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

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.

Foundations of Social Theory

Coleman, J. S. (1990). Foundations of Social Theory. Belknap Press of Harvard University Press.

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.

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

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

Discipline and Punish: The Birth of the Prison

Foucault, M. (1979). Discipline and Punish: The Birth of the Prison. Vintage Books.

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

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

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

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

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

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.

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

Race, Ethnicity, and Visitation to National Parks in the United States: Tests of the Marginality, Discrimination, and Subculture Hypotheses with National-Level Survey Data

It is well documented that members of racial and ethnic minority groups tend to visit national parks at lower rates than whites, and a large body of literature has explored a number of hypotheses for this finding. These explanations are usually grouped into three categories: (1) marginality, which focuses on economic-related reasons for non-participation; (2) ethnicity, which purportedly focuses on cultural factors; (3) discrimination, which centers on the role of hostile behaviors on the part of whites and/or institutional discrimination. Despite the size of this literature, it suffers from a number of shortcomings. To begin with, the data used to test the hypotheses are usually not nationally representative. In addition, the possible explanations have not been comprehensively evaluated. For instance, a full range of demographic items has generally not been used in tests of marginality, actual measures of culture have rarely been employed in examining ethnicity, and the discrimination hypothesis has received very little testing. In this paper, we add to the literature by testing all three perspectives with national-level data from the National Park Service Second Comprehensive Survey on the American Public. Findings indicate larger differences between African Americans and whites than between Hispanics and whites, with some racial differences growing over time. We find evidence for all three explanations considered, with the subcultural hypothesis receiving the most support. Management implications 1. More management attention is needed to address underrepresentation of racial/ethnic groups in national parks and related areas, as this may violate the fundamental democratic character of these sites. 2. In addition, as underrepresented groups continue to grow in proportion to the historically dominant white European majority, underrepresentation is an increasingly urgent matter. 3. This issue may be further exacerbated by an apparent growing differential in visitation by younger African Americans. 4. Given global patterns of immigration, this matter is increasingly international in scope. 5. Support for the marginality hypothesis suggests that special efforts may be needed to help ensure equal access to parks and outdoor recreation, including provision of public transportation, location of parks closer to minority populations, and development and marketing of outdoor recreation programs to minority racial/ethnic groups. 6. Support for the subculture hypothesis suggests that park and outdoor recreation opportunities should be designed in concert with the values of minority racial/ethnic groups, including types of facilities and programming, establishment of parks honoring diverse cultures, and reinterpretation of existing parks in ways that are more culturally inclusive. 7. Support for the discrimination hypothesis suggests that park and outdoor recreation managers re-examine their agencies and programs for evidence of interpersonal and institutional discrimination, including hiring practices and pricing policies.

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

Inequality in Social Capital

Lin, N. (2000). Inequality in Social Capital. Contemporary Sociology, 29(6), 785–795. https://doi.org/10.2307/2654086

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

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.

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

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.

Classroom Power Relations: Understanding Student-teacher Interaction

Manke, M. (1997). Classroom Power Relations: Understanding Student-teacher Interaction. Routledge.

Qualitative Research: A Guide to Design and Implementation

Merriam, S. B., & Tisdell, E. J. (2015). Qualitative Research: A Guide to Design and Implementation. John Wiley & Sons.

Race, Culture, and Researcher Positionality: Working Through Dangers Seen, Unseen, and Unforeseen

Milner, H. R. (2007). Race, Culture, and Researcher Positionality: Working Through Dangers Seen, Unseen, and Unforeseen. Educational Researcher, 36(7), 388–400. https://doi.org/10.3102/0013189X07309471

Linked to Innovation: Shaping an Innovative Climate Through Network Intentionality and Educators’ Social Network Position

Moolenaar, N. M., Daly, A. J., Cornelissen, F., Liou, Y.-H., Caillier, S., Riordan, R., Wilson, K., & Cohen, N. A. (2014). Linked to Innovation: Shaping an Innovative Climate Through Network Intentionality and Educators’ Social Network Position. Journal of Educational Change, 15(2), 99–123. https://doi.org/10.1007/s10833-014-9230-4

Ties with Potential: Social Network Structure and Innovative Climate in Dutch Schools

Moolenaar, N. M., Sleegers, P. J. C., & Daly, A. J. (2011). Ties with Potential: Social Network Structure and Innovative Climate in Dutch Schools. Teachers College Record, 113(9), 1983–2017. https://doi.org/10.1177/016146811111300906

Critical Research and the Future of Literacy Education

Morrell, E. (2009). Critical Research and the Future of Literacy Education. Journal of Adolescent & Adult Literacy, 53(2), 96–104. https://doi.org/10.1598/JAAL.53.2.1

Using Social Network Analysis to Study How Collegial Interactions Can Augment Teacher Learning from External Professional Development

Penuel, W. R., Sun, M., Frank, K. A., & Gallagher, H. A. (2012). Using Social Network Analysis to Study How Collegial Interactions Can Augment Teacher Learning from External Professional Development. American Journal of Education, 119(1), 103–136. https://doi.org/10.1086/667756

The Prosperous Community: Social Capital and Public Life

Putnam, R. (2001, December 19). The Prosperous Community: Social Capital and Public Life. The American Prospect. https://prospect.org/api/content/27753724-6757-5e80-925d-9542fc7ad4cb/

Teaching in Context: The Social Side of Education Reform

Quintero, E. (2017). Teaching in Context: The Social Side of Education Reform. Harvard Education Press.

Adolescent Learning in the Zoo: Embedding a Non-Formal Learning Environment to Teach Formal Aspects of Vertebrate Biology

Randler, C., Kummer, B., & Wilhelm, C. (2012). Adolescent Learning in the Zoo: Embedding a Non-Formal Learning Environment to Teach Formal Aspects of Vertebrate Biology. Journal of Science Education and Technology, 21(3), 384–391. https://doi.org/10.1007/s10956-011-9331-2

Outdoor Education and Science Achievement

Rios, J. M., & Brewer, J. (2014). Outdoor Education and Science Achievement. Applied Environmental Education & Communication, 13(4), 234–240. https://doi.org/10.1080/1533015X.2015.975084

The SAGE Handbook of Social Network Analysis

Scott, J., & Carrington, P. J. (2011). The SAGE Handbook of Social Network Analysis. SAGE Publications.

Changing Spaces, Changing Relationships: The Positive Impact

Scott, G., Boyd, M., & Colquhoun, D. (2013). Changing Spaces, Changing Relationships: The Positive Impact. Journal of Outdoor and Environmental Education, 17(1), 47–53. https://doi.org/10.1007/BF03400955

Educational Infrastructure, Professional Learning, and Changes in Teachers’ Instructional Practices and Beliefs

Shirrell, M., Hopkins, M., & Spillane, J. P. (2019). Educational Infrastructure, Professional Learning, and Changes in Teachers’ Instructional Practices and Beliefs. Professional Development in Education, 45(4), 599–613. https://doi.org/10.1080/19415257.2018.1452784

Organizing for Instruction in Education Systems and School Organizations: How the Subject Matters

Spillane, J. P., & Hopkins, M. (2013). Organizing for Instruction in Education Systems and School Organizations: How the Subject Matters. Journal of Curriculum Studies, 45(6), 721–747. https://doi.org/10.1080/00220272.2013.810783

School District Educational Infrastructure and Change at Scale: Teacher Peer Interactions and Their Beliefs About Mathematics Instruction

Spillane, J. P., Hopkins, M., & Sweet, T. M. (2018). School District Educational Infrastructure and Change at Scale: Teacher Peer Interactions and Their Beliefs About Mathematics Instruction. American Educational Research Journal, 55(3), 532–571. https://doi.org/10.3102/0002831217743928

Instructional Advice and Information Providing and Receiving Behavior in Elementary Schools: Exploring Tie Formation as a Building Block in Social Capital Development

Spillane, J. P., Kim, C. M., & Frank, K. A. (2012). Instructional Advice and Information Providing and Receiving Behavior in Elementary Schools: Exploring Tie Formation as a Building Block in Social Capital Development. American Educational Research Journal, 49(6), 1112–1145. https://doi.org/10.3102/0002831212459339

Changes in Social Capital and Networks: A Study of Community-Based Environmental Management Through a School-Centered Research Program

Thornton, T., & Leahy, J. (2012). Changes in Social Capital and Networks: A Study of Community-Based Environmental Management Through a School-Centered Research Program. Journal of Science Education and Technology, 21(1), 167–182. https://doi.org/10.1007/s10956-011-9296-1

Children's Active Free Play in Local Neighborhoods: A Behavioral Mapping Study

Veitch, J., Salmon, J., & Ball, K. (2008). Children’s Active Free Play in Local Neighborhoods: A Behavioral Mapping Study. Health Education Research, 23(5), 870–879. https://doi.org/10.1093/her/cym074

Social Network Analysis: Methods and Applications

Social network analysis is used widely in the social and behavioral sciences, as well as in economics, marketing, and industrial engineering. The social network perspective focuses on relationships among social entities and is an important addition to standard social and behavioral research, which is primarily concerned with attributes of the social units. Social Network Analysis: Methods and Applications reviews and discusses methods for the analysis of social networks with a focus on applications of these methods to many substantive examples. It is a reference book that can be used by those who want a comprehensive review of network methods, or by researchers who have gathered network data and want to find the most appropriate method by which to analyze it. It is also intended for use as a textbook as it is the first book to provide comprehensive coverage of the methodology and applications of the field.

The Theory of Social and Economic Organization

Weber, M. (1947). The Theory of Social and Economic Organization. Free Press.

Critical Questions for Big Data: Provocations for a Cultural, Technological, and Scholarly Phenomenon

boyd, danah, & Crawford, K. (2012). Critical Questions for Big Data: Provocations for a Cultural, Technological, and Scholarly Phenomenon. Information, Communication & Society, 15(5), 662–679. https://doi.org/10.1080/1369118X.2012.678878

Welcome to Cloud2Class: Social Media in Education

Brandon, D. L., Daly, A. J., Frank, K. A., Greenhow, C., Hu, S., Rehm, M., & Torphy, K. T. (2019). Welcome to Cloud2Class: Social Media in Education. Teachers College Record, 121(14), 1–12. https://doi.org/10.1177/016146811912101401

#Cloud2Class: Reinventing the Study of Teacher Professionalism, Knowledge, and Practice in the 21st Century [Special Issue]

Selectivity of Big Data

Buelens, B., Daas, P., Burger, J., Puts, M., & van den Brakel, J. (2014). Selectivity of Big Data. Statistics Netherlands.

Brokerage and Closure: An Introduction to Social Capital

Burt, R. S. (2005). Brokerage and Closure: An Introduction to Social Capital. Oxford University Press.

How and Why Educators Use Twitter: A Survey of the Field

Carpenter, J. P., & Krutka, D. G. (2014). How and Why Educators Use Twitter: A Survey of the Field. Journal of Research on Technology in Education, 46(4), 414–434. https://doi.org/10.1080/15391523.2014.925701

‪Embeddedness Crossing Over: The Effect of Physical and Virtual Collegial Relations on Teachers' Virtual Resource Acquisition‬

Chen, Z., & Torphy, K. T. (2018). ‪Embeddedness Crossing Over: The Effect of Physical and Virtual Collegial Relations on Teachers’ Virtual Resource Acquisition‬. ‪Midwest Sociology of Education Conference, Columbus, OH.

Building a Nationally Representative Sample of Teachers’ Online and Offline: The Public Instructional Network of School Resources

Chen, Z., Torphy Knake, K. T., Karimi, H., & Donzella, N. (n.d.). Building a Nationally Representative Sample of Teachers’ Online and Offline: The Public Instructional Network of School Resources.

Teachers' Thought Processes. Occasional Paper No. 72

Clark, C. M., & Peterson, P. L. (1984). Teachers’ Thought Processes. Occasional Paper No. 72. Institute for Research on Teaching, College of Education, Michigan State University, 252 Erickson Hall, East Lansing, MI 48824, ($13. https://eric.ed.gov/?id=ED251449

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