Forman, M.L., Stosich, E.L., & Bocala, C. (2017). The Internal Coherence Framework: Creating the conditions for continuous improvement in schools. Cambridge, MA: Harvard Education Publishing Group.
Stosich, E.L. (2014). Measuring school capacity for improvement. In A. Bowers, B. Barnett, & A. Shoho (Eds.), Using data in schools to inform leadership and decision making (pp. 151-178). Charlotte, NC: Information Age Publishing.
Stosich, E.L. (in press). Central office leadership for instructional improvement: Developing collaborative leadership among principals and instructional leadership team members, Teachers College Record.
Stosich, E.L., Forman, M.L., & Bocala, C. (2019). All together now: The Internal Coherence Framework supports instructional leadership teams. The Learning Professional, 40(3), 40-44. Retrieved from https://learningforward.org/wp-content/uploads/2019/06/the-learning-professional-june2019.pdf
Stosich, E.L. & Bocala, C. (2018). Leading teacher teams: Bridging the divide between data inquiry and instructional change. Journal of Cases in Educational Leadership, 21(3), 88-102. https://doi.org/10.1177/1555458917744842.
Stosich, E.L. & Bae, S. (2018). Engaging diverse stakeholders to strengthen policy. Phi Delta Kappan, 99(8), 8-12.
Stosich, E.L., Snyder, J. & Wilczak, K. (2018). How do states integrate performance assessment in their systems of assessment? Education Policy Analysis Archives, 26(13). http://dx.doi.org/10.14507/epaa.26.2906 This article is a part of the special issue, Redesigning Assessment and Accountability for Meaningful Student Learning, guest-edited by Soung Bae, Jon Snyder, and Elizabeth Leisy Stosich.
Stosich, E.L. (2018). Principals and teachers ‘craft coherence’ among accountability policies. Journal of Educational Administration, 56(2), 203-219. https://doi.org/10.1108/JEA-10-2016-0124.
Stosich, E.L., Bocala, C., & Forman, M. (2018). Building leadership and organizational capacity through professional development: A design-based implementation research study. Educational Management, Administration & Leadership, 46(5), 864-880.
Stosich, E.L. (2017). Leading in a time of ambitious reform: Principals in high-poverty urban elementary schools frame the challenge of the Common Core State Standards. Elementary School Journal, 117(4), 539-565.
Stosich, E.L. (2016). Joint inquiry: Teachers’ collective learning about the Common Core in high-poverty urban schools. American Educational Research Journal, 53(6), 1698-1731.
Stosich, E.L. (2016). Building teacher and school capacity to teach to ambitious standards in high-poverty schools. Teaching and Teacher Education, 58, 43-53.
Darling-Hammond, L., Bae, S., Cook-Harvey, C., Lam, L., Mercer, C., Podolsky, A., & Stosich, E.L. (2016). Pathways to new accountability through the Every Student Succeeds Act. Stanford, CA: Learning Policy Institute and Stanford Center for Opportunity Policy in Education.
Cook-Harvey, C.M. & Stosich, E.L. (2016). Redesigning school accountability and support: Progress in pioneering states. Stanford, CA: Learning Policy Institute and Stanford Center for Opportunity Policy in Education.
Elmore, R.F., Forman, M.L., Stosich, E.L., & Bocala, C. (2014). The Internal Coherence Assessment Protocol & Developmental Framework: Building the organizational capacity for instructional improvement in schools. Washington, DC: SERP Institute.