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Selected Peer Reviewed Journal Articles

Ginsberg, M., Knapp, M. S., & Farrington, C. (2014). Using transformative experiences to prepare instructional leaders through doctoral education. Journal of Research on Leadership Education, 9(2), 168-194.

Knapp, M. S., Feldman, S., & Yeh, T. L. (2013). Learning-focused leadership in urban high schools: Response to demanding environments. Journal of School Leadership, 23(2), 253-286.

Portin, B. S., Russell, F., Samuelson, C., & Knapp, M. S. (2013). Leading learning-focused teacher leadership in urban high schools. Journal of School Leadership, 23(2), 220-252.

Elfers, A., Lucero, A., Stritikus, T., & Knapp, M.S. (2013). Building systems of support for teachers working with English Language Learners. International Multilingual Research Journal, 7(2), 1-20.

Knapp, M. S., & Feldman, S. B. (2012). Managing the intersection of internal and external accountability: Challenge for urban school leadership in the United States. Journal of Educational Administration, 50(5), 666-694.

Dilworth, M., & Knapp, M. S. (2010). Introduction: Accomplished teaching as a professional resource. Theory into Practice. 49(3), 168-174.

Knapp, M. S., Copland, M. A., Honig, M. I., Plecki, M. L., & Portin, B. S. (2010). Urban renewal: The urban school leaders takes on a new role.  Journal of Staff Development, 31(2), 25-29.Knapp, M. S. (2008). District reform as organizational and sociocultural learning: How multiple theories shed light on a central leadership problem. American Journal of Education 2008, 114, 521-539.

Knapp, M. S. (2008). District reform as organizational and sociocultural learning: How multiple theories shed light on a central leadership problem. American Journal of Education 2008, 114, 521-539.

Loeb, H., Knapp, M. S., & Elfers, A. M.. (2008, April). Teachers' response to standards-based reform: Probing reform assumptions in Washington State. Education Policy Analysis Archives, 16(9).

Gallucci, C., Knapp, M. S., Markholt, A., & Ort, S. (2007). Converging reform ìtheoriesî in urban middle schools: District-guided instructional improvement in small schools of choice. Teachers College Record, 109(21), 2601-2641.

Elfers, A. M., Plecki, M. L., & Knapp, M. S. (2007). Teacher mobility: Looking more closely at the ìMoversî within a State system. Peabody Journal of Education, 81(3), 94-127.

Knapp, M. S. (2004).  Professional development as a policy pathway. Review of Research in Education, 27, 109-158.

Portin, B., & Knapp, M. S. (2001).  Readiness for reflection:  Two schools' response to a data-driven school improvement process.  International Journal of Educational Policy, Research, & Practice, 2(2), 103-125.

Knapp, M. S., & Plecki. M. (2001).  Investing in the renewal of urban science teaching.  Journal of Research on Science Teaching, 38(10), 1089-1100.

Knapp, M. S., Barnard, K., Gehrke, N. J., & Teather, E. C. (1999).  The design of an interprofessional, community-responsive curriculum.  Teacher Education Quarterly (Fall), 31-52.

Brandon, R. N., & Knapp, M. S. (1999).  Interprofessional education and training:  Transforming professional preparation to transform human services.  American Behavioral Scientist, 42 (5), 876-891.

Knapp, M. S., Bamburg, J., Ferguson, M., & Hill, P. (1998). Converging reforms and the working lives of front-line professionals.  Education Policy, 12(4), 397-418.

Books

Knapp, M.S., Honig, M. I., Plecki, M. L., Portin, B. S., & Copland, M. A. (2014). Learning-focused Leadership in Action: Improving Instruction in Schools and Districts.  New York & London: Routledge.

Copland, M. A., & Knapp, M. S. (2006). Leadership for learning: Reflection, planning, and action. Alexandria, VA: Association for Supervision & Curriculum Development.

Portin, B., Beck, L., Knapp, M. S. , & Murphy, J. (Eds.) (2003).  Taking stock and moving on:  Local lessons from a national school renewal initiative.  Westport, CT:  Greenwood Publishing Group..

Hightower, Knapp, M. S., Marsh, J., & McLaughlin, M. W. (Eds.) (2002).  School districts and instructional renewal. New York:  Teachers College Press.

Weiss, I., Knapp, M. S., Hollweg, K., & Burrill, G. (Eds.) (2002).  Investigating the influence of standards:  A framework for research in mathematics, science, and technology education.  Washington DC:  The National Research Council/National Academy Press.

 Knapp, M. S., & Associates (1998).  Paths to Partnership:  Universities and communities as learners in interprofessional education.  Lanham, MD:  Rowman & Littlefield.

Knapp, M. S., & Associates (1995).  Teaching for meaning in high-poverty classrooms.  New York:  Teachers College Press.

Means, B., Chelemer, C., & Knapp, M. S. (Eds.) (1991).  Teaching advanced skills to at-risk students.  San Francisco: Jossey-Bass.  

Knapp, M. S., & Shields, P. M. (Eds.) (1991).  Better schooling for the children of poverty:  Alternatives to conventional wisdom.  Berkeley, CA: McCutchan.

Book chapters

Knapp, M. S. (2014).  Introduction: The evolution of learning-focused leadership in scholarship and practice. In Knapp et al., Learning-focused leadership in action: Improving instruction in schools and districts (pp. 1-20). New York and London: Routledge.

Portin, B. S., & Knapp, M. S. (2014).  Team-based leadership of instructional improvement in demanding contexts. In Knapp et al., Learning-focused leadership in action: Improving instruction in schools and districts (pp. 23-51). New York and London: Routledge.

Knapp, M. S., & Portin, B. S. (2014).  Learning-focused leadership support within the school. In Knapp et al., Learning-focused leadership in action: Improving instruction in schools and districts (pp. 52-78). New York and London: Routledge.

Plecki, M. L., & Knapp, M. S. (2014).  Frameworks and strategies for investing in instructional leadership. In Knapp et al., Learning-focused leadership in action: Improving instruction in schools and districts (pp. 123-152). New York and London: Routledge.

Plecki, M. L., Halverson, T. J., & Knapp, M. S. (2014). Investing for equity in instructional improvement. In Knapp et al., Learning-focused leadership in action: Improving instruction in schools and districts (pp. 153-180). New York and London: Routledge.

Knapp, M. S., Copland, M. A., Honig, M, I., Plecki, M. L., & Portin, B. S. (2014).  Conclusions: Practicing and supporting learning-focused leadership in schools and districts. In Knapp et al., Learning-focused leadership in action: Improving instruction in schools and districts (pp. 181-210). New York and London: Routledge.

Knapp, M. S., Mkhwanazi, S. T., & Portin, B. S. (2012). School-based instructional leadership in demanding environments:  New Challenges, new practices. In Barnett, B. G., Shoho, A. R., & Cypres, A.T. (Eds.) The changing nature of instructional leadership in the twenty first century. Charlotte NC:  Information Age Publishing.

Knapp, M. S., & Yoon, I. (2012).  Social class & education.  In Banks, J. (Ed.). Encyclopedia of diversity in education (pp. 1968-1973). Thousand Oaks CA:  SAGE Publications.

Knapp, M. S., & Yeh, T. L. (2012).  Student diversity: Clarifying meanings.  In Banks, J. (Ed.). Encyclopedia of diversity in education (pp. 2087-2090). Thousand Oaks CA:  SAGE Publications.

Portin, B. S., & Knapp, M. S. (2011). Expanding learning-focused leadership in U. S. urban schools. In MacBeath, J., & Townsend, T. (Eds.), International Handbook on Leadership for Learning (pp. 501-525). Dordrecht, The Netherlands: Springer Publishers.

Portin, B. S., Knapp, M. S., Plecki, M. L., & Copland, M. A.. (2010). Supporting and guiding learning-focused leadership in U. S. schools. In MacBeath, J., & Cheng, Y. C. (Eds.), International Encyclopedia of Education, 3rd Edition—Volume XX: Leadership for Learning: International Perspectives. Oxford, U.K.: Elsevier Press.

Copland, M. A., Knapp, M. S., & Swinnerton, J. A. (2009). Data-informed leadership and school improvement. In Kowalski, T. (Ed.), Handbook of Data-based Decisionmaking in Education (pp. 153-172).  . Chicago: University of Chicago Press.

Knapp, M. S., Copland, M. A.,& Swinnerton, J. A.  (2007). Data-informed leadership: Insights from current research, theory, and practice. In Moss, P. (Ed.), Evidence and decisionmaking—the 106th Yearbook of the National Society for the Study of Education. Chicago: University of Chicago Press.

Gallucci, C., Knapp, M. S., Markholt, A., & Ort. S. (2006). Standards-based reform and small schools of choice: Converging reform theories in three urban middle schools.  In Harris, A., & Chrispeels, J. H. (Ed.), Improving schools and educational systems (pp 186-216). London and New York: Routledge:

Knapp, M. S. & Meadows, J. L. (2005).  Policy-practice connections in state standards-based reform. In Datnow, A., Leithwood, K., and Bascia, N. (Eds.), International handbook of educational policy.  Dordrecht, The Netherlands:  Kluwer Press.

Knapp, M. S. (2001).  Policy, poverty, and capable teaching.  In Biddle, B. W. (Ed.). Social class, poverty, and education.  New York:  Garland Publishing.

Book Reviews

Feldman, S., & Knapp M. S. (2008). Book Review. Elusive justice: Wrestling with difference and educational equity in everyday practice, by Thea Renda Abu El-Haj. Anthropology of Education Quarterly.

Selected Reports & Monographs

Knapp, M. S., Copland, M. A., Honig, M. I., Plecki, M. L., & Portin, B. S. (2010). Learning-focused leadership and leadership support: Meanings and practice in urban systems. Seattle, WA: Center for the Study of Teaching & Policy, ±¬×ߺÚÁÏ.

Portin, B. S., Knapp, M. S., Dareff, S., Feldman, S., Russell, F. A., Samuelson, C., & Yeh, T. L.. (2009). Leadership for learning improvement in urban schools. Seattle, WA: Center for the Study of Teaching & Policy, ±¬×ߺÚÁÏ.

Plecki, M. L., Knapp, M. S., Castaneda, T., Halverson, T., LaSota, R. & Lochmiller, C. (2009). How leaders invest staffing resources for learning improvement. Seattle, WA: Center for the Study of Teaching & Policy, ±¬×ߺÚÁÏ.

Elfers, A., Stritikus, T., Caleff, K. P., Von Esch, K. S., Lucero, A. Knapp, M. S., & Plecki, M. L.  (2009). Building systems of support for classroom teachers working with English language learners. Silverton, WA: Center for Strengthening the Teaching Profession

Elfers, A., Knapp, M. S., Zahir, A., & Plecki, M. (2007). Teaching mathematics in Washington’s high schools: Insights from a survey of teachers in high-performing and improving high schools. Silverdale, WA: Center for Strengthening the Teaching Profession. (Cross-listed as CTP report)

Plecki, M. L., Elfers, A., Knapp, M. S., Yeo, G. J., & Magowan, M. (2006).  Who's teaching Washington's children? A 2006 Update  Silverdale, WA:  Center for the Strengthening the Teaching Profession. (Cross-listed as CTP report)

Loeb, H., Elfers, A., Plecki, M. L., Ford, B. L., & Knapp, M. S., (2006).  National Board Certified Teachers in Washington State: Impacts on professional practice and leadership opportunities.  Silverdale, WA:  Center for the Strengthening the Teaching Profession. (Cross-listed as CTP report.)

Plecki, M. L., Elfers. A., & Knapp, M.S.. (2006). Examination of longitudinal attrition, retention, and mobility rates of beginning teachers  in Washington state. Silverdale, WA:  Center for the Strengthening the Teaching Profession. (Cross-listed as CTP report)

Knapp, M. S., Copland, M. A., Plecki, M. L., & Portin, B. (2006). Leadership, learning, & leadership Support. Seattle, WA: Center for the Study of Teaching & Policy, ±¬×ߺÚÁÏ.

Knapp, M. S., Copland, M. A., Swinnerton. J. A., & Monpas-Huber,. J. (2006). Data-informed Leadership. Seattle, WA: Center for the Study of Teaching & Policy, ±¬×ߺÚÁÏ.

Portin, B., Alejano, C., Knapp, M. S., & Marzolf, E. (2006). Redefining roles, responsibilities, and authority of school leaders. Seattle, WA: Center for the Study of Teaching & Policy, ±¬×ߺÚÁÏ.

Plecki, M. L., McCleery, J., & Knapp, M. S. (2006). Redefining and improving school district governance. Seattle, WA: Center for the Study of Teaching & Policy, ±¬×ߺÚÁÏ.

Portin, B. S., Feldman, S., & Knapp, M. S. (2006). Purposes, Uses, and Practices of Leadership Assessment in Education. Seattle, WA: Center for the Study of Teaching & Policy, ±¬×ߺÚÁÏ.

Plecki, M. L., Alejano, C., Lochmiller, C., & Knapp, M. S. (2006). Reallocating resources and changing incentives to improve leadership and teaching. Seattle, WA: Center for the Study of Teaching & Policy, ±¬×ߺÚÁÏ.

Elfers, A., Knapp, M. S., Zahir, A., & Plecki, M. (2005). Preparation and support for teaching: Teachers’ response to state education reform. Silverdale, WA: Center for Strengthening the Teaching Profession.(cross-listed as CTP report)

Knapp, M. S., Plecki, M., & Elfers, A. (2005). Teachers count: The state’s teaching force and how it is supported. Silverdale, WA: Center for Strengthening the Teaching Profession. (cross-listed as CTP report)

Plecki, M. S., Elfers, A., Loeb, H., Zahir, A., & Knapp, M. S. (2005). Teacher retention and mobility: A look inside and across districts and schools in Washington state. Seattle, WA: Center for Strengthening the Teaching Profession.

Grossman, P., Stodolsky, S., & Knapp, M. S. (2005). Making subject matter part of the equation: The intersection of policy and content. Seattle, WA: Center for the Study of Teaching & Policy

Knapp, M. S., Elfers, A., & Plecki, M. (2004). Preparing for reform, supporting teachers' work. Seattle, WA: Center for Strengthening the Teaching Profession.

Elfers, A., Plecki, M. , Knapp, M.S., Boatright, B.,&  Loeb. H. (2003).  Who's teaching Washington's children?  Seattle, WA:  Center for the Strengthening the Teaching Profession.

Gallucci, C., Knapp, M. S., Markholt, A., & Ort. S. (2003). Standards-based reform and small schools of choice: Converging reform theories in three urban middle schools.  Seattle, WA: Center for the Study of Teaching and Policy/±¬×ߺÚÁÏ.

Knapp, M. S., Copland, M., & Talbert, J. E. (2003). Leading for learning:  Reflective tools for school and district leaders.  Seattle, WA:  ±¬×ߺÚÁÏ/Center for the Study of Teaching & Policy.

Knapp, M. S., & Associates (2003). Leading for learning sourcebook:  Concepts and examples. Seattle, WA:  ±¬×ߺÚÁÏ/Center for the Study of Teaching & Policy.

Knapp, M. S. (2002).  Understanding how policy meets practice: Two takes on local response to a state reform initiative. Seattle, WA:  Center for the Study of Teaching and Policy/±¬×ߺÚÁÏ.