Online and print publications produced as part of NCREST projects address the changes that need to be made in many aspects of schooling -- including school organization, teaching practices, curriculum, assessment, accountability, parent and community involvement, and policy. These publications take many forms including books, journal articles, commentaries, and as well as a series of Practice Briefs that provide guidance on key issues of school improvement. Sample publications include:
Hatch, T.(in press). Innovation at the core: What it really takes to improve classroom practice. Phi Delta Kappan.
Hatch, T. (2013). Beneath the surface of accountability: Answerability, responsibility and capacity-building in recent educational reforms in Norway. Journal of Educational Change, 14(1), 1-15.
Hatch, T. & Roegman, R. (2012). Out of isolation: Superintendents band together to improve equity and instruction in their districts. JSD, 33(6), 37-41.
Ready, D., Hatch, T., Chu, L., Warner, M. (2013). The Experiences of One NYC High School Cohort: Opportunities, Successes, and Challenges. New York, NY: Philanthropy NY.
Marri, A., Ahn, M., Fletcher, J., Heng, T. & Hatch, T. (2012). Self-efficacy of U.S. high school teachers teaching the federal budget, national debt, and budget deficit: A mixed methods case study. Citizenship, Social and Economics Education,11 (2), 105-120.
Marri, A., Ahn, M., Hatch, T. & Heng, T. (2012) High school social studies teachers’ self-efficacy on teaching the federal budget, national debt, and budget deficit: A mixed methods case study. The 2012 Annual Meeting of the National Council for the Social Studies (NCSS), College and University Faculty Assembly (CUFA). Washington State Convention Center (WSCC) Seattle, Washington November 14–16, 2012
Marri, A., Ahn, M., Crocco, M., Grolnick, M., Gaudelli,
W., & Walker, E. (2011). Teaching the federal budget, national debt,
and budget deficit: Findings from high school teachers. The Social Studies,
102 (5), 204-210.
Practice Brief #1: Mission, mission on the wall. Thomas Hatch. New York: NCREST
Ancess, J. & Allen, D. (2006). Implementing Small Theme High Schools in New York City: Great Intentions and Great Harvard Educational Review. 76 (3).
Bragg, D.D. & Barnett, E. A. (2006). Academic Pathways To and From the Community College. New Directions for Community Colleges. 135.
Hatch, T., Eiler, M., Raley, J., Austin, K., Capitelli, S. & Faigenbaum, D. (2005). Into the Classroom: Developing the Scholarship of Teaching and Learning. San Francisco: Jossey-Bass, 2005.
Hatch, T., Ahmed, D. Lieberman, A. Faigenbaum, D., Eiler, M. &
Pointer Mace, D.H. (Eds.) (2005). Going Public with our Teaching:
An Anthology of Practice
New York: Teachers College Press.
Weinbaum. A., Allen, D. Blythe, T., Simon, K., Seidel, S. & Rubin, C. (2004). Teaching as Inquiry: Asking Hard Questions to Improve Practice and Student Achievement. New York: Teachers College Press.
Ancess, J. (2004). Snapshots of Meaning Making Classrooms. Educational Leadership. September.
Ancess, J. (2003). Beating the Odds: High School as Communities of Commitment. New York: Teachers College Press.
Blythe, T., Allen, D. & Powell, B.S. (1999). Looking Together at Student Work: A Companion to Assessing Student Learning. New York: Teachers College Press.
Allen, D. (Ed). (1998). Assessing Student Learning: From Grading to Understanding. New York: Teachers College Press.