Improvement Research in Education (IRE) Knowledge Commons

2222 items

• Classroom Power Relations: Understanding Student-teacher Interaction
  Manke, M. (1997). Classroom Power Relations: Understanding Student-teacher Interaction. Routledge.
• Life in Schools: An Introduction to Critical Pedagogy in the Foundations of Education
  McLaren, P. (1989). Life in Schools: An Introduction to Critical Pedagogy in the Foundations of Education. Longman.
• Using Nature and Outdoor Activity to Improve Children's Health
  McCurdy, L. E., Winterbottom, K. E., Mehta, S. S., & Roberts, J. R. (2010). Using Nature and Outdoor Activity to Improve Children’s Health. Current Problems in Pediatric and Adolescent Health Care, 40(5), 102–117. https://doi.org/10.1016/j.cppeds.2010.02.003
• School-Wide Professional Community: Teachers’ Work, Intellectual Quality and Commitment
  Louis, K. S., Marks, H. M., & Kruse, S. (1996). School-Wide Professional Community: Teachers’ Work, Intellectual Quality and Commitment. In F. M. Newmann (Ed.), Authentic Achievement: Restructuring Schools for Intellectual Quality (pp. 179–203). Wiley.
• Social Capital: Theory and Research
  Lin, N., Cook, K. S., & Burt, R. S. (2001). Social Capital: Theory and Research. Routledge. https://doi.org/10.4324/9781315129457
• Inequality in Social Capital
  Lin, N. (2000). Inequality in Social Capital. Contemporary Sociology, 29(6), 785–795. https://doi.org/10.2307/2654086
• Critical Social Theory and Transformative Knowledge: The Functions of Criticism in Quality Education
  Leonardo, Z. (2004). Critical Social Theory and Transformative Knowledge: The Functions of Criticism in Quality Education. Educational Researcher, 33(6), 11–18. https://doi.org/10.3102/0013189X033006011
• Race, Ethnicity, and Visitation to National Parks in the United States: Tests of the Marginality, Discrimination, and Subculture Hypotheses with National-Level Survey Data
• Boundary Crossing in a Professional Association: The Dynamics of Research Use Among State Leaders and Researchers in a Research-Practice Partnership
  Hopkins, M., Weddle, H., Gluckman, M., & Gautsch, L. (2019). Boundary Crossing in a Professional Association: The Dynamics of Research Use Among State Leaders and Researchers in a Research-Practice Partnership. AERA Open, 5(4), 2332858419891964. https://doi.org/10.1177/2332858419891964
• Designing Educational Infrastructures for Improvement: Instructional Coaching and Professional Learning Communities
  Hopkins, M., Spillane, J. P., & Shirrell, M. (2018). Designing Educational Infrastructures for Improvement: Instructional Coaching and Professional Learning Communities. In S. A. Yoon & K. J. Baker-Doyle (Eds.), Networked By Design (pp. 192–213). Routledge.
• Organizing English Learner Instruction in New Immigrant Destinations: District Infrastructure and Subject-Specific School Practice
  Hopkins, M., Lowenhaupt, R., & Sweet, T. M. (2015). Organizing English Learner Instruction in New Immigrant Destinations: District Infrastructure and Subject-Specific School Practice. American Educational Research Journal, 52(3), 408–439. https://doi.org/10.3102/0002831215584780
• A Systematic Review of the Psychological, Social, and Educational Outcomes Associated With Participation in Wildland Recreational Activities
  Holland, W. H., Powell, R. B., Thomsen, J. M., & Monz, C. A. (2018). A Systematic Review of the Psychological, Social, and Educational Outcomes Associated With Participation in Wildland Recreational Activities. Journal of Outdoor Recreation, Education, and Leadership, 10(3), Article 3. https://doi.org/10.18666/JOREL-2018-V10-I3-8382
• Critical Social Network Analysis in Community Colleges: Peer Effects and Credit Attainment
  González Canché, M. S., & Rios-Aguilar, C. (2015). Critical Social Network Analysis in Community Colleges: Peer Effects and Credit Attainment. New Directions for Institutional Research, 2014(163), 75–91. https://doi.org/10.1002/ir.20087
• Social Education in the Classroom: The Dynamics of the Hidden Curriculum
  Giroux, H. A., & Penna, A. N. (1979). Social Education in the Classroom: The Dynamics of the Hidden Curriculum. Theory & Research in Social Education, 7(1), 21–42. https://doi.org/10.1080/00933104.1979.10506048
• Focus, Fiddle, and Friends: Experiences that Transform Knowledge for the Implementation of Innovations
  Frank, K. A., Zhao, Y., Penuel, W. R., Ellefson, N., & Porter, S. (2011). Focus, Fiddle, and Friends: Experiences that Transform Knowledge for the Implementation of Innovations. Sociology of Education, 84(2), 137–156. https://doi.org/10.1177/0038040711401812
• Discipline and Punish: The Birth of the Prison
  Foucault, M. (1979). Discipline and Punish: The Birth of the Prison. Vintage Books.
• School Variation and Systemic Instructional Improvement in Community School District #2, New York City. High Performance Learning Communities Project
  Elmore, R. F., & Burney, D. (1997). School Variation and Systemic Instructional Improvement in Community School District #2, New York City. High Performance Learning Communities Project. https://eric.ed.gov/?id=ED429264
• Social Red Bull: Exploring Energy Relationships in a School District Leadership Team
  Daly, A. J., Liou, Y.-H., & Brown, C. (2016). Social Red Bull: Exploring Energy Relationships in a School District Leadership Team. Harvard Educational Review, 86(3), 412–448. https://doi.org/10.17763/1943-5045-86.3.412
• The Foundations of Social Research: Meaning and Perspective in the Research Process
  Crotty, M. (1998). The Foundations of Social Research: Meaning and Perspective in the Research Process. SAGE.
• Foundations of Social Theory
  Coleman, J. S. (1990). Foundations of Social Theory. Belknap Press of Harvard University Press.
• Social Capital in the Creation of Human Capital
  Coleman, J. S. (1988). Social Capital in the Creation of Human Capital. American Journal of Sociology, 94, S95–S120.
• Green Schoolyards as Havens from Stress and Resources for Resilience in Childhood and Adolescence
  Chawla, L., Keena, K., Pevec, I., & Stanley, E. (2014). Green Schoolyards as Havens from Stress and Resources for Resilience in Childhood and Adolescence. Health & Place, 28, 1–13. https://doi.org/10.1016/j.healthplace.2014.03.001
• Social Network Analysis and Education: Theory, Methods & Applications
  Carolan, B. V. (2013). Social Network Analysis and Education: Theory, Methods & Applications. SAGE Publications.
• The Network Structure Of Social Capital
  Burt, R. S. (2000). The Network Structure Of Social Capital. Research in Organizational Behavior, 22, 345–423. https://doi.org/10.1016/S0191-3085(00)22009-1
• Who Is Here to Help Me? The Work-Related Social Networks of Staff of Color in Two Mid-Sized Districts
  Bristol, T. J., & Shirrell, M. (2019). Who Is Here to Help Me? The Work-Related Social Networks of Staff of Color in Two Mid-Sized Districts. American Educational Research Journal, 56(3), 868–898. https://doi.org/10.3102/0002831218804806
• Schools in Transition: Reform Efforts and School Capacity in Washington State
  Borko, H., Wolf, S. A., Simone, G., & Uchiyama, K. P. (2003). Schools in Transition: Reform Efforts and School Capacity in Washington State. Educational Evaluation and Policy Analysis, 25(2), 171–201. https://doi.org/10.3102/01623737025002171
• Analyzing Social Networks
  Borgatti, S. P., Everett, M. G., & Johnson, J. C. (2018). Analyzing Social Networks. SAGE Publications.
• Education and Power
  Apple, M. W. (1995). Education and Power. Psychology Press.
• Woodcock-Munoz Language Survey - Revised , Comprehensive Manual
  Woodcock, R. W., Muñoz-Sandoval, A. F., Ruef, M. L., & Alvarado, C. G. (2005). Woodcock-Munoz Language Survey—Revised, Comprehensive Manual. David W Lehwalder.
• The Role of the Knowledgeable Other in Lesson Study: Examining the Final Comments of Experienced Lesson Study Practitioners.
  Takahashi, A. (2014). The Role of the Knowledgeable Other in Lesson Study: Examining the Final Comments of Experienced Lesson Study Practitioners. Mathematics Teacher Education & Development, 16(1), 4–21. https://doi.org/10.3316/aeipt.205651
• Teaching Mathematics Through Problem-Solving: A Pedagogical Approach from Japan
  Takahashi, A. (2021). Teaching Mathematics Through Problem-Solving: A Pedagogical Approach from Japan (1st ed.). Routledge. https://doi.org/10.4324/9781003015475
• How and What Teachers Learn: A Shifting Perspective
  Shulman, L. S., & Shulman, J. H. (2009). How and What Teachers Learn: A Shifting Perspective. Journal of Education, 189(1–2), 1–8. https://doi.org/10.1177/0022057409189001-202
• The Listening Leader: Creating the Conditions for Equitable School Transformation
  Safir, S. (2017). The Listening Leader: Creating the Conditions for Equitable School Transformation. John Wiley & Sons.
• Using Research Well: A Framework for Understanding Quality Use of Research Evidence
  Rickinson, M., Walsh, L., Gleeson, J., Cirkony, C., & Salisbury, M. (2021). Using Research Well: A Framework for Understanding Quality Use of Research Evidence. William T. Grant Foundation.
• The Research Journey: Introduction to Inquiry
  Rallis, S. F., & Rossman, G. B. (2012). The Research Journey: Introduction to Inquiry. Guilford Press.
• Classroom Assessment Scoring System (CLASS) Manual, K-3
  Pianta, R. C., Paro, K. M. L., & Hamre, B. K. (2008). Classroom Assessment Scoring System (CLASS) Manual, K-3. Paul H. Brookes Publishing Company.
• Using Evidence: How Research Can Inform Public Services
  Nutley, S. M., Walter, I., & Davies, H. T. O. (2007). Using Evidence: How Research Can Inform Public Services. Policy Press.
• National Network of Education Research - Practice Partnerships
  Kinder Institute for Urban Research. (n.d.). National Network of Education Research—Practice Partnerships. Retrieved November 14, 2022, from https://nnerpp.rice.edu/
• Stop Devaluing the Wisdom of Teachers. Researchers Don't Have a Monopoly on Evidence
  Murphy, J. (2019, October 30). Stop Devaluing the Wisdom of Teachers. Researchers Don’t Have a Monopoly on Evidence. Education Week.
• An Examination of Factors Correlating with Course Failure in a High School Computer Science Course
  McGee, S., Greenberg, R. I., Dettori, L., Rasmussen, A. M., Mcgee-Tekula, R., Duck, J., & Wheeler, E., (2018). An Examination of Factors Correlating with Course Failure in a High School Computer Science Course. The Learning Partnership. https://doi.org/10.51420/report.2018.1
• Teaching Mathematics Through Problem Solving
  McDougal, T., & Takahashi, A. (2014). Teaching Mathematics Through Problem Solving. Independent Teacher, Fall. https://www.nais.org/magazine/independent-teacher/fall-2014/teaching-mathematics-through-problem-solving/
• TTP in Action
  The Lesson Study Group at Mills College. (n.d.). TTP in Action. The Lesson Study Group. Retrieved November 14, 2022, from https://lessonresearch.net/teaching-problem-solving/ttp-in-action/
• Go Public
  The Lesson Study Group at Mills College. (n.d.). Go Public. The Lesson Study Group. Retrieved November 14, 2022, from https://lessonresearch.net/resources/schoolwide-lesson-study/go-public/
• Journals
  The Lesson Study Group at Mills College. (n.d.). Journals. The Lesson Study Group. Retrieved November 14, 2022, from https://lessonresearch.net/teaching-problem-solving/journals/
• Overview
  The Lesson Study Group at Mills College. (n.d.). Overview. The Lesson Study Group. Retrieved November 14, 2022, from https://lessonresearch.net/teaching-problem-solving/overview/
• Final Commentary
  The Lesson Study Group at Mills College. (n.d.). Final Commentary. The Lesson Study Group. Retrieved November 14, 2022, from https://lessonresearch.net/reflect-step/final-commentary/
• Teacher–Child Interactions in Chile and Their Associations With Prekindergarten Outcomes
  Leyva, D., Weiland, C., Barata, M., Yoshikawa, H., Snow, C., Treviño, E., & Rolla, A. (2015). Teacher–Child Interactions in Chile and Their Associations With Prekindergarten Outcomes. Child Development, 86(3), 781–799. https://doi.org/10.1111/cdev.12342
• School–Central Office Relationships in Evidence Use: Understanding Evidence Use as a Systems Problem
  Honig, M. I., & Venkateswaran, N. (2012). School–Central Office Relationships in Evidence Use: Understanding Evidence Use as a Systems Problem. American Journal of Education, 118(2), 199–222. https://doi.org/10.1086/663282
• The Use of Research to Improve Professional Practice: A Systematic Review of the Literature
  Hemsley-Brown, J., & Sharp, C. (2003). The Use of Research to Improve Professional Practice: A Systematic Review of the Literature. Oxford Review of Education, 29(4), 449–471. https://doi.org/10.1080/0305498032000153025
• Systemwide Reform in Districts Under Pressure: The Role of Social Networks in Defining, Acquiring, Using, and Diffusing Research Evidence
  Finnigan, K. S., Daly, A. J., & Che, J. (2013). Systemwide Reform in Districts Under Pressure: The Role of Social Networks in Defining, Acquiring, Using, and Diffusing Research Evidence. Journal of Educational Administration, 51(4), 476–497. https://doi.org/10.1108/09578231311325668