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Publications

Articles & Book Chapters

Talbert J.E., "Collaborative inquiry to expand student achivement in New York City Schools." In O'Day, J.,Bitter. C. & Gomez, L. (Eds.) Education Reform in New York City: Ambitious Change in the Nation's Most Complex School System. Cambridge, MA: Harvard Education Press.  2011. 

McLaughlin, M. W. and J. E. Talbert, “Professional learning communities: Building blocks for school culture and student learning.”  Voices in Urban Education (VUE), Spring, 2010.

Scharff, N., D. DeAngelis, and J. Talbert, “Starting small for big school improvement.”  Principal Leadership, April, 2010. 

Talbert, J. E., "Professional learning communities at the crossroads: How systems hinder or engender change." In M. Fullan, A. Hargreaves, and A. Lieberman (Eds),  International Handbook of Educational Change, Volume 2.Dordrecht, The Netherlands: Springer, 2010.

McLaughlin, M. and J. Talbert, “Building professional learning communities in high schools: Challenges and promising practices.” In Seashore, Karen and Louise Stoll (Eds.) Professional Learning Communities: Divergence, Detail, and Difficulties, Maidenhead, UK: Open University Press/McGraw-Hill, 2007.

Talbert, J. & M. McLaughlin, “Teaching quality as a problem of school change.”  In Alan R. Sadovnik, Jennifer O’Day, George Bornstedt, and Kathryn Borman (Eds), No Child Left Behind and the Reduction of the Achievement Gap: Sociological Perspectives on Federal Education Policy, London: Routledge, 2007.

Coburn, C. and J. Talbert, “Conceptions of evidence use in school districts: Mapping the terrain.”  American Journal of Education, 2006.

Talbert, J, “Professionalism and politics in high school teaching reform.”   Journal of Educational Change, 2003.

McLaughlin, M. and J. Talbert, “Reforming Districts.”   In Hightower, A. M., M. S. Knapp, J. Marsh, and M. W. McLaughlin (Eds.) School Districts and Instructional Renewal: Opening the Conversation, Teachers’ College Press, 2002.

Talbert, J and M. McLaughlin, M, “Professional communities and the artisan model of teaching.”  Teachers and Teaching: Theory and Practice, 2002.

Talbert, J.E., “Professionalism and Politics in High School Teaching Reform.” Journal of Educational Change, 3:339-363, 2002.

Talbert, J.E. & M.W. McLaughlin, “Assessing the School Environment: Embedded Contexts and Bottom-Up Research Strategies,” in S.L. Friedman & T.D. Wachs (eds.) Measuring Environment Across the Life Span, Washington DC: American Psychological Association, March 1999.

Kupermintz, H. & R.E, Snow, “Enhancing the Validity and Usefulness of Large-Scale Educational Assessments: III. NELS:88 Mathematics Achievement to 12th Grade.” American Educational Research Journal, 34(1):124-150, 1997

Nussbaum, M., L.S. Hamilton & R.E, Snow, “Enhancing the Validity and Usefulness of Large-Scale Educational Assessments: IV. NELS:88 Science Achievement to 12th Grade.” American Educational Research Journal, 34(1):151-173, 1997.

Talbert, J.E., “Primacy and Promise of Professional Development in the Nation’s Education Reform Agenda: Sociological Views,” in Borman, K.M., P.W. Cookson Jr., A.R. Sadovnik & J.Z. Spade (eds.), Implementing Educational Reform: Sociological Perspectives on Educational Policy, Norwood: Ablex Publishing Corp., 1996.

Hamilton, L.S., E.M. Nussbaum., H. Kupermintz, J. Kerkhoven & R.E. Snow, “Enhancing the Validity and Usefulness of Large-Scale Educational Assessments: II. NELS:88 Science Achievement,” American Educational Research Journal, (32)3:555-581, Fall 1995.

Kupermintz, H., M. Ennis, L. Hamilton, J.E. Talbert & R.E. Snow, “Enhancing the Validity and Usefulness of Large-scale Educational Assessments: I. NELS:88 Mathematics Achievement.” American Educational Research Journal, 32(3):525-554, Fall 1995.

Little, J.W., “Subject Affiliation in High Schools that Restructure,” in Siskin, L.S. & J.W. Little (eds.), The Subjects in Question. New York: Teachers College Press, 1995.

Scott, W.R. & R.C. Cohen, “Work Units in Organizations: Ransacking the Literature,” in Siskin, L.S. & J.W. Little (eds.), The Subjects in Question, New York: Teachers College Press, 1995.

Siskin, L.S., “Subject Divisions,” in Siskin, L.S. & J.W. Little (eds.), The Subjects in Question, New York: Teachers College Press, 1995.

Siskin, L.S. & J.W. Little, “The Subject Department: Continuities and Critiques,” in Siskin, L.S. & J.W. Little (eds.), The Subjects in Question, New York: Teachers College Press, 1995.

Talbert, J.E., “Boundaries of Teachers’ Professional Communities in U.S. High Schools: Power and Precariousness of the Subject Department,”  in Siskin, L.S. & J.W. Little (eds.), The Subjects in Question, New York: Teachers College Press, 1995.

Davidson, A.L., “Border Curricula and the Construction of Identity: Implications for Multicultural Theorists.” International Journal of Qualitative Studies in Education, 7(4):335-349, 1994.

Davidson, A.L., “Students’ Situated Selves: Ethnographic Interviewing as Cultural Therapy,” in Spindler & Spindler (eds.), Pathways to Cultural Awareness: Cultural Therapy with Teachers and Students. Thousand Oaks: Corwin Press, 1994.  

Grossman, P.L. & S.S. Stodolsky, “Considerations of Content and the Circumstances of Secondary School Teachings,” in Darling-Hammond, L. (ed.), Review of Research in Education, Vol. 20, 1994.

McLaughlin, M.W., “Strategic Sites for Teachers’ Professional Development,” in Grimmett, P.P. & J.P. Neufeld (eds.), Teacher Development and the Struggle for Authenticity. New York: Teachers College Press, 1994.

Phelan, P.K. & A.L Davidson, “Looking Across Borders: Students’ Investigation of Family, School and Peer Worlds as Cultural Therapy,” in Spindler & Spindler (eds.), Pathways to Cultural Awareness: Cultural Therapy with Teachers and Students.” Thousand Oaks: Corwin Press, 1994.

Phelan, P.K., A.L. Davidson & H.C. Yu, “Navigating the Psychosocial Pressures of Adolescence: The Voices and Experiences of High School Youth.” American Educational Research Journal, 31(2):415-447, Summer 1994.

Siskin, L.S., “Is the School the Unit of Change? Internal and External Contexts of Restructuring,” in Grimmett, P.P. & J.P. Neufeld (eds.), Teacher Development and the Struggle for Authenticity. New York: Teachers College Press, 1994.

Snow, R.E., “Aptitude Development and Talent Achievement,” in Colangelo, N. & S. Assouline (eds.), Talent Development: Proceedings from the 1993 Henry B. and Jocelyn Wallace National Research Symposium on Talent Development, Vol. 2. Dayton: Ohio Psychology Press, 1994.

Snow, R.E. & M.Ennis, “Correlates of High Mathematical Ability in a National Sample of Eighth Graders,” in Benbow, C.P. & D. Lubinski (eds.), Psychometric and Social Issues Concerning Intellectual Talent. Baltimore: Johns Hopkins University Press, 1994.

Talbert, J.E. & M.W. McLaughlin, “Teacher Professionalism in Local School Contexts.” American Journal of Education, 102:123-153, Fall 1994.  

Davidson, A.L., H.C. Yu & P.K. Phelan, “The Ebb and Flow of Ethnicity: Constructing Identity in Varied School Settings.” Educational Foundations, 7(1):65-87, Winter 1993.

Hannaway, J. & J.E. Talbert, “Bringing Context into Effective Schools Research: Urban-Suburban Differences.” Educational Administrator Quarterly, 29(2):164-186, May 1993.

Little, J.W., “Professional Community in Comprehensive High Schools: The Two Worlds of Academic and Vocational Teachers,” in Little, J.W. & M.W. McLaughlin (eds.), Teachers’ Work, New York: Teachers College Press, 1993.

McLaughlin, M.W.,“What Matters Most in Teachers’ Workplace Context?” in Little, J.W. & M.W. McLaughlin (eds.), Teachers’ Work, New York:Teachers College Press, 1993.

McLaughlin, M.W. & J.E. Talbert, “How the World of Students and Teachers Challenges Policy Coherence,” in Fuhrman, S.H. (ed.), Designing Coherent Education Policy: Improving the System. San Francisco: Jossey-Bass, 1993.

Raudenbush, S.W., B. Rowan & Y.F. Cheong, “Higher-Order Instructional Goals in Secondary Schools: Class, Teacher, and School Influences.” American Educational Research Journal, 30(3):523-553, Fall 1993.

Rowan, B., S.W. Raudenbush & Y.F. Cheong, “Teaching as a Nonroutine Task: Implications for the Management of Schools.” Educational Administration Quarterly, 29(4):479, 1993.

Stodolsky, S., “A Framework for Subject Matter Comparisons in High Schools.” Teaching and Teacher Education, 9(4):333-346, 1993.

Talbert, J.E., “Constructing a School-Wide Professional Community: The Negotiated Order of a Performing Arts School,”  in Little, J.W. & M.W. McLaughlin (eds.) Teachers’ Work, New York: Teachers College Press, 1993.

Talbert, J.E., M.W. McLaughlin & B. Rowan, “Understanding Context Effects on Secondary School Teaching.” Teachers College Record, 95(1):45-65, Fall 1993.

Lichtenstein, G., M.W. McLaughlin & J.L. Knudsen, “Teacher Empowerment and Professional Knowledge,” in Lieberman, A. (ed.), Changing Contexts of Teaching, NSSE 91st Yearbook: Part 1, Chicago: Univ. of Chicago Press, 1992.

Lieberman, A. & M.W. McLaughlin, “Networks for Educational Change: Powerful and Problematic.” Phi Delta Kappan, 73(9):673-677, May 1992.

McLaughlin, M.W., “Educational Policy and Educational Practice,” In Alkin, M. (ed.), American Educational Research Association Encyclopedia of Educational Research, Sixth Edition. Macmillan Publishing Co., 1992.

McLaughlin, M.W., “How District Communities Do and Do Not Foster Teacher Pride.” Educational Leadership, 50(1):33-35, September 1992.

Phelan, P.K., A.L. Davidson & H.T. Cao, “Speaking Up: Students’ Perspectives on School.” Phi Delta Kappan, 73(9), May 1992.

Raudenbush, S.W., B. Rowan & Y.F. Cheong, “Contextual Effects on the Self-Perceived Efficacy of High School Teachers.” Sociology of Education, 65:150-167, 1992.

Sato, N. & M.W. McLaughlin, “Context Matters: Teaching in Japan and in the United States.” Phi Delta Kappan, 73(5):359-366, January 1992.

Phelan, P.K., A.L. Davidson & H.T. Cao, “Students’ Multiple Worlds: Negotiating the Boundaries of Family, Peer, and School Cultures.” Anthropology and Education Quarterly, 22(3):224-250, 1991.

Raudenbush, S.W., B. Rowan & S.J. Kang, “A Multilevel, Multivariate Model for Studying School Climate in Secondary Schools with Estimation via the EM Algorithm.” Journal of Educational Statistics, 16(4):295-330, 1991.

Rowan, B., S.W. Raudenbush & S.J. Kang, “Organizational Design in High Schools: A Multilevel Analysis.” American Journal of Education, 99(2):238-266, February 1991.

Rowan, B., S.W. Raudenbush & S.J. Kang, “School Climate in Secondary Schools: A Multilevel Analysis,” in Raudenbush & Willms (eds.), 1991.

Siskin, L.S., “Departments as Different Worlds: Subject Subcultures in Secondary Schools.” Educational Administration Quarterly, 27(2):134-160, May 1991.

 Bascia, N., “Teachers’ Evaluations of Unions.” Journal of Education Policy, 5(4):301-313, Oct-Dec 1990.

McLaughlin, M.W., “Enabling Professional Development: What Have We Learned?” in Lieberman, A. & L. Miller (eds.), Staff Development: New Demands, New Realities, New Perspectives. New York: Teachers College Press, 1990.

McLaughlin, M.W., “The Rand Change Agent Study Revisited: Macro Perspectives and Micro Realities,” in Odden, A. (ed.), Educational Policy Implementation. Albany: SUNY Press, 1991. Also in Educational Researcher, 19(9), December 1990.

McLaughlin, M.W., J.E. Talbert, J. Kahne & J. Powell, “Constructing a Personalized School Environment,” Phi Delta Kappan, 72(3):230-234, November 1990.