Comprehensive School Reform in Culturally and Linguistically Diverse Contexts: Implementation and Outcomes from a Four-Year Study

By Amanda Datnow, Geoffrey D. Borman, Sam Stringfield, Laura T. Overman, Marisa E. Castellano. 2003

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Reframing Teacher Professional Learning: An Alternative Policy Approach to Strengthening Valued Outcomes for Diverse Learners (2008, background): “In the few cases for which student outcomes continued to be reported (Alton-Lee et al., 2000; Carpenter et al., 1989; Datnow et al., 2003; Fennema et al., 1993; Higgins et al., 2005; McNaughton et al., 2004; Robbins & Wolfe, 1987; Stallings & Krasavage, 1986; Timperley, 2005), sustainability…”
Increasing Achievement by Focusing Grade-Level Teams on Improving Classroom Learning: A Prospective, Quasi-Experimental Study of Title I Schools (2009, methodology): “This is consistent with previous research: Implementation is typically more successful when school personnel understand program components and reach consensus, if not unanimity, to implement the program (Bodilly, 1998; Borman et al., 2003; Datnow et al., 2003; Hamilton et al., 2003).”
Promoting professional inquiry for improved outcomes for students in New Zealand (2009, background): “In addition, these gains are often not sustained once the providers leave (Stallings & Krasavage, 1986; Robins & Wolfe, 1987; Datnow et al., 2003).”