Improvement Research in Education · Search · University of Michigan CoRE Project

INCLUDES Center Webinar Series

INCLUDES Center. (n.d.). Webinars. https://includescenter.org/webinars/

Oxford Bibliographies: Continuous Improvement in Education [Special Series]

Peurach, D. P. (Ed.). (n.d.). Oxford Bibliographies: Continuous Improvement in Education [Special Series]. Oxford University Press.

Carnegie Commons Blog: Improvement Approaches [Special Series]

McKay, Sarah. (2017). Improvement Approaches [Special Series]. Carnegie Commons Blog. https://www.carnegiefoundation.org/blog/tag/Improvement_Approaches/

Quality Assurance in Education: Working to Improve: Seven Approaches to Quality Improvement in Education [Special Issue]

LeMahieu, P. G., & Bryk, A. S. (Eds.). (2017). Quality Assurance in Education: Working to Improve: Seven Approaches to Quality Improvement in Education [Special Issue]. Quality Assurance in Education,

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

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

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

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

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

How Systems Thinking Applies to Education

Betts, F. (1992). How Systems Thinking Applies to Education. Educational Leadership, 50(3), 38–41.

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

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 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

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

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

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

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

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

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

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

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

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

School Closures Cut a Critical Line to Dental Care for Poor Students

Programs that allowed hygienists to visit schools to look for cavities and tooth decay have been suspended because of the pandemic. Students from low-income families may be hit the hardest.

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

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

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

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

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

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

What is Ethnomethodology?

Garfonkel, H. (1967). What is Ethnomethodology? In Studies in Ethnomethodology. Prentice Hall.

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.

Frame Analysis: An Essay on the Organization of Experience

Goffman, E. (1986). Frame Analysis: An Essay on the Organization of Experience. Northeastern University Press.

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

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

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

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

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.

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.

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

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

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

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

Thinking in Systems

Meadows, D. (2008). Thinking in Systems. Chelsea Green Publishing.

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

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

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

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

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

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

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

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