| Crafting coherence: How schools strategically manage multiple, external demands MI Honig, TC Hatch Educational Researcher 33 (8), 16-30, 2004 | 932 | 2004 |
| District central office leadership as teaching: How central office administrators support principals’ development as instructional leaders MI Honig Educational administration quarterly 48 (4), 733-774, 2012 | 679 | 2012 |
| Complexity and policy implementation M Honig New directions in education policy implementation: Confronting complexity 63 …, 2006 | 656 | 2006 |
| Evidence-based decision making in school district central offices: Toward a policy and research agenda MI Honig, C Coburn Educational policy 22 (4), 578-608, 2008 | 637 | 2008 |
| New directions in education policy implementation: Confronting complexity MI Honig State University of New York Press, 2006 | 623 | 2006 |
| Street-level bureaucracy revisited: Frontline district central-office administrators as boundary spanners in education policy implementation MI Honig Educational Evaluation and Policy Analysis 28 (4), 357-383, 2006 | 525 | 2006 |
| District central offices as learning organizations: How sociocultural and organizational learning theories elaborate district central office administrators' participation in … MI Honig American Journal of Education 114 (4), 627-664, 2008 | 453 | 2008 |
| The new middle management: Intermediary organizations in education policy implementation MI Honig Educational Evaluation and Policy Analysis 26 (1), 65-87, 2004 | 444 | 2004 |
| Central office transformation for district-wide teaching and learning improvement MI Honig, MA Copland, L Rainey, JA Lorton, M Newton Center for the Study of Teaching and Policy, Seattle, WA, 2010 | 419 | 2010 |
| Building policy from practice: District central office administrators' roles and capacity for implementing collaborative education policy MI Honig Educational Administration Quarterly 39 (3), 292-338, 2003 | 312 | 2003 |
| Learning-focused leadership and leadership support: Meaning and practice in urban systems MS Knapp, MA Copland, MI Honig, ML Plecki, BS Portin Seattle, WA: Center for the Study of Teaching and Policy–University of …, 2010 | 301 | 2010 |
| What’s the evidence on districts’ use of evidence CE Coburn, MI Honig, MK Stein The role of research in educational improvement, 67-87, 2009 | 301 | 2009 |
| School–central office relationships in evidence use: Understanding evidence use as a systems problem MI Honig, N Venkateswaran American Journal of Education 118 (2), 199-222, 2012 | 267 | 2012 |
| Central office leadership in principal professional learning communities: The practice beneath the policy MI Honig, LR Rainey Teachers College Record 116 (4), 1-48, 2014 | 241 | 2014 |
| Autonomy and school improvement: What do we know and where do we go from here? MI Honig, LR Rainey Educational policy 26 (3), 465-495, 2012 | 200 | 2012 |
| No small thing: School district central office bureaucracies and the implementation of new small autonomous schools initiatives MI Honig SAGE Publications 46 (2), 387-422, 2009 | 185 | 2009 |
| Supporting principal supervisors: what really matters? MI Honig, LR Rainey Journal of Educational Administration 57 (5), 445-462, 2019 | 167 | 2019 |
| Where’s the “up” in bottom-up reform? MI Honig Educational policy 18 (4), 527-561, 2004 | 156 | 2004 |
| Research use as learning: The case of fundamental change in school district central offices MI Honig, N Venkateswaran, P McNeil American Educational Research Journal 54 (5), 938-971, 2017 | 155 | 2017 |
| School-community connections: Strengthening opportunity to learn and opportunity to teach MI Honig, J Kahne, MW McLaughlin Handbook of research on teaching 4, 2001 | 155 | 2001 |
