Improvement Research in Education (IRE) Knowledge Commons

66 items

• What’s Policy Got to Do with It? How the Structure-Agency Debate Can Illuminate Policy Implementation
  Coburn, C. E. (2016). What’s Policy Got to Do with It? How the Structure-Agency Debate Can Illuminate Policy Implementation. American Journal of Education, 122(3), 465–475. https://doi.org/10.1086/685847
• Framing the Problem of Reading Instruction: Using Frame Analysis to Uncover the Microprocesses of Policy Implementation
  Coburn, C. E. (2006). Framing the Problem of Reading Instruction: Using Frame Analysis to Uncover the Microprocesses of Policy Implementation. American Educational Research Journal, 43(3), 343–349. https://doi.org/10.3102/00028312043003343
• Shaping Teacher Sensemaking: School Leaders and the Enactment of Reading Policy
  Coburn, C. E. (2005). Shaping Teacher Sensemaking: School Leaders and the Enactment of Reading Policy. Educational Policy, 19(3), 476–509. https://doi.org/10.1177/0895904805276143
• Beyond Decoupling: Rethinking the Relationship Between the Institutional Environment and the Classroom
  Coburn, C. E. (2004). Beyond Decoupling: Rethinking the Relationship Between the Institutional Environment and the Classroom. Sociology of Education, 77(3), 211–244. https://doi.org/10.1177/003804070407700302
• Collective Sensemaking about Reading: How Teachers Mediate Reading Policy in Their Professional Communities
  Coburn, C. E. (2001). Collective Sensemaking about Reading: How Teachers Mediate Reading Policy in Their Professional Communities. Educational Evaluation and Policy Analysis, 23(2), 145–170. https://doi.org/10.3102/01623737023002145
• Tempered Radicals: Elementary Teachers’ Narratives of Teaching Science Within and Against Prevailing Meanings of Schooling
  Carlone, H. B., Haun-Frank, J., & Kimmel, S. C. (2010). Tempered Radicals: Elementary Teachers’ Narratives of Teaching Science Within and Against Prevailing Meanings of Schooling. Cultural Studies of Science Education, 5(4), 941–965. https://doi.org/10.1007/s11422-010-9282-6
• The Systems View of Life: A Unifying Vision
  Capra, F., & Luisi, P. L. (2014). The Systems View of Life: A Unifying Vision. Cambridge University Press. https://doi.org/10.1017/CBO9780511895555
• The Ties That Bind: How Social Capital Is Forged and Forfeited in Teacher Communities
  Bridwell-Mitchell, E. N., & Cooc, N. (2016). The Ties That Bind: How Social Capital Is Forged and Forfeited in Teacher Communities. Educational Researcher, 45(1), 7–17. https://doi.org/10.3102/0013189X16632191
• The Rationalizing Logics of Public School Reform: How Cultural Institutions Matter for Classroom Instruction
  Bridwell-Mitchell, E. N. (2013). The Rationalizing Logics of Public School Reform: How Cultural Institutions Matter for Classroom Instruction. Journal of Mixed Methods Research, 7(2), 173–196. https://doi.org/10.1177/1558689812468792
• How Systems Thinking Applies to Education
  Betts, F. (1992). How Systems Thinking Applies to Education. Educational Leadership, 50(3), 38–41.
• Framing Processes and Social Movements: An Overview and Assessment
  Benford, R. D., & Snow, D. A. (2000). Framing Processes and Social Movements: An Overview and Assessment. Annual Review of Sociology, 26(1), 611–639. https://doi.org/10.1146/annurev.soc.26.1.611
• Making Organizational Theory Work: Institutions, Occupations, and Negotiated Orders
  Bechky, B. A. (2011). Making Organizational Theory Work: Institutions, Occupations, and Negotiated Orders. Organization Science, 22(5), 1157–1167. https://doi.org/10.1287/orsc.1100.0603
• Institutionalization and Structuration: Studying the Links between Action and Institution
  Barley, S. R., & Tolbert, P. S. (1997). Institutionalization and Structuration: Studying the Links between Action and Institution. Organization Studies, 18(1), 93–117. https://doi.org/10.1177/017084069701800106
• Reframing Organizational Contexts from Barriers to Levers for Teacher Learning in Science Education Reform
  Allen, C. D., & Heredia, S. C. (2021). Reframing Organizational Contexts from Barriers to Levers for Teacher Learning in Science Education Reform. Journal of Science Teacher Education, 32(2), 148–166. https://doi.org/10.1080/1046560X.2020.1794292
• Social Capital: Prospects for a New Concept
  Adler, P. S., & Kwon, S.-W. (2002). Social Capital: Prospects for a New Concept. Academy of Management Review, 27(1), 17–40. https://doi.org/10.5465/amr.2002.5922314
• Research–Practice Partnerships in Education: Outcomes, Dynamics, and Open Questions
  Coburn, C. E., & Penuel, W. R. (2016). Research–Practice Partnerships in Education: Outcomes, Dynamics, and Open Questions. Educational Researcher, 45(1), 48–54. https://doi.org/10.3102/0013189X16631750