meet the challenges of democracy at the dawn of the 21st century: “Reframing the School Reform Agenda: Developing Capacity for School Transformation” by Linda Darling-Hammond and “Toward Democratic Practice in Schools: Key Understandings about Educational Change” by Ann Lieberman, Diane Wood, and Beverly Falk. Reprint from Phi Delta Kappan 74(10): 753-761 and Quality 2000: Advancing Early Care in Education.

by Marianne D’Emidio-Caston, Lynette Hill, and Jon Snyder. Introduction by Ann Lieberman. 1994. 72 pp.  

• Four case studies document the work of teachers who have begun to redesign the organizations in which they work, and who have created opportunities for themselves and their students to be engaged as co-investigators in their own learning. These teachers were supported by Impact II, a nationwide, non-profit teacher network.

by Linda Darling-Hammond. Published by Jossey Bass Inc., 1997. 352 pp.   

• The author proposes a plan that would arm all children with an intelligence capable of free and independent thought. The Right to Learn uses in-depth interviews with over 40 teachers and case studies of several restructured schools to depict the problems with traditional schools. This book lays out the policies and practices needed to create these schools on a system wide scale.

by Jacqueline Ancess and Linda Darling-Hammond. 1994. 55 pp. 

• An examination of the Senior Project, a cross-disciplinary research paper and exhibition that all students complete during their senior year at this Delaware high school. The study documents how teachers began to change their curriculum and teaching when, initially, they found students unprepared.

edited by Ann Lieberman. New York: Teachers College Press, 1995. 192 pp. 

• A collection of compelling case studies and analyses bringing restructuring schools into being and providing glimpses of hard-won success and the politics of change. Contributors include Betty Lou Whitford, Rodman B. Webb, and Linda Darling-Hammond.

by David L. Silvernail. 1996. 50 pp.

• The first of two monographs that speak to education reform across the Atlantic. The second monograph “England’s Market System of Education: Lessons for American Policy Makers” can be found under the Restructuring section.

 by Andy Hargreaves. 1997. 29 pp. 

• In this monograph, the author analyzes how the boundaries that currently divide the knowledge and discourse of universities on the one hand, and of schools and their systems on the other, can be traversed and transformed in productive ways. From examples of “border crossings” between university knowledge and school-level knowledge drawn from his research, the author derives “some implications for reinventing knowledge development and knowledge use in the postmodern age.”
  

 by Mindy Kornhaber and Howard Gardner. 1993. 33 pp. 

• A monograph describing the range of intellectual competencies that human beings possess, and describing the conditions needed in schools to foster sustained engagement and reflection in diverse domains of knowledge.

 by Ann Lieberman. 1996. 27 pp.   

• The author walks us step-by-step through the CPESS classrooms that support a culture of inquiry, pointing out what we might see and what we might ask when we encounter: habits of mind; pedagogical, personal, and political dilemmas; community; school-family relationships; the personalization that occurs in a small school setting; and teachers as coaches.

• An overview of how to conduct a School Quality Review (SQR), a school change and improvement effort, illustrated by one actual review of the Highland Elementary School in New York State. 
• Ancess, J. (2004). . Educational Leadership. September.
• Ancess, J. (2008). ? Educational Leadership, (65),8, 48-53. 
• Ancess, J. & Allen, D. (2006). . Harvard Educational Review.76 (3)
• Ancess, J., Barnett, E., & Allen, D. (2007).  (46), 4, 325-333.
• Ancess, J. & Grossman F. D. (2003, April). 
• Barnett, E., & Bragg, D. (2006). . In D. D. Bragg & E.
• Barnett, E. (2006).  [NCREST Practice Brief]. New York: National Center for Restructuring Education, Schools, and Teaching, Teachers College.
• Barnett, E. (2008).   Enrollment Management Journal. Round Rock, TX: TG and the University of Nebraska-Lincoln.
• Barnett, E. (2006).  [NCREST Practice Brief]. New York: National Center for Restructuring Education, Schools, and Teaching, Teachers College.

• Hatch, T. (2008). Practice Brief #1: Mission, mission on the wall. New York: NCREST.

• Hatch, T., Ahmed, D., Lieberman, A., Faigenbaum, D., Eiler, M., & Pointer Mace, D. H. (Eds.). (2005). Going public with our teaching: An anthology of practice. New York: Teachers College Press.

• Hatch, T., & Honig, M. (2004). Crafting coherence: How schools strategically manage multiple, external demands. Educational Researcher.

• Hatch, T. (2002). When improvement programs collide. Phi Delta Kappan, 83 (8), 626–634.

Preparing Teachers for Learner Centered Practice: The Professional Development School at PS 87. NCREST. 2008.

• A new kind of collaboration between pre-service teacher preparation and professional development is demonstrated in this documentary about the partnership between 麻豆原创, and a New York City elementary school.

The Lightning Post-Office: Authentic Learning in the Elementary School NCREST. 2008.

• A first-grade multidisciplinary project. First-graders create a school-wide post office transforming their research about their neighborhood post office into a real-life work place.

Grappling With Difference NCREST. 2008.

• From the new Cultural Interchange series. Middle school students interview parents, teachers, and each other about homework, and find different opinions, reflecting the rich diversity of American society. Meant to open conversations on difference in your school community and invite talk about ways to build community, this video can also initiate discussions about homework policy.

Playing With Possibilities: Using Games in the Classroom NCREST. 2008.

• Fourth graders explore mathematical ideas. This videotape focuses on three different lessons that use board games, physical activity, and manipulatives to lead the children to deeper understanding of graphs, averages and probability.

Secret Destinations: Authentic Learning in the Elementary School NCREST. 2008.

• Teams of fifth-graders create maps that other teams will try to follow to secret destinations within the building. When the explorers go astray, they retrace their steps with the mapmakers, to solve what went wrong.

Inside the SQR: Images of a Review Team at Work NCREST. 2008.

• A team of twelve participants spend a week visiting and observing in an elementary school.

• Barnett, E. (2011). . Review of Higher Education. Baltimore, MD: John Hopkins University Press.
• Barnett, E. (2011).   Enrollment Management Journal. Round Rock, TX: TG and the University of Nebraska-Lincoln.
• Barnett, E. & Hughes, K. (2010).  New York: Community College Research Center, 麻豆原创.
• Barnett, E. & Stamm, L. (2010). .Washington, DC: Blackboard Institute.

• Hatch, T. (2010). What Norway (not Finland) can tell us about schools. The Answer Sheet Blog. Retrieved December 10, 2010.

• Hatch, T. (2010). A question of value(s). New York Times Online. Retrieved September 27, 2010.

• Hatch, T. (2009). The scholarship of teaching and web-based representations of teaching in the United States: Definitions, histories, and new directions. Educational Action Research, 17 (1), 63–78.

• Hatch, T. (2009). The outside-inside connection. Educational Leadership, 67 (2), 16–21.

• Hatch, T. (2009). The outside-inside connection. Educational Leadership, 67 (2), 16–21. (Reprinted in The Best of Educational Leadership 2009–2010).

• Hatch, T., & Grossman, P. (2009). Learning to look beyond the boundaries of representation. Journal of Teacher Education, 60 (1), 70–85.

• Barnett, E., Bucceri, K., Hindo, C., & Kim, J. (2013). .
• Barnett, E. & Kim, J. (2015)  
• Barnett, E. (2013). . 
• Barnett, E., Maclutsky, E., & Wagonlander, C. (2015).
• Barnett, E. (2013) 
• Hatch, T. (2013)
• Hatch, T. (2013)
• Ready, D., Hatch, T., Warner, M., & Chu, E. (2013)

• Barnett, E. (2017).
• Barnett, E. (2018).
• Hatch, T., Hill, K., & Roegman, R. (2016). 
• Kim, J., Barnett, E., & Ellebracht, A (2021).  

• Hatch, T. (2021). We will now resume our regular programming… Journal of Educational Change, 22 (3), 447–456.

• Hatch, T. (2021). Expanding the boundaries of learning. Phi Delta Kappan, 102 (8), 8–13.

• Hatch, T. (2021). Expanding the boundaries of learning. Phi Delta Kappan, 102 (8), 8–13.

• Hatch, T., Corson, J., & Gerth van den Berg, S. (2021). New schools in New York City: Incremental changes in transformative initiatives in the 21st century. Teachers College Record, 123 (10), 91–116.

• Hatch, T., Hill, K., & Roegman, R. (2019). Instruction, equity, and social networks in district-wide improvement. Journal of Professional Capital and Community, 5 (1), 72–91.

• Hatch, T., Roegman, R., & Allen, D. (2019). Creating equitable outcomes in a segregated state. Phi Delta Kappan, 100 (5), 19–24.

• Hatch, T., Shuttleworth, J., Taylor, A., & Marri, A. (2016). Videos, pairs, and peers: What connects theory and practice in teacher education? Teaching and Teacher Education, 59, 274–284.

• Hatch, T., Hill, K., & Roegman, R. (2016). Investigating the role of instructional rounds in the development of social networks and district-wide improvement. American Educational Research Journal, 53 (4), 1022–1053.

• Roegman, R. & Hatch, T. (2016).
• Roegman, R. & Hatch, T. (2017).

2022-2026 Publications

• Hatch, T. (2025). The power of condensing the curriculum. Educational Leadership, 83 (4), 22–27.

• Hatch, T., Ahn, M., Ferguson, D., & Rumberger, A. (2023). The role of external support in improving K–3 reading outcomes in New York City. Urban Education, 58 (5), 867–898.

• Hatch, T., Corson, J., & Gerth van den Berg, S. (2022). New schools in New York City and Singapore. Journal of Educational Change, 23, 199–220.

• Hatch, T., Corson, J., & Gerth van den Berg, S. (2022). New schools in New York City and Singapore. Journal of Educational Change, 23, 199–220.