Selected Publications
Supovitz, J. A., & Spillane, J. P. (2015). Challenging standards: Navigating conflict and building capacity in the era of the Common Core. Lanham, MD: Rowman & Littlefield.
Supovitz, J. (2014). Building a lattice for school leadership: The top-to-bottom rethinking of leadership development in England. Research Report (#RR-83). Philadelphia: Consortium for Policy Research in Education, University of Pennsylvania.
Supovitz, J. A., & Tognatta, N. (2013). The impact of distributed leadership on collaborative team decision making. Leadership and Policy in Schools, 12(2), 101–121. Awarded journal’s inaugural outstanding publication award.
Supovitz, J. A. (2013). Situated research design and methodological choices in formative program evaluation. In B. J. Fishman, W. R. Penuel, A. Allen, & B. H. Cheng (eds.), Design-based implementation research: Theories, methods and exemplars. National Society for the Study of Education Yearbook, 112(2), 372–399.
Supovitz, J. (2013). Slowing entropy: Instructional policy design in New York City, 2011–12. Philadelphia, PA: Consortium for Policy Research in Education.
Supovitz, J. (2012). Getting at student understanding: The key to teachers’ use of test data. Teachers College Record, 114, 1–29.
Supovitz, J., Foley, E. & Mishook, J. (2012). In search of leading indicators in education. Educational Policy Analysis Archives, 20(19), 1–26.
Supovitz, J. A., Sirinides, P., & May H. (2010). How principals and peers influence teaching and learning. Educational Administration Quarterly, 46, 31–56.
Supovitz, J. A. (2010). Knowledge-based organizational learning for instructional improvement. In A. Hargreaves, A. Lieberman, M. Fullan and D. Hopkins (Eds.), Second international handbook of educational change, pp. 707–723. New York: Springer,
Supovitz, J. A. (2008). Instructional leadership in American high schools. In M. M. Mangin, & S. R. Stoelinga (Eds.), Effective Teacher Leadership: Using Research to Inform and Reform, pp. 144–162. New York: Teachers College Press.
Supovitz, J. A. (2009). Can high stakes testing leverage educational improvement? Prospects from the last decade of testing and accountability reform. Journal of Educational Change, 10(2), 211–227.
Supovitz, J. A. (2006). The case for district-based reform: Leading, building, and sustaining school improvement. Cambridge, MA: Harvard Education Press. Winner of the AERA District SIG publication of the year award, 2008.
Supovitz, J. A. (2003). Evidence of the influence of the National Science Education Standards on the professional development system. In K. S. Hollweg, & D. Hill (Eds.), What is the influence of the National Science Education Standards? pp. 64–75. Washington, DC: National Academy Press.
Supovitz, J. A. (2002). Developing communities of instructional practice. Teachers College Record, 104(8): 1591–1626.
Supovitz, J. A. (2001). Translating teaching practice into improved student achievement. From the capital to the classroom: Standards-based reform in the States. In S. Fuhrman, (Ed.), National Society for the Study of Education Yearbook, pp. 81–98. Chicago: University of Chicago Press.
Supovitz, J. A., & Turner, H. (2000). The effects of professional development on science teaching practices and classroom culture. Journal of Research in Science Teaching, 37(9), 963–980.
Supovitz, J. A., Mayer, D., & Kahle, J. B. (2000). The longitudinal impact of inquiry-based professional development on teaching practice. Educational Policy, 14(3), 331–356.
