Jimerson, J.B. & Quebec Fuentes, S. (2018). Instructional Leadership in the Content Areas: Case Studies for Leading Curriculum and Instruction. New York: University Council for Educational Administration & Routledge.
Available via Routledge: https://tinyurl.com/y8vph2ae or Amazon: https://tinyurl.com/ycu2p3pa
Jimerson, J.B., Kyzar, K., & Quinn, B. (In press). Strategies for leading schools with compassion. In K. Lasater and K. N. LaVenia (Eds). Compassionate Leadership in Response to Vulnerability: Opportunities for School Improvement and Reward. [Leadership for School Improvement (LSI) Book Series]. Information Age Publishing.
Quebec Fuentes, S., Jimerson, J.B., & Bloom, M. (2023). Building leadership content knowledge to supervise teachers in STEM disciplines. In A. L. Lavigne and M. L. Derrington, (Eds). Actionable feedback for PK-12 teachers (pp. 107-122). Rowman & Littlefield.
Graham, S., Bloom, M., Quebec Fuentes, S. & Jimerson, J.B. (2022). Socioscientific issues-based instruction: The messier side of (leading) science teaching. Journal of Educational Supervision 5(2), 42-64. https://doi.org/10.31045/jes.5.2.4 .
Jimerson, J.B. & Quebec Fuentes, S., (2021). Approaches to instructional leadership: Organizational influences in contexts of (mis)match. Journal of School Leadership 31(4), 343-367. https://doi.org/10.1177%2F1052684620980359
Jimerson, J.B., Garry, V., Poortman, C. & Schildkamp, K. (2021). Implementation of a collaborative data use model in a United States context. Studies in Educational Evaluation, 69. https://doi.org/10.1016/j.stueduc.2020.100866
Chamberlain, L., Lacina, J. Bintz, W.P., Jimerson, J.B., Payne, K., & Zingale, R. (2020). Literacy in lockdown: Learning and teaching during COVID-19 school closures. The Reading Teacher 74(3), 243-253. https://doi.org/10.1002/trtr.1961
Faggella-Luby, M. Lindo, E. J., Jimerson, J.B., Payne, K., Keaney, L., & Buckley, K. (2020). A university-lab school writing partnership project: Benefits of curriculum-based measures and intervention for students with learning differences. The Reading Teacher74(2), 230-236. https://doi.org/10.1002/trtr.1938
Quebec Fuentes, S., & Jimerson, J.B. (2020). Role enactment and types of feedback: The influence of leadership content knowledge on instructional leadership efforts. Journal of Educational Supervision 3(2), 6-31. https://doi.org/10.31045/jes.3.2.2
Jimerson, J. B., Atwood, E.D., Corder, P., Cook, K., & McGhee, M. W. (2020). The Principal Leadership Fellows Program: A Retrospective Look at a Partnership-Based Educational Leadership Program Redesign. In E. Reames, F. Kochan, and D. Griggs (Eds). Partnerships for Leadership Preparation and Development: Facilitators, Barriers and Models for Change [A volume in the Dimensions of Leadership and Institutional Success: Exploring Connections and Partnerships series]. Charlotte, NC: Information Age Publishing].
Quebec Fuentes, S. & Jimerson, J.B. (2019). Tackling instructional mismatch: Targeted, intentional learning can build leaders’ content knowledge. The Learning Professional40(5), 32-35. https://learningforward.org/journal/resilient-leadership/tackling-instructional-mismatch/
Atwood, E.D., Jimerson, J.B., & Holt, B. (2019). Equity oriented data use: Identifying and addressing food insecurity at Copper Springs Middle School. Journal of Cases in Educational Leadership 22(3), 70-84. DOI: 10.1177/1555458919859932
Jimerson, J.B., Cho, V., Scroggins, K.A., Balial, R., & Robinson, R. (2019) Why and how teachers engage students with data. Educational Studies 45(6), 667-691. DOI: 10.1080/03055698.2018.1509781
Kyzar, K. & Jimerson, J.B. (2018). Bridging the school-home divide in the middle grades: A process for strengthening school-family partnerships. Middle School Journal 49(1), 13-23.
Stark, M., McGhee, M.W, & Jimerson, J.B. (2017). Reclaiming instructional supervision: Using Solution-Focused strategies to promote teacher development. Journal of Research in Leadership Education 12(3), 215-238. Doi: 10.1177/1942775116684895
Cho, V. & Jimerson, J.B. (2017). Managing digital identity on Twitter: The case of school administrators on Twitter. Educational Management Administration & Leadership 45(5), 884-900.
Jimerson, J.B. & Childs, J.C. (2017). Signal and symbol: How state and local policies address data-informed practice. Educational Policy 31(5), 584-614. DOI: 10.1177/0895904815613444.
Jimerson, J.B., Cho, V., & Wayman, J.C. (2016). Student-involved data use: Teacher practices and considerations for professional learning. Teaching and Teacher Education: An International Journal of Research and Studies, 60, 413-434. DOI: 10.1016.j.tate.2016.07.008.
Mandinach, E.B. & Jimerson, J.B. (2016). Teachers learning how to use data: A synthesis of the issues and what is known. Teaching and Teacher Education: An International Journal of Research and Studies 60, 452-457. DOI: 10.1016.j.tate.2016.07.0080.
Jimerson, J.B., Choate, M.R., & Dietz, L.K. (2015). Supporting data-informed practice among early career teachers: The role of mentors.Leadership and Policy in Schools, 1-29. DOI: 10.1080/15700763.2014.997937
Wayman, J. C., Cho, V., Jimerson, J. B. & Snodgrass Rangel, V. W. (2015). A look into the workings of data use in a mid-sized district. In I.E. Sutherland, K.L. Sanzo & J.P. Scribner (Eds.). Advances in Educational Administration: Leading small and mid-sized urban school districts, Volume 22 (241-275). Emerald Group Publishing Limited.
Wayman, J. C., Cho, V., Jimerson, J. B., Spikes, D. D. (2012). District-Wide Effects on Data Use in the Classroom. Education Policy Analysis Archives, 20 (25). Retrieved [date], from http://epaa.asu.edu/ojs/article/view/979
Wayman, J.C., Jimerson, J.B., and Cho, V. (2012). Organizational considerations in establishing the data-informed district. School Effectiveness and School Improvement 23(2): 159-178.
Holme, J.J., Richards, M., Jimerson, J.B., & Cohen, B. (2010). Testing the “theory of action” of high school exit exam policies: A review of research of the impact of exit testing on student achievement, attainment, post-secondary outcomes, and institutional responses. Review of Educational Research80(4), 476-526.