The links are for required readings found in the Walden databases ONLY. For all other readings, see your course resources.
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Brown, M., & Macatangay, A. (2002). The impact of action research for professional development: Case studies in two Manchester schools. Westminster Studies in Education, 25(1), 35-45.
Buhle, R., & Blachowicz, C. L. Z. (2009). The assessment: Double play. Educational Leadership, 66(4), 42-48.
Carlson, D., Borman, G. D., & Robinson, M. (2011). A multistate district-level cluster randomized trial of the impact of data-driven reform on reading and mathematics achievement. Educational Evaluation and Policy Analysis, 33(3), 378-398.
Chatterji, M. (2002). Models and methods for examining standards-based reforms and accountability initiatives: Have the tools of inquiry answered pressing questions on improving schools? Review of Educational Research, 72(3), 345-386.
Cleveland, L. (2007). Surviving the reading assessment paradox. Teacher Librarian 35(2), 23-28.
Conzemius, A. (2012). The X factor is ‘why’. Journal of Staff Development, 33(4), 20-25.
Debard, R., & Kubow, P. K. (2002). From compliance to commitment: The need for constituent discourse in implementing testing policy. Educational Policy, 16(3), 387-405.
Duke, N. K. & Martin, N. M. (2011). 10 things every literacy educator should know about research. The Reading Teacher, 65(1), 9-22.
Easton, J. Q. (2012). Commentary on the uses of research in policy and practice. Social Policy Report, 26(2),19.
Ediger, M. (2003). Data driven decision making. College Student Journal, 37(1), 9-15.
Flannagan, J. S., & Kelley, M. (2009). Differentiated support. Principal Leadership, 9(7), 28–30.
Guskey, T. R. (2012). The rules of evidence. Journal of Staff Development, 33(4), 40-43.
Hahs-Vaughn, D. L. & Yanowitz, K. L. (2009). Who is conducting teacher research? The Journal of Educational Research, 102(6), 415-424.
Hayes, L. L., & Robnolt, V. J. (2007). Data-driven professional development: The professional development plan for a Reading Excellence Act school. Reading Research and Instruction, 46(2), 95-119.
Irvin, J. L., Meltzer, J., & Dukes, M. S. (2007). Develop and implement a schoolwide literacy action plan. In Taking Action on Adolescent Literacy: An Implementation Guide for School Leaders. (p.117-143.)
Johnston, P., & Costello, P. (2005). Principles for literacy assessment. Reading Research Quarterly, 40(2), 256–267.
Marsh, J. A., McCombs, J. S., & Martorell, F. (2010). How instructional coaches support data-driven decision making: Policy implementation and effects in Florida middle schools. Educational Policy, 24(6), 872-907.
McCutchen, D., Abbott, R. D., Green, L. B., Beretvas, S. N., Cox, S., Potter, N. S., … Gray, A. L. (2002). Beginning literacy: Links among teacher knowledge, teacher practice, and student learning. Journal of Learning Disabilities, 35(1), 69-86.
McKenna, M. C., & Walpole, S. (2005). How well does assessment inform reading instruction?. The Reading Teacher, 59(1), 84-86.
Mokhtari, K., Rosemary, C. A., & Edwards, P. A. (2007). Making instructional decisions based on data: What, how, and why. The Reading Teacher, 61(4), 354-359.
Mokhtari, K., Thoma, J., & Edwards, P. (2009). How one elementary school uses data to help raise students’ reading achievement. The Reading Teacher, 63(4), 334-337.
Pacheco, M. (2010). English-language learners' reading achievement: Dialectical relationships between policy and practices in meaning-making opportunities. Reading Research Quarterly, 45(3), 292-317.
Pella, S. (2011). What should count as data for data-driven instruction? Toward contextualized data-inquiry models for teacher education and professional development. Middle Grades Research Journal, 6(4), 57-75.
Roehrig, A. D., Duggar, S. W., Moats, L., Glover, M., & Mincey, B. (2008). When teachers work to use progress monitoring data to inform literacy instruction: Identifying potential supports and challenges. Remedial and Special Education, 29(6), 364-382.
Serafini, F. (2000). Three paradigms of assessment: Measurement, procedure, and inquiry. The Reading Teacher, 54(4), 384-393.
Slavin, R. E., Cheung, A., Holmes, G. C., Madden, N. A., & Chamberlain, A. (2013). Effects of a data-driven district reform model. American Educational Research Journal, 50(2), 371-396.
Tseng, V. (2012). The Uses of Research in Policy and Practice. Social Policy Report, 26(2), 2-16.
Wu, P. (2009). Do we really understand what we are talking about? A student examining the data literacy capacities and needs of school leaders. A Dissertation Presented to the Faculty of the Rossier School of Education University of Southern California.
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