Ambach, Gordon. "Standards for Teachers: Potential for Improving Practice." Phi Delta Kappan. November 1996. Discusses the need for a widely recognized set of standards for performance of teaching professionals to ensure consistency and compatibility of practice.

Ancess, Jacqueline. An Inquiry High School: Learner-Centered Accountability at the Urban Academy. New York: National Center for Restructuring Education, Schools, and Teaching, 1995. Discusses successful, innovative pedagogy and assessment in a New York City alternative high school.

Anderson, Jeff.  “Helping Writers Find Power.”  Educational Leadership.  February 2006.  70-73.  In this article, Anderson discusses the strategies he has gleaned from his fifteen years of teaching that help students become more effective and less fearful writers. 

Ayers, William. To Become A Teacher: Making A Difference in Children's Lives. New York: Teachers College Press, 1995. Brings together essays about teaching as a profession, the state of our schools, and visions of the future of education.

Balfanz, Robert; Losen, Daniel; Orfield, Gary.  “Confronting the Graduation Rate Crisis in Texas.”  The Civil Rights Project—Harvard University.  October 7, 2006.  Simply go to the following link:  www.civilrightsproject.harvard.edu/research/dropouts/dropouts_gen.php  --and then click on the article name for the full PDF of the article. Click here to see what TNLI fellows say about this article.

Barnett, W.S, Brown, K and Shore, R. “The Universal vs. Targeted Debate: Should the United States Have Preschool for All?”, NIEER Policy Brief (Issue 6, April 2004). This article is available online at the following link: http://nieer.org/resources/policybriefs/6.pdf

Bascia, Nina. Union in Teachers' Professional Lives: Social, Intellectual, and Practical Concerns. New York: Teachers College Press, 1994. Analyzes the relationships and allegiances to the union among teachers from three schools, examining the differences that local conditions and varying conceptions of the union's relationship to their professionalism make to individuals commitments.

Bennett, Christene K. "Teacher-Researchers: All Dressed Up and No Place to Go?" http://www.ascd.org/readingroom/edlead/9310/bennett.html. Click here to see what TNLI fellows say about this article.

Berliner, David C. “Our Impoverished View of Educational Reform.” Teachers College Record. August 2, 2005. This analysis is about the role of poverty in school reform. Click here to see what TNLI fellows say about this article.

Berliner, David C. and Bruce J. Biddle. The Manufactured Crisis: Myths, Fraud, and the Attack on America's Schools. Reading, MA: Addison-Wesley, 1995. Identifies and discusses 12 myths invented by public school critics.

Berube, Maurice R. Teacher Politics: The Influence of Unions, New York: Greenwood Press, 1988.Posits that teacher unions have become the most powerful political constituency in education and examines the extent to which unions have been reactive to school reform.

Black, Paul and Wiliam, Dylan. “Inside the Black Box: Raising Standards Through Classroom Assessment.” Phi Delta Kappan, October 1998. :
http://www.pdkintl.org/kappan/kbla9810.htm.

Buday, Mary Catherine and James A. Kelly. "National Board Certification and the Teaching Profession's Commitment to Quality Assurance." Phi Delta Kappan. November 1996. Explains how teachers who have completed the process of National Board Certification can position themselves as policymakers while remaining in teaching.

Callaghan, Peter. “Higher Pay for Some Teachers? The Math Works.” The News Tribute. December 30, 2007. Click here for the PDF.

Canada, Geoffrey. Fist, Stick, Knife, Gun: A Personal History of Violence in America. Boston: Beacon Press, 1995. Dissects "the science of violence" and examines how fear, jealousy, and disenfranchisement build upon each other and create a culture of chaos.

Clandinin, D Jean, Davies, Annie, Hogan, Pat and Barbara Kennard, eds. Learning To Teach, Teaching to Learn: Stories of Collaboration in Teacher Education. New York: Teachers College Press, 1993. Centers around participants in a year-long alternative teacher certification program who question the larger construction of teacher pedagogy, forging connections between their education and personal experience to live out a new story of teacher education.

Cochran-Smith, Marilyn and Susan L. Lytle. "Research on Teaching and Teacher Research: The Issues That Divide." Educational Researcher. March 1990. Vol. 19, No. 2. Proposes a shift from research on teaching to teacher research - a systematic, intentional inquiry by teachers, rendering them as subjects rather than the objects of study.

Cohen, David, Mclaughlin, Milbrey, and Joan E. Talbert, eds. Teaching for Understanding: Challenges for Policy and Practice. San Francisco Jossey-Bass, 1993. Draws on the authors' diverse experiences as teachers, educational researchers, and policy analysts to suggest what teaching for understanding looks like in the classroom and how people learn to do it; frames issues for further research and appropriate policymaking.

Cortes Jr., Ernesto. "Engaging the Community in Education Reform." Community Education Journal. Fall 1995/Winter 1996. Examines the Industrial Areas Foundation Alliance Schools that engage communities in Texas, Louisiana, and New Mexico in extended conversation about the fundamental issues of educational reform.  

Crawford, James. “Bilingual Education.” Issues in U.S. Language Policy, 1998.
http://ourworld.compuserve.com/homepages/JWCRAWFORD/biling.htm

Cromey, Allison. "Using Student Assessment Data: What can we learn from schools?"  Policy Issues. November 2000. This article is on the NCREL web site and can be accessed directly by going to: http://www.ncrel.org/policy/pubs/pdfs/pivol6.pdf. 

Cushman, Kathleen. "Networks and Essential Schools: How Trust Advances Learning" Horace. Providence RI: the Coalition of Essential Schools, September 1996. Focuses on the idea that building mutual relationships that encourage an examination of teacher practice and student work can profoundly shift the culture of schooling. Both inside schools and among them, networks of teachers can create new ways to share and question their work, learn from each other, and hold themselves to higher standards.

Dale, Jack. “A Teacher-Compensation System for the ‘No Child’ Era.” EdWeek.org. May 2005. Click here to see what TNLI fellows say about this.

Dana, N. F., & Yendol-Silva, D. The reflective educator's guide to classroom research: Learning to teach and teaching to learn through practitioner inquiry. Thousand Oaks: California: Corwin Press. 2003.

Darling-Hammond, Linda. The Flat Earth and Education: How America’s Commitment to Equity Will Determine Our Future. Third Annual Brown Lecture in Education Research.

Darling-Hammond, Linda. "What Matters Most" A Competent Teacher for Every Child." Phi Delta Kappan. November 1996. Reviews the report of the National Commission of Teaching and America's Future as a blueprint for recruiting, preparing, supporting and rewarding excellent educators in the nation's schools.

Darling-Hammond, Linda, Ann Lieberman, & Milbrey W. McLaughlin. "Practices and Policies to Support Teacher Development in an Era of Reform. " NCREST Reprint Series. New York: Teachers College, Columbia University. July 1995. Proposes that professional development today must provide occasions for teachers to reflect critically on their practice and to fashion new knowledge and beliefs about content, pedagogy, and learning. Endorses a vision of professional development as a lifelong, inquiry-based, and collegial activity that requires a corresponding shift from policies that seek to control or direct the work of teachers to strategies intended to develop schools' and teachers' capacity to be responsible for student learning.

Darling-Hammond, Linda and Milbrey Mclaughlin. "Policies that Support Professional Development In an Era of Reform," in Phi Delta Kappan, April 1995. Proposes that professional development today must provide occasions for teachers to reflect critically on their practice and to fashion new knowledge and beliefs about content, pedagogy, and learners.

Darling-Hammond, Linda, Griffin, Gary A., and Arthur E. Wise. Excellence in Teacher Education: Helping Teachers Develop Learner-Centered Schools. Washington, D.C.: NEA Professional Library, 1990. Investigates current reforms that are moving away from highly bureaucratic systems to hose governed by teachers' professional knowledge and judgment.

Delpit, Lisa. Other People's Children: Cultural Conflict in the Classroom. New York: The New Press, 1995. Explores how even the most well-meaning teachers, with the seemingly most open minds, come upon stumbling blocks when it comes to issues of cultural diversity.

De Vise, Daniel. “A Concentrated Approach to Exams: Rockville School’s Efforts Raise Questions of Test-Prep Ethics.” Washingtonpost.com. March 2007. Click here to see what TNLI fellows say about this.

DeVitis, Joseph L. and Peter A. Sola, eds. Building Bridges for Educational Reform: New Approaches to Teacher Education. Ames, IA: Iowa State University Press, 1989 Provides in-depth detail of the history of teacher education and examines different models and programs of teacher education being implemented across the country.

DuFour, Richard. “Schools as Learning Communities.” Educational Leadership. May 2004. Click here for the PDF.

Education Commission of the States. State Policymakers' Guide to Networks. Denver, 1997. Assists Policymakers in understanding networks and devising ways states can support the effective us of networks by schools, districts, and educators.

Elmore, Richard F. "The Logic of Standards-Based Reform and the Institution of Public Education" The article is from the book, Leading the Leaders: Shaping a Learning Environment in Which Everyone Succeeds. Digital Link to Article: http://www.shankerinstitute.org/Downloads/building.pdf  (Note: Fellows will want to read pages 4-11 (i.e., pages 5-12 when you view the Acrobat PDF file.)

Elmore, Richard. "Getting to Scale with Good Educational Practice." Harvard Educational Review. Cambridge MA: Harvard University Press, Spring 1996.Examines the issue of how educational reform efforts can be expanded from pockets of excellence to wide-scale models of good practice.

Elmore, Richard F. "Building a New Structure for School Leadership." American Educator 23.4 (1999-2000): 6-13. Offers a new model of distributive leadership with two main tasks: describing ground rules for leaders and how they share responsibilities. Elmore uses Community School District Two in New York City as reinforcement. Available online at: www.educ.state.mn.us/staffdevelopment/article3.html.

Elmore, Richard and Milbrey McLaughlin. Steady Work: Policy, Practice, and the Reform of American Education. Santa Barbara, CA: The RAND Corporation, 1988. Analyzes the relationship between educational policymaking and educational practice in schools and classrooms, drawing lessons from recent attempts to reform schools through policy prescriptions.

Emery, Kathy. “High-Stakes Testing and the New Tracking System.” Speech. December 2004. Click here to see what TNLI fellows say about this.

Freire, Paulo. Pedagogy of the Oppressed. New York: Herder & Herder, 1970 Expands upon Freire's educational theory that all humans are capable of looking critically at the world.

Fullan, Michael G. The New Meaning of Educational Change. New York: Teachers College Press, 1996. Analyzes the educational change process within schools and the many reasons that reform efforts have failed and offers an agenda for the future.

Fullan, Michael and Any Hargreaves. What's Worth Fighting For? Working Together For Your School. New York: Teachers College Press, 1995. Encourages teachers and principals to think more deeply about reform, individual responsibility, and collaborative culture and to act as moral change agents in fighting for positive reform.

Gideonse, Hendrik D., ed. Teacher Education Policy: Narratives, Stories, and Cases. Albany: State University of New York Press, 1992. Investigates teacher education policy, concluding that even "experts" know little about the variety of different teacher education programs.

Ginsburg, Mark B., ed. The Politics of Educators' Work and Lives. New York: Garland Publishing, 1995. Examines the lives and political work of teachers through a set of readings on the historical, political and transformational nature of teachers' work.

Giroux, Henry A. Teachers as Intellectuals: Towards A Critical Pedagogy of Learning. Granby, MA: Bergin and Garvey, 1988. Incorporates the valuable insights of critical pedagogy into a more comprehensive, practical, and democratic theory of schooling.

Glasser, William. Control Theory in the Classroom. New York: Harper & Row, 1986. The Quality of School: Managing Students without Coercion. New York: HarperPerennial, 1992. The Quality School Teacher. New York: HarperPerennial, 1993. Glasser encourages teachers to help their students produce quality work through taking responsibility for their actions and utilizing intrinsic motivation.

Goodlad, John I. "Why We Need a Complete Redesign of Teacher Education." Educational Leadership. November 1991. Details the need to bring schools and teacher training institutions together to ground educators in the knowledge and skills required to bring about meaningful change.

Goswani, Dixie and Peter Stillman, eds. Reclaiming the Classroom: Teacher Research As An Agency for Change. New York: Boynton/Cook, 1987. Investigates how we can turn our classrooms into areas of shared inquiry through disciplined observation of events and collaboration with other observers.

Greenwell, Megan. “Usual Efforts to Raise Scores Have Weak Effect, Study Says.” Washington Post. Dec. 6, 2007.

Hargreaves, Andy. "Transforming Knowledge: Blurring the Boundaries Between Research, Policy, and Practice." Educational Evaluation and Policy Analysis. Summer 1996. Vol. 18, No.2. Explores the false boundaries that exist among the three educational communities - policy, research, and practice - and how they can be blended. Examines several border-crossing collaborations, and suggests "new paradigm" policy that supports organizational frameworks such as professional learning communities and school/university partnerships.

Healy, Jane. Endangered Minds: Why Children Don't Think and What We Can Do About It. New York: Simon & Shuster, 1990. Examines how parents and teachers can help students become good learners in an era when children are bombarded by a fast-paced media culture.

Hirsch, Eric. “Teacher Working Conditions are Student Learning Conditions: A Report to Governor Mike Easley on the 2004 North Carolina Teacher Working Conditions Survey.” Discusses how teacher working conditions affect student learning. Published by the Center for Teaching Quality, 2004. Available online at: http://www.teachingquality.org/pdfs/TWC_FullReport.pdf

Holt, Maurice. "It's Time to Start the Slow School Movement,” by Maurice Holt. Kappan: Vol. 84, No. 4, pgs 265-271; Dec. 2002. Available on the web by following the following instructions: First, to reach the Phi Delta Kappan articles online list: http://www.pdkintl.org/kappan/khome/karticle.htm.
Then, scroll down to December 2002. Click on: "It's Time to Start the Slow School Movement."

Henrie, C. "Enrollment Crunch Stretches the Bounds of the Possible." Education Week. September, 11 1996. Examines the increasing number of students in school systems across the country, the shortage of teachers to handle the enrollment crunch, and the drastic measures school systems have taken to meet the needs of the growing student population.

Holland, Holly.  "Can educators close the achievement gap? An interview with Richard Rothstein and Kati Haycock” NATIONAL STAFF DEVELOPMENT COUNCIL.  WINTER 2007 VOL. 28, NO. 1
http://www.nsdc.org/publications/getDocument.cfm?articleID=1356. Click here to see what TNLI fellows say about this article.

Holt, Maurice. “It’s Time to Start the Slow School Movement.” Phi Delta Kappan. December 2002. Click here to see what TNLI fellows say about this.

Hooks, bell. Teaching To Transgress: Education as the Practice of Freedom. New York: Routledge, 1994. Addresses the issue of how we can rethink teaching practices in the age of multiculturalism to encourage students to transgress racial, sexual, and class standards.

Hubbard, Ruth and Brenda Miller Power. The Art of Classroom Inquiry: A Handbook for Teacher Researchers. New Hampshire: Heinemann, 1993. Presents the nuts and bolts of how teachers can carefully and systematically pursue their wonderings through research strategies.

Ingersoll, Richard M. “Short on Power, Long on Responsibility.” Educational Leadership: Vol. 65, No. 1, pgs 20-25; Sept. 2007.

"Inquiring Minds: Creating a Nation of Teachers as Learners." Education Week Special Report. April 17, 1996. Presents the different ways teachers are involved in professional development, beyond one-shot workshops.

Jennings, Nancy. Interpreting Policy in Real Classrooms: Case Studies of State Reform & Teacher Practice. New York: Teachers College Press, 1996. Examines the impact of policymaking on the classroom and details how classroom reading teachers implement state-level policy directives.

Johnson, Susan Moore. Teachers Unions in Schools. Philadelphia, PA: Temple University Press, 1984. Sets out to determine the extent to which unions and contracts have affected school practices, to characterize the nature of those effects, and to account for different outcomes in different settings.

Johnson, S.M. and Donaldson M.L. “Overcoming the Obstacles to Leadership” Educational Leadership. September 2007. 8-13.

Johnson, Susan Moore & Kardos, Susan M. "Keeping New Teachers in Mind" Educational Leadership (March 2002). To find a digital version of this article, go to: www.ascd.org/frameedlead.html, then click on "March 2002, Redesigning Professional Development," and click on the article title.

Kahne, Joseph and Westheimer, Joel. “What Kind of Citizen? The Politics of Educating for Democracy.” by American Educational Research Journal, Summer 2004, Vol. 41, No. 2, pp. 237-269. A direct link to the PDF version of the full article is available on the following URL:
http://www.mills.edu/academics/faculty/educ/jkahne/what_kind_of_citizen.pdf.
This article calls attention to the spectrum of ideas about what good citizenship is and what good citizens do that are embodied by democratic education programs nationwide. Click here to see what TNLI fellows say about this article.

Kahne, Joseph. Reframing Educational Policy: Democracy, Community, and the Individual. New York: Teachers College Press, 1996. Demonstrates the need to broaden the political and ethical frameworks used by policy analysts through examination of school choice, tracking, and progressive educational practices.

Kerschner, Charles Taylor and Julia Koppich. A Union of Professionals: Labor Relations and Educational Reform. New York: Teachers College Press, 1993. Views professional unionism as a potentially powerful force for education reform when it focuses on the principle of union-management collaboration.

Kohn, Alfie.  "Abusing Research: The Study of Homework & Other Examples,".  A direct link to his article is available on his website:  http://alfiekohn.com/articles.htm. Click here to see what TNLI fellows say about this article.  

Kohn, Alfie. “Unconditional Teaching.” Discusses Kohn’s belief that teachers must practice “unconditional teaching” if they want to help their students become interested learners and better people. Published in Educational Leadership, September 2005. Readers can access the article for free at: http://www.alfiekohn.org/articles.htm#null. Click here to see what TNLI fellows say about this article.

Kohn, Alfie. “The Folly of Merit Pay.” Education Week, September 17, 2003. http://www.alfiekohn.org/teaching/edweek/meritpay.htm.

Kohn, Alfie. “The 500-Pound Gorilla.” Phi Delta Kappan, October 2002. : http://www.alfiekohn.org/teaching/500pound.htm.

Kozol, Johnathan. Savage Inequalities: Children in America's Schools. New York: Crown Publishers, 1991 Amazing Grace: The Lives of Children and the Conscience of a Nation. New York: Crown Publishers, 1995. Kozol documents the inequities of funding in American schools, taking readers inside some of the worst and best schools in the country in search of the answers to how and why these inequalities exist.

Kozol, Johnathan. "Saving Public Education." The Nation. February 17, 1997. Posits that in order to bring public education into the information age there needs to be a commitment to equitable learning environments for all children.  

Kumar, David D.; Scuderi, Pat. "Opportunities for Teachers as Policy Makers" Kappa Delta Pi Record. v. 36, no 2 (Winter 2000) p. 61-64.

Landsman, Julie. “Confronting the Racism of Low Expectations.” Education Leadership. November 2004.Click here to see what TNLI fellows say about this.

Lensmire, Timothy J. When Children Write: Critical Re‑ Visions of the Writing Workshops. New York: Teachers College Press, 1994. Revisits the creation of a writing workshop in an urban classroom, addressing the issues of how to create a community of writers among a group of children resistant to revealing their vulnerabilities.

Lewis, Catherine C. and I. Tsuchida. "A Lesson is Like a Swiftly Flowing River: Research Lessons and the Improvement of Japanese Education." American Educator, Winter,  1998. 14-17 & 50-52.  Insightfully analyzes the efficacy of the practice of "Lesson Study" in the Japanese educational system. The (free) Adobe Acrobat Reader is required to view the article.

Lieberman, Ann. "Practices that Support Teacher Development: Transforming Conceptions of Professional Learning." Phi Delta Kappan. April 1995. Addresses the problem of traditional staff development - that models have too often looked to outsiders as opposed to utilizing inside expertise - and recommends that teachers become collaborators in providing their own in-service education.

Lieberman, Ann, ed. The Work of Restructuring Schools: Building from the Ground Up. New York: Teachers College Press, 1994. Examines compelling case studies and analyses of schools engaged in the complex process of restructuring.

Lieberman, Ann and Maureen Grolnick. "Networks and Reform in American Education." Teachers College Record. Volume 98, No. 1, 1996. Studies 16 networks that have challenging agendas, encompass indirect learning, work collaboratively, are led by facilitation, and encourage multi-perspective thinking.

Lieberman, Ann and Milbrey McLaughlin. Policymaking in Education. Chicago: National Society for the Study of Education, 1982. Considers the social and historical forces that shape policy and the extent to which policy itself is transformed differentially as it moves through the educational policy system.

Liston, Daniel P. and Kenneth M. Zeichner. Teacher Education and the Social Conditions of Schooling. New York: Routledge, Chapman and Hall Inc., 1990. Prescribes an alternative model of teacher education, criticizing the ways our economic, political, and educational organizations function.

Little, Judith Warren. "Teachers' Professional Development in a Climate of Educational Reform." Educational Evaluation and Policy Analysis. Summer 1993. Vol 15, No. 2. Argues that the dominant training-and-coaching model is inadequate and examines some f the ways that current reform movements shape challenges, possibilities and constraints for teachers' professional development. Professional Development should be constructed in ways that deepen the discussion, open up the debates and enrich the array of possibilities for action.

Little, Judith Warren and Milbrey, Wallin McLaughlin, eds. Teachers' Work: Individuals, Colleagues, and Contexts. New York: Teachers College Press, 1993. Examines the conditions, character, and consequences that confront classroom teachers in undertaking collegiality and proposes theoretical models to account for their findings.

Mathews, David. Is There a Public For Public Schools? Chapter 1. Dayton, Ohio: Charles F. Kettering Foundation, 1996.
http://www.cpn.org/topics/youth/publicschool.html. Click here to see what TNLI fellows say about this.

McLaughlin, Milbrey W. "Listening and Learning from the Field: Tales of Policy Implementation and Situated Practice". The Roots of Educational Change. Ann Lieberman, ed. Netherlands: Quiver Press, forthcoming, April 1998. Examines the implementation problem - why it is exceedingly difficult for policy to change practice - and underscores the critical importance of fostering change not just in individuals but in teachers' workplace contexts and professional relationships, that in turn affect construction of practice.

McLaughlin, Milbrey and Ida Oberman Teacher Learning: New Policies, New Practices. New York: Teachers College Press, 1996. Focuses on staff development, taking a fresh look at practice and policy on the basis of recent developments in teacher learning examining what needs to happen in the policymaking environment for improved teacher practices to become widely implemented.

McLaughlin, Milbrey and Joan Talbert. Contexts That Matter for Teaching and Learning: Strategic Opportunities for Meeting the Nation's Educational Goals. CA: Center for the Research on the Context of Secondary School Teaching, 1993. Chronicles major findings of CRC research conducted over a five-year period, focusing on professional communities as mediating contexts of teaching, providing strategic opportunities for action and integrating education reform strategies.

Medina, Jennifer. “Schools Plan to Pay Cash for Marks.” The New York Times. June 19, 2007.

Meier, Deborah and Wood, George, eds. Many Children Left Behind. Boston: Beacon Press, 2004. A citizens' guide to what's wrong with the nation's radical federal education legislation—and a passionate call for change.

Meier, Deborah. The Power of Their Ideas: Lessons for America from a Small School in Harlem. Boston: Beacon Press, 1995. Presents a compelling argument that good education is possible for all our children by drawing on the success stories of the radical innovation in the author's alternative schools.

Meyers, Ellen and Frances O'Connell Rust. "The Test Doesn't Tell All." Education Week, May 31, 2000. Addresses the need to capture the subtle information unique to classrooms. It highlights the classroom experiences of NTPI MetLife Fellows and stresses the need to recognize the teacher's voice in education policy. Available online at: www.educationweek.org/ew/ewstory.cfm?slug=38meyers.h19.

Meyers, Ellen and Paul McIsaac, eds. How Teachers Are Changing Schools. New York: IMPACT II - The Teachers Network, 1994. Shares teachers' insights into teacher-designed curricula, models of team teaching, new ideas for school governance, and school restructuring.

Meyers, Ellen and Paul McIsaac, eds. How We Are Changing Schools Collaboratively. New York: IMPACT II - The Teachers Network, 1995. Describes the successful classroom, schools, and district changes teachers have made through their partnerships with colleagues, administrators, parents, other schools, universities, museums, and social service agencies.

Meyers, Ellen and Paul McIsaac, ed. Teachers Guide to Cyberspace. New York: IMPACT II - The Teachers Network, 1996. Provides educators with an exploration of the Internet, presenting basic technical information, accounts of innovative classroom projects, information on grants and fundraising tips, and recommended web sites.

Miretzky, Debra. “A View of Research From Practice: Voices of Teachers.” Theory Into Practice. 46 (4), 272-280.

Murphy, Joseph and Karen Seashore Louis. Reshaping the Principalship: Insights from Transformational Reform Efforts. One Thousand Oaks, CA: Corwin Press, 1994. Presents case studies which explore the challenges and dilemmas that principals in nine restructuring schools are facing.

National Commission on Excellence in Education. A Nation at Risk: The Imperative for Education Reform. Washington DC: United States Department of Education, 1983. Warns that the rising tide of mediocrity in our educational system poses a serious threat to our nation's security.

National Commission on Excellence in Teacher Education. A Call for Change in Teacher Education. Washington DC: American Association of Colleges of Teacher Education, 1995. Responds to A Nation at Risk through its investigation of the improvement of teacher preparation, recruitment, and retention

National Commission on Teaching and America's Future (NCTAF) What Matters Most: Teaching for America's Future: Summary Report. New York, 1996. Offers a blueprint for recruiting, preparing, and supporting excellent teachers in all of America's schools, creating a new infrastructure for professional learning and an accountability system that ensures attention to standards for educators as well as students at every level.

National Education Commission on Time and Learning. Prisoners of Time. Washington DC: April 1994. A comprehensive review of the relationship between time learning in the nation's schools concluding that our schools ask the impossible of students - that they learn as much as their foreign peers while spending half as much time in core academic subjects - and examines alternative models for more effective utilization of time.

Newmann, Fred M. and Gary G. Wehlage. Successful School Restructuring: A Report to the Public and Educators by the Center on Organization and Restructuring of Schools. WI: Board of Regents of the Wisconsin System, 1995. Synthesizes five years of research on schools at many different stages of restructuring, analyzing schools taking part in a variety of district and state reform strategies, including public school choice, radical decentralization, and state level systemic reform.

New York Department of Education. A New Compact For Learning. SUNY, Albany: September 1991. A well-referenced statewide school reform initiative.

Noddings, Nel. “What Does It Mean to Educate the Whole Child?” Educational Leadership. September 2005.

Oakes, Jeannie. Outreach: Struggling Against Culture and Power. VOICES, Los Angeles: Regents of the University of California, November, 1999.  Critiques the cultural bias and racial politics inherent in the way that universities measure merit and intelligence; explains why outreach to low-income and minority students is not sufficient to balance out college admissions.

Obermeyer, Gary. "Interactive Journaling: Lessons Learned." Learning Options; an abbreviated version of a presentation to the American Educational Research Association. New Orleans, LA: April 1994. Explores the process of establishing an online community committed to authentic dialogue among teacher reformers.

Paley, Vivian Gussin. Kwanzaa and Me: A Teachers' Story. Cambridge MA: Harvard University Press, 1995. Examines how one teacher effectively accounts for and incorporates racial, cultural, and class differences in her classroom.

Peterson, Bob "A Look at Teacher Unions,” Rethinking Schools Online. Originally published in Rethinking Schools (Volume 8, No. 1. Fall 1993). The online link is: www.rethinkingschools.org/special_reports/union/unside.shtml.
ALSO, you can find another piece/article, “The Role of Teacher Unions”—which is a compilation of related articles from Rethinking Schools), by clicking on the following link:
www.rethinkingschools.org/special_reports/union/unhome.shtml.

Profreidt, William A. How Teachers Learn: Toward a More Liberal Teacher Education. New York: Teachers College Press, 1994. Makes a compelling argument supporting the need for well-rounded, responsive, thoughtful teachers who are given greater freedom in using their skills and discretion in handling the multitude of demanding situations they face each day.

Purnell, Susanna and Paul Hill. Time for Reform. Santa Monica, CA: RAND Publications, 1992. Demonstrates the importance of changing teachers' traditional use of time and provides different examples of schools around the country that are using their time in unique ways.

Reeves, Douglas B. “High Performance in High Poverty Schools: 90/90/90 and Beyond.” Center for Performance Assessment. 2003. Click here to see what TNLI fellows say about this.

Rose, Mike. Possible Lives: Promise of Public Education in America. Boston: Houghton Mifflin, 1995. Examines classrooms across the country to show what really goes on in food classrooms - how teachers work, how students learn, what schools gives to their neighborhoods - offering rich, detailed images of the possibilities of public education.  

Rosenbaum, James E. “It's Time To Tell the Kids: If You Don't Do Well in High School, You Won't Do Well in College (or on the Job),” AFT American Educator publication, spring 2004 issue. Available online:
http://www.aft.org/pubs-reports/american_educator/spring2004/tellthekids.html. Click here to see what TNLI fellows say about this article.

Rust, F. O'C.  (1999).  Professional conversations:  New teachers explore teaching through conversation, story, and narrative.  Teaching and Teacher Education, 15(4), 367-380. Will also appear in N. Lyons & V. K. LaBoskey, (eds.) Narrative interpretation and response:  Teacher educators' stories, chap. 13. New York:  Teachers College Press, forthcoming Spring 2002. Dramatically highlights the challenges new teachers face and vividly demonstrates the importance of flexible and imaginative teacher education. (PDF file, requires Adobe Acrobat Reader.)

Saphier, Jonathan. Bonfires and Magic Bullets; Making Teaching a True Profession. Carlisle, MA Research for Better Teaching, 1995. Proposes a new way of thinking about professional knowledge, emphasizing professionalization form within school culture. Outlines a campaign for changing public attitudes and proposes a functional model to implement change.

Sarason, Seymour B. The Predictable Failure of Educational Reform: Can We Change Course Before it is Too Late? San Francisco: Jossey-Bass, 1990. Synthesizes Sarason's nearly 50 years of work in education reform, focusing on power relationships as the root of educational intractability to change.

Scannell, Marilyn and Judith Wain. "New Models for State Licensing of Professional Educators. " Phi Delta Kappan. November 1996.Examines the Minnesota Board of Teaching and the Indiana Professional Standards Board as models of professional state licensing agencies that are working to reform the preparation and licensure of professional educators.

Schmoker, Mike. “Tipping Point: From Feckless Reform to Substantive Instructional Improvement.” Phi Delta Kappan. February 2004. http://www.pdkintl.org/kappan/k0402sch.htm.
Senge, Peter. The Fifth Discipline. New York: Doubleday, 1990. States that schools need to foster systems of learning and the ability to make connections - between objects themselves, between ourselves and ideas, and mainly between ourselves and others.

Sergiovanni, Thomas. Leadership for the Schoolhouse: How is it different? Why is it Important? San Francisco: Jossey Bass, 1996. Looks past corporate models of leadership to another view which value the uniqueness of students and teachers and the special contexts of their learning environments.

Shanker, Albert. "Quality Assurance. " Phi Delta Kappan. November 1996. Explores how to improve teacher quality assurance and public confidence in the teaching profession.

Singham, Sano. “The Canary in the Mine: The Achievement Gap between Black and White Students.” Phi Delta Kappan, September 1998.
http://lsc-net.terc.edu/do.cfm/paper/8108/show/use_set-l_equity.

Sizer, Theodore. Horace's Compromise. Boston: Houghton Mifflin, 1984. Horace's School: Redesigning the American High School. Boston: Houghton Mifflin, 1992 Horace's Hope: What Works for the American High School. New York: Houghton Mifflin, 1996. Sizer chronicles the ideas behind the Coalition of Essential Schools reform movement, laying out the guiding principles and examining their implementation in various settings.

Sizer, Theodore and Nancy Faust Sizer. The Students Are Watching: Schools and the Moral Contract. Boston: Beacon Press 1999. The Sizers insist that students learn not just from the environment, but that the routines and rituals of school help to teach students about matters of character and ethics.  A culture of trust and respect needs to be created by educators to help prepare their students for a lifetime.

Snyder, Jon, Morrison, Gale and R.C. Smith. Dare To Dream: Educational Guide for Excellence. CA: University of California, Santa Barbara, 1996. Describes three projects' efforts to mobilize over 50 schools in 26 sites by using educational guidance as the lever for school change.

Stansbury, Kendyll  and Joy Zimmerman. "Smart Induction Programs Become Lifelines for the Beginning Teacher." Journal of Staff Development, Fall 2002.
To get immediate access to the article, readers can go to the following address: http://www.nsdc.org/educatorindex.htm. Scroll down to the bottom of the page--after "See the latest NSDC Publications / Journal of Staff Development...," click on the hyperlink for the "LATEST ISSUE." Scroll down to "FALL 2002." Then simply click on the article.

Steinberg, Laurence. Beyond the Classrooms: Why School Reform Has Failed and What Parents Need To Do. New York: Simon & Shuster, 1996. Contends that it is parents and peers - not educators alone - who have the greatest influence over a student's classroom performance.

Steptoe, Sonja & Wallis, Claudia.  “How to Bring Our Schools Out of the 20th Century”  Time Magazine.  Dec. 10, 2006.  Click here to see what TNLI fellows say about this article.

Stigler, James and James Hiebert. The Teaching Gap: Best Ideas from the World's Teachers for Improving Education in the Classroom. New York: The Free Press, 1999. Using videotaped lessons from the United States, Japan and Germany, the authors revel exactly how other countries stay ahead of the US in the rate of their children learning. American schools can be restructured as a place where teachers can engage in career-long learning and classrooms can become laboratories for developing new, teaching centered ideas. 

Stock, Patricia Lambert. Toward a Theory of Genre in Teacher Research: Contributions from a reflective practitioner. English Education, V33 N2, January 2001.

Tate, William F.  “Rethinking Mathematics:  Race, retrenchment, & the reform of school mathematics” (pp. 31-40),.  Rethinking Schools Online.  A direct link to this article is available at:  www.rethinkingschools.org/publication/math/RM_race.shtml.  Click here to see what TNLI fellows say about this article.

Teacher Policy Institute. If We Want to Give Our Children the Best Possible Education, Then ... New York: IMPACT II - The Teachers Network, 1996. Investigates the role of public school teachers in educational policymaking by 50 New York MetLife Fellows who participated in IMPACT 11's first Teacher Policy Institute.  

Tyack, David. The One Best System: A History of American Urban Education. Cambridge MA: Harvard University Press, 1974. Examines the politics, ideologies, and power struggles that formed the basis of our current educational system, illuminating the change from village to urban ways of thinking and acting over the past 100 years.

Viadero, Debra. “Lisa Delpit Says Teachers Must Value Students’ Cultural Strengths.” Education Week on the Web, March 13, 1996.