Improvement Research in Education (IRE) Knowledge Commons

60 items

• Teacher Agency and Professional Learning: Rethinking Fidelity of Implementation as Multiplicities of Enactment
  Buxton, C. A., Allexsaht-Snider, M., Kayumova, S., Aghasaleh, R., Choi, Y.-J., & Cohen, A. (2015). Teacher Agency and Professional Learning: Rethinking Fidelity of Implementation as Multiplicities of Enactment. Journal of Research in Science Teaching, 52(4), 489–502. https://doi.org/10.1002/tea.21223
• 2014 AERA Distinguished Lecture: Accelerating How We Learn to Improve
  Bryk, A. S. (2015). 2014 AERA Distinguished Lecture: Accelerating How We Learn to Improve. Educational Researcher, 44(9), 467–477. https://doi.org/10.3102/0013189X15621543
• Institutional Complexity and Policy Implementation: How Underlying Logics Drive Teacher Interpretations of Reform
  Bridwell-Mitchell, E. N., & Sherer, D. G. (2017). Institutional Complexity and Policy Implementation: How Underlying Logics Drive Teacher Interpretations of Reform. Educational Evaluation and Policy Analysis, 39(2), 223–247. https://doi.org/10.3102/0162373716677567
• Design-Based Research Within the Constraints of Practice: AlgebraByExample
  Booth, J. L., Cooper, L. A., Donovan, M. S., Huyghe, A., Koedinger, K. R., & Paré-Blagoev, E. J. (2015). Design-Based Research Within the Constraints of Practice: AlgebraByExample. Journal of Education for Students Placed at Risk (JESPAR), 20(1–2), 79–100. https://doi.org/10.1080/10824669.2014.986674
• Tying Knots: Participatory Infrastructuring at Work
  Bødker, S., Dindler, C., & Iversen, O. S. (2017). Tying Knots: Participatory Infrastructuring at Work. Computer Supported Cooperative Work (CSCW), 26(1), 245–273. https://doi.org/10.1007/s10606-017-9268-y
• Doing With Understanding: Lessons From Research on Problem- and Project-Based Learning
  Barron, B. J. S., Schwartz, D. L., Vye, N. J., Moore, A., Petrosino, A., Zech, L., & Bransford, J. D. (1998). Doing With Understanding: Lessons From Research on Problem- and Project-Based Learning. Journal of the Learning Sciences, 7(3–4), 271–311. https://doi.org/10.1080/10508406.1998.9672056
• Fostering the Sustainability and Scalability of Curriculum Innovations Through Curriculum Design
  Bakah, M. B. A., Nihuka, K. A., & Anto, A. G. (2019). Fostering the Sustainability of Curriculum Innovations Through Curriculum Design. In J. Pieters, J. Voogt, & N. Pareja Roblin (Eds.), Collaborative Curriculum Design for Sustainable Innovation and Teacher Learning. Springer Nature. https://doi.org/10.1007/978-3-030-20062-6
• Research–Practice Partnerships in Education
  Arce-Trigatti, P., Chukhray, I., & López Turley, R. N. (2018). Research–Practice Partnerships in Education. In B. Schneider (Ed.), Handbook of the Sociology of Education in the 21st Century (pp. 561–579). Springer International Publishing. https://doi.org/10.1007/978-3-319-76694-2_25
• Principles of Collaborative Education Research with Stakeholders: Toward Requirements for a New Research and Development Infrastructure
  Penuel, W. R., Riedy, R., Barber, M. S., Peurach, D. J., LeBouef, W. A., & Clark, T. (2020). Principles of Collaborative Education Research With Stakeholders: Toward Requirements for a New Research and Development Infrastructure. Review of Educational Research, 90(5), 627–674. https://doi.org/10.3102/0034654320938126
• The Scholarship of Improvement: Building Community Around an Emerging Tradition of Practice-Focused Research
  
  Peurach, D. J., & Russell, J. L. (2019). The Scholarship of Improvement: Building Community Around an Emerging Tradition of Practice-Focused Research. AERA Annual Meeting. http://tinyurl.com/y7hm68ar