References
- Alozie, N. M., Moje, E. B., & Krajcik, J. S. (2010). An analysis of the supports and constraints for scientific discussion in high school project-based science. Science Education, 94(3), 395–427. https://doi.org/10.1002/sce.20365
- Anderson, D., Spybrook, J., & Maynard, R. (2019). REES: A registry of efficacy and effectiveness studies in education. Educational Researcher, 48(1), 45–50. https://doi.org/10.3102/0013189X18810513
- Arshan, N. L., Park, C. J., & Gallagher, H. A. (2018). Impacts on students of a short-cycle implementation of the National Writing Project’s College, Career, and Community Writers Program. SRI International.
- Bang, H. J. (2013). Reliability of National Writing Project’s Analytic Writing Continuum assessment system. Journal of Writing Assessment, 6(1). https://escholarship.org/uc/jwa
- Boulay, B., Goodson, B., Olsen, R., McCormick, R., Darrow, C., Frye, M., Gan, K., Harvill, E. & Sarna, M. (2018). The investing in innovation fund: Summary of 67 evaluations; final report (NCEE 2018-4013). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance. https://ies.ed.gov/ncee/pubs/20184013/
- Bryk, A. S., Gomez, L. M., Grunow, A., & LeMahieu, P. G. (2015). Learning to improve: How America’s schools can get better at getting better. Harvard Education Press.
- Burke, K. (1941). The philosophy of literary form: Studies in symbolic action. University of California Press.
- Cheuk, T. (2013). Relationships and convergences among the mathematics, science, and ELA practices (Refined version of diagram created by the Understanding Language Initiative for ELP Standards). Palo Alto, CA: Stanford University. https://www.scoe.org/files/sln-venn-diagram-0115.pdf
- Coburn, C. E. (2003). Rethinking scale: Moving beyond numbers to deep and lasting change. Educational Researcher, 32(6), 3–12. https://doi.org/10.3102/0013189X032006003
- Cohen, D. K., Raudenbush, S. W., & Ball, D. L. (2003). Resources, instruction, and research. Educational Evaluation and Policy Analysis, 25(2), 119–142. https://doi.org/10.3102/01623737025002119
- Council of Chief State School Officers & National Governors Association Center for Best Practices. (2010). Common core state standards for English language arts & literacy in history/social studies, science, and technical subjects: Appendix A. Council of Chief State School Officers & National Governors Association Center for Best Practices.
- Culham, R. (2003). 6 + 1 Traits of writing: The complete guide grades 3 and up. Scholastic Professional Books.
- Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute.
- Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181–199. https://doi.org/10.3102/0013189X08331140
- Fletcher, J. (2015). Teaching arguments: Rhetorical comprehension, critique, and response. Stenhouse Publishers.
- Friedrich, L., Bear, R., & Fox, T. (2018). For the sake of argument: An approach to teaching evidence-based writing. American Educator, 42(1), 18–22. https://www.aft.org/ae
- Fulkerson, R. (1996). Teaching the argument in writing. National Council of Teachers of English.
- Gallagher, H. A. (2016). Professional development to support instructional improvement: Lessons from research. SRI International.
- Gallagher, H. A., Arshan, N. L., & Woodworth, K. (2017). Impact of the National Writing Project’s College-Ready Writers Program in high-need rural districts. Journal of Research on Educational Effectiveness, 10(3), 570–595. https://doi.org/10.1080/19345747.2017.1300361
- Gallagher, H. A., Woodworth, K., Park, C., & McCaffrey, T. (2014). Evaluating the impact of professional development to meet challenging writing standards in high-need elementary schools. SRI International. https://www.sri.com/publication/evaluating-the-impact-of-professional-development-to-meet-challenging-writing-standards-in-high-need-elementary-schools/.
- Gallagher, H. A., Woodworth, K. R., Wang, H., Bland, J. A., Bosetti, K. R., Cassidy, L., Gallagher, L., Hafter, A., McCaffrey, T., Murphy, R., & Shields, P. M. (2012). National evaluation of writing project school partnerships: Final report. SRI International.
- Garet, M. S., Heppen, J., Walters, K., Smith, T., & Yang, R. (2016). Does content-focused teacher professional development work? Findings from three Institute of Education Sciences studies [Brief]. U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance.
- Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38(4), 915–945. https://doi.org/10.3102/00028312038004915
- Gehlbach, H., & Robinson, C. D. (2018). Mitigating illusory results through preregistration in education. Journal of Research on Educational Effectiveness, 11(2), 296–315. https://doi.org/10.1080/19345747.2017.1387950
- Graff, G., & Birkenstein, C. (2006). They say/I say: The moves that matter in academic writing. W. W. Norton & Company.
- Graham, S., Bruch, J., Fitzgerald, J., Friedrich, L., Furgeson, J., Greene, K., Kim, J., Lyskawa, J., Olson, C. B., & Smither Wulsin, C. (2019). Teaching secondary students to write effectively (NCEE 2017-4002). U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance.
- Harris, J. (2006). Rewriting: How to do things with texts. Utah State University Press.
- Hedges, L. V. (2018). Challenges in building usable knowledge in education. Journal of Research on Educational Effectiveness, 11(1), 1–21. https://doi.org/10.1080/19345747.2017.1375583
- Hillocks, G. Jr (2011). Teaching argument writing, grades 6–12: Supporting claims with relevant evidence and clear reasoning. Heinemann.
- Kennedy, M. M. (2019). How we learn about teacher learning. Review of Research in Education, 43(1), 138–162. https://doi.org/10.3102/0091732X19838970
- Kraft, M. A., & Hill, H. C. (2019). Developing ambitious mathematics instruction through web-based coaching: A randomized field trial (EdWorkingPaper No. 19-119). Annenburg Institute at Brown University.
- Lieberman, A., & Wood, D. R. (2002). From network learning to classroom teaching. Journal of Educational Change, 3(3), 315–337. https://doi.org/10.1023/A:1021286014650
- Lynch, K., Hill, H. C., Gonzalez, K. E., & Pollard, C. (2019). Strengthening the research base that informs STEM instructional improvement efforts: A meta-analysis. Educational Evaluation and Policy Analysis, 41(3), 260–293. https://doi.org/10.3102/0162373719849044
- Makel, M. C., & Plucker, J. A. (2014). Facts are more important than novelty: Replication in the education sciences. Educational Researcher, 43(6), 304–316. https://doi.org/10.3102/0013189X14545513
- McDonald, S. K., Keesler, V. A., Kauffman, N. J., & Schneider, B. (2006). Scaling-up exemplary interventions. Educational Researcher, 35(3), 15–24. 10.3102/0013189X035003015
- Morell, R. P., Coburn, C., Catterson, A. K., & Higgs, J. (2019). The multiple meanings of scale: Implications for researchers and practitioners. Educational Researcher, 48(6), 369–377. https://doi.org/10.3102/0013189X19860531
- National Center for Education Statistics. 2019. Local Education Agency (school district) universe survey. 2018–19 v.1a; Public Elementary/Secondary School Universe Survey, 2018–19 v.1a [Table]. http://nces.ed.gov/ccd/elsi.
- Raudenbush, S. W., & Bryk, A. S. (2002). Hierarchical linear models: Applications and data analysis methods (2nd ed.). Sage Publications.
- Reardon, S. F., & Stuart, E. A. (2019). Editors’ note on transparency and reporting standards. Journal of Research on Educational Effectiveness, 12(1), 1–4. https://doi.org/10.1080/19345747.2019.1566509
- Schmidt, S. (2009). Shall we really do it again? The powerful concept of replication is neglected in the social sciences. Review of General Psychology, 13(2), 90–100. https://doi.org/10.1037/a0015108
- Slavin, R. E., Lake, C., Inns, A., Baye, A., Dachet, D., & Haslam, J. (2019). A quantitative synthesis of research on writing approaches in grades 2 to 12. Johns Hopkins University, Center for Research and Reform in Education.
- Tannen, D. (1999). The argument culture: Stopping America’s war of words. Ballantine Books.
- Turner, K. H., & Hicks, T. (2016). Argument in the real world: Teaching adolescents to read and write digital texts. Heinemann Educational Books.
- What Works Clearinghouse. (2018). Review protocol for adolescent literacy interventions: Version 4.0. U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance.
- What Works Clearinghouse. (2020). Standards handbook, version 4.1. U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance.
- Yoon, K. S., Duncan, T., Lee, S., & Shapley, K. (2008). The effects of teachers’ professional development on student achievement: Findings from a systemic review of evidence [Paper Presentation]. The Annual Meeting of the American Educational Research Association, New York, NY.