Improvement Research in Education (IRE) Knowledge Commons

66 items

• Rooted in Relationships: An Analysis of Dimensions of Social Capital Enabling Instructional Coaching
  Woulfin, S. L., & Jones, B. (2017). Rooted in Relationships: An Analysis of Dimensions of Social Capital Enabling Instructional Coaching. Journal of Professional Capital and Community, 3(1), 25–38. https://doi.org/10.1108/JPCC-07-2017-0017
• Interconnected Infrastructure for Improving Reading Instruction
  Woulfin, S., & Gabriel, R. E. (2020). Interconnected Infrastructure for Improving Reading Instruction. Reading Research Quarterly, 55(S1), S109–S117. https://doi.org/10.1002/rrq.339
• District Leaders’ Framing of Educator Evaluation Policy
  Woulfin, S. L., Donaldson, M. L., & Gonzales, R. (2016). District Leaders’ Framing of Educator Evaluation Policy. Educational Administration Quarterly, 52(1), 110–143. https://doi.org/10.1177/0013161X15616661
• Duet or Duel? A Portrait of Two Logics of Reading Instruction in an Urban School District
  Woulfin, S. L. (2016). Duet or Duel? A Portrait of Two Logics of Reading Instruction in an Urban School District. American Journal of Education, 122(3), 337–365. https://doi.org/10.1086/685848
• Catalysts of Change: An Examination of Coaches’ Leadership Practices in Framing a Reading Reform
  Woulfin, S. L. (2015). Catalysts of Change: An Examination of Coaches’ Leadership Practices in Framing a Reading Reform (2015). Journal of School Leadership, 25(3), 526–557. https://doi.org/10.1177/105268461502500309
• Thinking in Levels: A Dynamic Systems Approach to Making Sense of the World
  Wilensky, U., & Resnick, M. (1999). Thinking in Levels: A Dynamic Systems Approach to Making Sense of the World. Journal of Science Education and Technology, 8(1), 3–19. https://doi.org/10.1023/A:1009421303064
• Organizing and the Process of Sensemaking
  Weick, K. E., Sutcliffe, K. M., & Obstfeld, D. (2005). Organizing and the Process of Sensemaking. Organization Science, 16(4), 409–421. https://doi.org/10.1287/orsc.1050.0133
• Sensemaking in Organizations
  Weick, K. E. (1995). Sensemaking in Organizations. SAGE.
• Critical, Emancipatory, and Pluralistic Research for Education: A Review of Critical Systems Theory
  Watson, S. L., & Watson, W. R. (2011). Critical, Emancipatory, and Pluralistic Research for Education: A Review of Critical Systems Theory. Journal of Thought, 46(3–4), 63. https://www.jstor.org/10.2307/jthought.46.3-4.63
• Personal Expressiveness: Philosophical and Psychological Foundations
  Waterman, A. S. (1990). Personal Expressiveness: Philosophical and Psychological Foundations. The Journal of Mind and Behavior, 11(1), 47–73.
• Explorations of the Structure–Agency Dialectic as a Tool for Framing Equity in Science Education
  Varelas, M., Settlage, J., & Mensah, F. M. (2015). Explorations of the Structure–Agency Dialectic as a Tool for Framing Equity in Science Education. Journal of Research in Science Teaching, 52(4), 439–447. https://doi.org/10.1002/tea.21230
• Policy Implementation and Cognition: Reframing and Refocusing Implementation Research
  Spillane, J. P., Reiser, B. J., & Reimer, T. (2002). Policy Implementation and Cognition: Reframing and Refocusing Implementation Research. Review of Educational Research, 72(3), 387–431. https://doi.org/10.3102/00346543072003387
• Policy Implementation and Cognition: The Role Human, Social, and Distributed Cognition in Framing Policy Implementation
  Spillane, J. P., Reiser, B. J., & Gomez, L. M. (2006). Policy Implementation and Cognition: The Role Human, Social, and Distributed Cognition in Framing Policy Implementation. In M. I. Honig (Ed.), New Directions in Education Policy Implementation (pp. 47–64). State University of New York Press.
• Intra- and Interschool Interactions about Instruction: Exploring the Conditions for Social Capital Development
  Spillane, J. P., Hopkins, M., & Sweet, T. M. (2015). Intra- and Interschool Interactions about Instruction: Exploring the Conditions for Social Capital Development. American Journal of Education, 122(1), 71–110. https://doi.org/10.1086/683292
• Institutional Change and Healthcare Organizations: From Professional Dominance to Managed Care
  Scott, W. R., Ruef, M., Mendel, P. J., & Caronna, C. A. (2000). Institutional Change and Healthcare Organizations: From Professional Dominance to Managed Care. University of Chicago Press. https://press.uchicago.edu/ucp/books/book/chicago/I/bo3631315.html
• Organizations and Organizing: Rational, Natural, and Open System Perspectives
  Scott, W. R., & Davis, G. F. (2007). Organizations and Organizing: Rational, Natural, and Open System Perspectives. Pearson Prentice Hall.
• From Child’s Garden to Academic Press: The Role of Shifting Institutional Logics in Redefining Kindergarten Education
  Russell, J. L. (2011). From Child’s Garden to Academic Press: The Role of Shifting Institutional Logics in Redefining Kindergarten Education. American Educational Research Journal, 48(2), 236–267. https://doi.org/10.3102/0002831210372135
• Three Logics of Instructional Leadership
  Rigby, J. G. (2014). Three Logics of Instructional Leadership. Educational Administration Quarterly, 50(4), 610–644. https://doi.org/10.1177/0013161X13509379
• How Planners and Stakeholders Learn With Visualization Tools: Using Learning Sciences Methods to Examine Planning Processes
  Radinsky, J., Milz, D., Zellner, M., Pudlock, K., Witek, C., Hoch, C., & Lyons, L. (2017). How Planners and Stakeholders Learn With Visualization Tools: Using Learning Sciences Methods to Examine Planning Processes. Journal of Environmental Planning and Management, 60(7), 1296–1323. https://doi.org/10.1080/09640568.2016.1221795
• Are Logics Enough? Framing as an Alternative Tool for Understanding Institutional Meaning Making
  Purdy, J., Ansari, S., & Gray, B. (2019). Are Logics Enough? Framing as an Alternative Tool for Understanding Institutional Meaning Making. Journal of Management Inquiry, 28(4), 409–419. https://doi.org/10.1177/1056492617724233
• Analyzing Teachers’ Professional Interactions in a School as Social Capital: A Social Network Approach
  Penuel, W., Riel, M., Krause, A., & Frank, K. (2009). Analyzing Teachers’ Professional Interactions in a School as Social Capital: A Social Network Approach. Teachers College Record, 111(1), 124–163. https://doi.org/10.1177/016146810911100102
• Is Alignment Enough? Investigating the Effects of State Policies and Professional Development on Science Curriculum Implementation
  Penuel, W., Fishman, B. J., Gallagher, L. P., Korbak, C., & Lopez-Prado, B. (2009). Is Alignment Enough? Investigating the Effects of State Policies and Professional Development on Science Curriculum Implementation. Science Education, 93(4), 656–677. https://doi.org/10.1002/sce.20321
• 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
• Conceptualizing Research–Practice Partnerships as Joint Work at Boundaries
  Penuel, W. R., Allen, A.-R., Coburn, C. E., & Farrell, C. C. (2015). Conceptualizing Research–Practice Partnerships as Joint Work at Boundaries. Journal of Education for Students Placed at Risk (JESPAR), 20(1–2), 182–197. https://doi.org/10.1080/10824669.2014.988334
• Strategic Framing: How Leaders Craft the Meaning of Data Use for Equity and Learning
  Park, V., Daly, A. J., & Guerra, A. W. (2013). Strategic Framing: How Leaders Craft the Meaning of Data Use for Equity and Learning. Educational Policy, 27(4), 645–675. https://doi.org/10.1177/0895904811429295
• Social Capital, Intellectual Capital, and the Organizational Advantage
  Nahapiet, J., & Ghoshal, S. (1998). Social Capital, Intellectual Capital, and the Organizational Advantage. Academy of Management Review, 23(2), 242–266. https://doi.org/10.5465/amr.1998.533225
• Thinking in Systems
  Meadows, D. (2008). Thinking in Systems. Chelsea Green Publishing.
• Complex Systems View of Educational Policy Research
  Maroulis, S., Guimerà, R., Petry, H., Stringer, M. J., Gomez, L. M., Amaral, L. A. N., & Wilensky, U. (2010). Complex Systems View of Educational Policy Research. Science, 330(6000), 38–39. https://doi.org/10.1126/science.1195153
• Sensemaking in Crisis and Change: Inspiration and Insights From Weick (1988)
  Maitlis, S., & Sonenshein, S. (2010). Sensemaking in Crisis and Change: Inspiration and Insights From Weick (1988). Journal of Management Studies, 47(3), 551–580. https://doi.org/10.1111/j.1467-6486.2010.00908.x
• The Social Processes of Organizational Sensemaking
  Maitlis, S. (2005). The Social Processes of Organizational Sensemaking. Academy of Management Journal, 48(1), 21–49. https://doi.org/10.5465/amj.2005.15993111
• Trust, Caring and Organizational Learning: The Leader’s Role
  Louis, K. S., & Murphy, J. (2017). Trust, Caring and Organizational Learning: The Leader’s Role. Journal of Educational Administration, 55(1), 103–126. https://doi.org/10.1108/JEA-07-2016-0077
• Paradigmatic Controversies, Contradictions, and Emerging Confluences, Revisited
  Lincoln, Y. S., Lynham, S. A., & Guba, E. G. (2017). Paradigmatic Controversies, Contradictions, and Emerging Confluences, Revisited. In N. K. Denzin & Y. S. Lincoln (Eds.), The SAGE Handbook of Qualitative Research (4th ed., pp. 97–128). SAGE.
• Critical Pedagogy and Qualitative Research: Advancing the Bricolage
  Kincheloe, J., McLaren, P., & Steinberg, S. (2017). Critical Pedagogy and Qualitative Research: Advancing the Bricolage. In N. K. Denzin & Y. S. Lincoln (Eds.), The SAGE Handbook of Qualitative Research (4th ed., pp. 163–177). SAGE.
• Where Teachers Thrive: Organizing Schools for Success
  Johnson, S. M. (2019). Where Teachers Thrive: Organizing Schools for Success. Harvard Education Press. https://www.hepg.org/hep-home/books/where-teachers-thrive
• Making Sense of Student Performance Data: Data Use Logics and Mathematics Teachers’ Learning Opportunities
  Horn, I. S., Kane, B. D., & Wilson, J. (2015). Making Sense of Student Performance Data: Data Use Logics and Mathematics Teachers’ Learning Opportunities. American Educational Research Journal, 52(2), 208–242. https://doi.org/10.3102/0002831215573773
• Infrastructure Redesign and Instructional Reform in Mathematics: Formal Structure and Teacher Leadership
  Hopkins, M., Spillane, J. P., Jakopovic, P., & Heaton, R. M. (2013). Infrastructure Redesign and Instructional Reform in Mathematics: Formal Structure and Teacher Leadership. The Elementary School Journal, 114(2), 200–224. https://doi.org/10.1086/671935
• Social Practice Theory and the Historical Production of Persons
  Holland, D., & Lave, J. (2019). Social Practice Theory and the Historical Production of Persons. In A. Edwards, M. Fleer, & L. Bøttcher (Eds.), Cultural-Historical Approaches to Studying Learning and Development: Societal, Institutional and Personal Perspectives (pp. 235–248). Springer. https://doi.org/10.1007/978-981-13-6826-4_15
• Frame Analysis: An Essay on the Organization of Experience
  Goffman, E. (1986). Frame Analysis: An Essay on the Organization of Experience. Northeastern University Press.
• Central Problems in Social Theory: Action, Structure, and Contradiction in Social Analysis
  Giddens, A. (1979). Central Problems in Social Theory: Action, Structure, and Contradiction in Social Analysis. University of California Press.
• What is Ethnomethodology?
  Garfonkel, H. (1967). What is Ethnomethodology? In Studies in Ethnomethodology. Prentice Hall.
• The Coronavirus Spring: The Historic Closing of U.S. Schools
  Decker, S., Peele, H., Riser-Kositsky, M., Kim, H.-Y., & Harris, E. P. (2020, July 2). The Coronavirus Spring: The Historic Closing of U.S. Schools. Education Week. http://www.edweek.org/leadership/the-coronavirus-spring-the-historic-closing-of-u-s-schools-a-timeline/2020/07
• From Tinkering to Going “Rogue”: How Principals Use Agency When Enacting New Teacher Evaluation Systems
  Donaldson, M. L., & Woulfin, S. (2018). From Tinkering to Going “Rogue”: How Principals Use Agency When Enacting New Teacher Evaluation Systems. Educational Evaluation and Policy Analysis, 40(4), 531–556. https://doi.org/10.3102/0162373718784205
• Teacher Professional Learning Communities and Institutional Complexity: Negotiating Tensions between Institutional Logics
  Diehl, D. K. (2019). Teacher Professional Learning Communities and Institutional Complexity: Negotiating Tensions between Institutional Logics. Sociological Spectrum, 39(1), 1–19. https://doi.org/10.1080/02732173.2018.1564099
• Where the Rubber Meets the Road: Rethinking the Connection Between High-Stakes Testing Policy and Classroom Instruction
  Diamond, J. B. (2007). Where the Rubber Meets the Road: Rethinking the Connection Between High-Stakes Testing Policy and Classroom Instruction. Sociology of Education, 80(4), 285–313. https://doi.org/10.1177/003804070708000401
• Negotiating Trust, Power, and Culture in a Research–Practice Partnership
  Denner, J., Bean, S., Campe, S., Martinez, J., & Torres, D. (2019). Negotiating Trust, Power, and Culture in a Research–Practice Partnership. AERA Open, 5(2), 2332858419858635. https://doi.org/10.1177/2332858419858635
• Exploring the Space Between: Social Networks, Trust, and Urban School District Leaders
  Daly, A. J., & Finnigan, K. S. (2012). Exploring the Space Between: Social Networks, Trust, and Urban School District Leaders. Journal of School Leadership, 22(3), 493–530. https://doi.org/10.1177/105268461202200304
• School Closures Cut a Critical Line to Dental Care for Poor Students
• What Is the System in Systemic Reform?
  Cohen, D. K. (1995). What Is the System in Systemic Reform? Educational Researcher, 24(9), 11–31. https://doi.org/10.3102/0013189X024009011
• Reading Coaches and the Relationship Between Policy and Practice
  Coburn, C. E., & Woulfin, S. L. (2012). Reading Coaches and the Relationship Between Policy and Practice. Reading Research Quarterly, 47(1), 5–30. https://doi.org/10.1002/RRQ.008
• District Policy and Teachers’ Social Networks
  Coburn, C. E., & Russell, J. L. (2008). District Policy and Teachers’ Social Networks. Educational Evaluation and Policy Analysis, 30(3), 203–235. https://doi.org/10.3102/0162373708321829