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A Model of Continuous Improvement in High Schools: A Process for Research, Innovation Design, Implementation, and Scale


by Lora Cohen-Vogel, Marisa Cannata, Stacey A. Rutledge & Allison Rose Socol ó 2016


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Cite This Article as: Teachers College Record Volume 118 Number 13, 2016, p. 1-26
http://www.tcrecord.org ID Number: 20656, Date Accessed: 10/20/2017 3:52:39 PM
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About the Author
  • Lora Cohen-Vogel
    University of North Carolina at Chapel Hill
    E-mail Author
    LORA COHEN-VOGELL is Robena and Walter E. Hussman, Jr. Distinguished Professor of Policy and Education Reform in the School of Education at the University of North Carolina at Chapel Hill and, since 2010, the Co-Principal Investigator of the National Center on Scaling Up Effective Schools. Cohen-Vogelís research focuses on teacher quality and the politics of education. She also works on continuous improvement research and other approaches for developing and bringing to scale processes for school system improvement.
  • Marisa Cannata
    Vanderbilt University
    E-mail Author
    MARISA CANNATA is Research Assistant Professor in the Department of Leadership, Policy, and Organizations at Peabody College of Education and Human Development, Vanderbilt University, and Director of the National Center on Scaling Up Effective Schools. Her research interests include continuous improvement research, high school reform, charter schools, and teacher hiring and career decisions. Cannata is co-editor of School Choice and School Improvement (Harvard Education Press).
  • Stacey Rutledge
    Florida State University
    STACEY A. RUTLEDGE is Associate Professor in the Department of Educational Leadership and Policy Studies at Florida State University. Her research explores policies aimed at improving teaching and learning and how these shape the work of district and school administrators and teachers, and, ultimately, studentsí learning opportunities. For the last five years, she has been a project investigator in the National Center on Scaling Up Effective Schools. She is co-editor of The Infrastructure of Accountability: Data-use and the Transformation of American Education (Harvard Education Press).
  • Allison Socol
    University of North Carolina at Chapel Hill
    E-mail Author
    ALLISON ROSE SOCOL is a doctoral student in Policy, Leadership, and School improvement at the University of North Carolina at Chapel Hill. Her research interests include policies and practices that improve outcomes for students of color and students from low-income families.
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