Improvement Research in Education (IRE) Knowledge Commons

2222 items

• The Modern Cult of Efficiency: Intermediary Organizations and the New Scientific Management
  Trujillo, T. (2014). The Modern Cult of Efficiency: Intermediary Organizations and the New Scientific Management. Educational Policy, 28(2), 207–232. https://doi.org/10.1177/0895904813513148
• Toward a Practice-Based Theory for How Professional Learning Communities Engage in the Improvement of Tools and Practices for Scientific Modeling
  Thompson, J. J., Hagenah, S., McDonald, S., & Barchenger, C. (2019). Toward a Practice-Based Theory for How Professional Learning Communities Engage in the Improvement of Tools and Practices for Scientific Modeling. Science Education, 103(6), 1423–1455. https://doi.org/10.1002/sce.21547
• Discursive Burdens: Negotiating Difference in an Education Movement
  Taylor-Heine, M., & Wilson, T. S. (2022). Discursive Burdens: Negotiating Difference in an Education Movement. Journal of Education Policy, 37(3), 379–398. https://doi.org/10.1080/02680939.2020.1829074
• “Geography of Opportunity”: Poverty, Place, and Educational Outcomes
  Tate, W. F. (2008). “Geography of Opportunity”: Poverty, Place, and Educational Outcomes. Educational Researcher, 37(7), 397–411. https://doi.org/10.3102/0013189X08326409
• Purposes of Higher Education and Visions of the Nation in the Writings of the Department of Education
  Suspitsyna, T. (2009). Purposes of Higher Education and Visions of the Nation in the Writings of the Department of Education. In Reconstructing Policy in Higher Education. Routledge. https://www.taylorfrancis.com/chapters/edit/10.4324/9780203870037-11/
• Questioning the Global Scaling Up of Low-Fee Private Schooling: The Nexus between Business, Philanthropy, and PPPs
  Srivastava, P. (2016). Questioning the Global Scaling Up of Low-Fee Private Schooling: The Nexus between Business, Philanthropy, and PPPs. In World Yearbook of Education 2016. Routledge. https://www.taylorfrancis.com/chapters/edit/10.4324/9781315720357-23
• Critical Race Methodology: Counter-Storytelling as an Analytical Framework for Education Research
  Solórzano, D. G., & Yosso, T. J. (2002). Critical Race Methodology: Counter-Storytelling as an Analytical Framework for Education Research. Qualitative Inquiry, 8(1), 23–44. https://doi.org/10.1177/107780040200800103
• The Political Economy of Market-Based Educational Policies: Race and Reform in Urban School Districts, 1915 to 2016
  Scott, J., & Holme, J. J. (2016). The Political Economy of Market-Based Educational Policies: Race and Reform in Urban School Districts, 1915 to 2016. Review of Research in Education, 40(1), 250–297. https://doi.org/10.3102/0091732X16681001
• The Politics of Venture Philanthropy in Charter School Policy and Advocacy
  Scott, J. (2009). The Politics of Venture Philanthropy in Charter School Policy and Advocacy. Educational Policy, 23(1), 106–136. https://doi.org/10.1177/0895904808328531
• Community Health Improvement and the Community Psychology Competencies
  Scaccia, J. P., Chávez, N. R., Hatchett, L., Byrd, K., Blanton, S., Alia, K., Brennan, L. J., Howard, P., Lewis, N., & Stout, S. (2017). Community Health Improvement and the Community Psychology Competencies. Global Journal of Community Psychology Practice, 8(1). https://www.gjcpp.org/en/article.php?issue=25&article=159
• Gates Unveils First-Round Grants in New Education Strategy
  Sawchuk, S. (2018, September 5). Gates Unveils First-Round Grants in New Education Strategy. Education Week. https://www.edweek.org/policy-politics/gates-unveils-first-round-grants-in-new-education-strategy/2018/09
• Can You Really Measure That? Combining Critical Race Theory and Quantitative Methods
  Sablan, J. R. (2019). Can You Really Measure That? Combining Critical Race Theory and Quantitative Methods. American Educational Research Journal, 56(1), 178–203. https://doi.org/10.3102/0002831218798325
• Breaking the “Adopt, Attack, Abandon” Cycle: A Case for Improvement Science in K–12 Education
  Rohanna, K. (2017). Breaking the “Adopt, Attack, Abandon” Cycle: A Case for Improvement Science in K–12 Education. New Directions for Evaluation, 2017(153), 65–77. https://doi.org/10.1002/ev.20233
• Establishing and Sustaining Networked Improvement Communities: Lessons From Michigan and Minnesota
  Proger, A., Bhatt, M., Cirks, V., & Gurke, D. (2017). Establishing and Sustaining Networked Improvement Communities: Lessons From Michigan and Minnesota (REL 2017-264; What’s Happening). Regional Educational Laboratory Midwest. https://ies.ed.gov/ncee/rel/Products/Publication/3853
• Emerging Perspectives on the Co-Construction of Power and Learning in the Learning Sciences, Mathematics Education, and Science Education
  Philip, T. M., & Gupta, A. (2020). Emerging Perspectives on the Co-Construction of Power and Learning in the Learning Sciences, Mathematics Education, and Science Education. Review of Research in Education, 44(1), 195–217. https://doi.org/10.3102/0091732X20903309
• From Designing to Organizing New Social Futures: Multiliteracies Pedagogies for Today
  Penuel, W. R., & O’Connor, K. (2018). From Designing to Organizing New Social Futures: Multiliteracies Pedagogies for Today. Theory Into Practice, 57(1), 64–71. https://doi.org/10.1080/00405841.2017.1411715
• Promoting Equitable and Just Learning Across Settings: Organizational Forms for Educational Change
  Penuel, W. R. (2020). Promoting Equitable and Just Learning Across Settings: Organizational Forms for Educational Change. In Handbook of the Cultural Foundations of Learning. Routledge. https://www.taylorfrancis.com/chapters/edit/10.4324/9780203774977-24
• So Much Reform, So Little Change: The Persistence of Failure in Urban Schools
  Payne, C. M. (2008). So Much Reform, So Little Change: The Persistence of Failure in Urban Schools. Harvard Education Press.
• The Five Essential Reasons for the Failure of School Reforms
  Murphy, J. (2020). The Five Essential Reasons for the Failure of School Reforms. Journal of Human Resource and Sustainability Studies, 8(1), 1–17. https://doi.org/10.4236/jhrss.2020.81001
• Student-Led Improvement Science Projects: A Praxiographic, Actor-Network Theory Study
  Mitchell, B. (2020). Student-Led Improvement Science Projects: A Praxiographic, Actor-Network Theory Study. Studies in Continuing Education, 42(1), 133–146. https://doi.org/10.1080/0158037X.2019.1577234
• Analyzing Education Policy and Reform with Attention to Race and Socio-Economic Status
  Milner, H., & Williams, S. (2008). Analyzing Education Policy and Reform with Attention to Race and Socio-Economic Status. Journal of Public Management & Social Policy, 14(2). 33-50.
• Opening Commentary: The Permanence of Racism, Critical Race Theory, and Expanding Analytic Sites
  Milner, H. R. (2017). Opening Commentary: The Permanence of Racism, Critical Race Theory, and Expanding Analytic Sites. Peabody Journal of Education, 92(3), 294–301. https://doi.org/10.1080/0161956X.2017.1324656
• Rac(e)ing to Class: Confronting Poverty and Race in Schools and Classrooms
  Milner, H. R. (2015). Rac(e)ing to Class: Confronting Poverty and Race in Schools and Classrooms. Harvard Education Press. https://www.hepg.org/hep-home/books/rac(e)ing-to-class
• Five Myths of School Turnaround Policy and Practice
  Meyers, C. V., & Smylie, M. A. (2017). Five Myths of School Turnaround Policy and Practice. Leadership and Policy in Schools, 16(3), 502–523. https://doi.org/10.1080/15700763.2016.1270333
• Generating a Networked Improvement Community to Improve Secondary Mathematics Teacher Preparation: Network Leadership, Organization, and Operation
  Martin, W. G., & Gobstein, H. (2015). Generating a Networked Improvement Community to Improve Secondary Mathematics Teacher Preparation: Network Leadership, Organization, and Operation. Journal of Teacher Education, 66(5), 482–493. https://doi.org/10.1177/0022487115602312
• On the Importance of African-American Faculty in Higher Education: Implications and Recommendations
  Madyun, N., Williams, S. M., McGee, E. O., & Milner, H. R. (2013). On the Importance of African-American Faculty in Higher Education: Implications and Recommendations. Educational Foundations, 27, 65–84.
• Network Governance and Regional Equity: Shared Agendas or Problematic Partners?
  Lester, T. W., & Reckhow, S. (2013). Network Governance and Regional Equity: Shared Agendas or Problematic Partners? Planning Theory, 12(2), 115–138. https://doi.org/10.1177/1473095212455189
• From the Achievement Gap to the Education Debt: Understanding Achievement in U.S. Schools
  Ladson-Billings, G. (2006). From the Achievement Gap to the Education Debt: Understanding Achievement in U.S. Schools. Educational Researcher, 35(7), 3–12. https://doi.org/10.3102/0013189X035007003
• Lessons for Teacher Education: The Role of Critical Professional Development in Teacher of Color Retention
  Kohli, R. (2019). Lessons for Teacher Education: The Role of Critical Professional Development in Teacher of Color Retention. Journal of Teacher Education, 70(1), 39–50. https://doi.org/10.1177/0022487118767645
• Networked Social Enterprises: A New Model of Community Schooling for Disadvantaged Neighborhoods Facing Challenging Times
  Kerr, K., & Dyson, A. (2016). Networked Social Enterprises: A New Model of Community Schooling for Disadvantaged Neighborhoods Facing Challenging Times. Education Sciences, 6(3), 20. https://doi.org/10.3390/educsci6030020
• Assessing Neighborhood Racial Segregation and Macroeconomic Effects in the Education of African Americans
  Johnson, O. (2010). Assessing Neighborhood Racial Segregation and Macroeconomic Effects in the Education of African Americans. Review of Educational Research, 80(4), 527–575. https://doi.org/10.3102/0034654310377210
• Contemporary Federal Education Policy and Rural Schools: A Critical Policy Analysis
  Johnson, J., & Howley, C. B. (2015). Contemporary Federal Education Policy and Rural Schools: A Critical Policy Analysis. Peabody Journal of Education, 90(2), 224–241. https://doi.org/10.1080/0161956X.2015.1022112
• Improving Schools by Strategically Connecting Equity Leadership and Organizational Improvement Perspectives: Introduction to Special Issue
  Irby, D. J., Meyers, C. V., & Salisbury, J. D. (2020). Improving Schools by Strategically Connecting Equity Leadership and Organizational Improvement Perspectives: Introduction to Special Issue. Journal of Education for Students Placed at Risk (JESPAR), 25(2), 101–106. https://doi.org/10.1080/10824669.2019.1704628
• Chinese Lesson Study: A Deliberate Practice, a Research Methodology, and an Improvement Science
  Huang, R., Fang, Y., & Chen, X. (2017). Chinese Lesson Study: A Deliberate Practice, a Research Methodology, and an Improvement Science. International Journal for Lesson and Learning Studies, 6(4), 270–282. https://doi.org/10.1108/IJLLS-08-2017-0037
• The Politics of Education Policy in an Era of Inequality: Possibilities for Democratic Schooling
  Horsford, S. D., Scott, J. T., & Anderson, G. L. (2018). The Politics of Education Policy in an Era of Inequality: Possibilities for Democratic Schooling. Routledge. https://doi.org/10.4324/9781315680682
• What Works in Defining “What Works” in Educational Improvement: Lessons from Education Policy Implementation Research, Directions for Future Research
  Honig, M. I. (2009). What Works in Defining “What Works” in Educational Improvement: Lessons from Education Policy Implementation Research, Directions for Future Research. In Handbook of Education Policy Research (pp. 333–347). Routledge Handbooks Online. https://doi.org/10.4324/9780203880968.ch27
• Striving in Common: A Regional Equity Framework for Urban Schools
  Holme, J. J., & Finnigan, K. S. (2018). Striving in Common: A Regional Equity Framework for Urban Schools. Harvard Education Press. https://www.hepg.org/hep-home/books/striving-in-common#
• Disrupting and Displacing Methodologies in STEM Education: from Engineering to Tinkering with Theory for Eco-Social Justice
  Higgins, M., Wallace, M. F. G., & Bazzul, J. (2018). Disrupting and Displacing Methodologies in STEM Education: From Engineering to Tinkering with Theory for Eco-Social Justice. Canadian Journal of Science, Mathematics and Technology Education, 18(3), 187–192. https://doi.org/10.1007/s42330-018-0020-5
• Putting Collective Impact in Context: A Review of Literature on Local Cross-sector Collaboration to Improve Education
  Henig, J. R., Riehl, C. J., Houston, D. M., Rebell, M. A., & Wolff, J. R. (2015). Putting Collective Impact in Context: A Review of Literature on Local Cross-sector Collaboration to Improve Education (pp. 1–80). Columbia University Teachers College. https://www.wallacefoundation.org/knowledge-center/pages/collective-impact-and-the-new-generation-of-cross-sector-collaboration-for-education.aspx
• Collective Impact and the New Generation of Cross-Sector Collaborations for Education: A Nationwide Scan
  Henig, J. R., Riehl, C. J., Houston, D. M., Rebell, M. A., & Wolff, J. R. (2016). Collective Impact and the New Generation of Cross-Sector Collaborations for Education: A Nationwide Scan (pp. 1–46). Columbia University Teachers College. https://www.wallacefoundation.org/knowledge-center/pages/collective-impact-and-the-new-generation-of-cross-sector-collaboration-for-education.aspx
• Power and Politics in the Adoption of School Reform Models
  Datnow, A. (2000). Power and Politics in the Adoption of School Reform Models. Educational Evaluation and Policy Analysis, 22(4), 357–374. https://doi.org/10.3102/01623737022004357
• Comprehensive School Reform in Culturally and Linguistically Diverse Contexts: Implementation and Outcomes from a Four-Year Study
  Datnow, A., Borman, G. D., Stringfield, S., Overman, L. T., & Castellano, M. (2003). Comprehensive School Reform in Culturally and Linguistically Diverse Contexts: Implementation and Outcomes from a Four-Year Study. Educational Evaluation and Policy Analysis, 25(2), 143–170. https://doi.org/10.3102/01623737025002143
• The Intellectual Landscape of Critical Policy Analysis
  Diem, S., Young, M. D., Welton, A. D., Mansfield, K. C., & Lee, P.-L. (2014). The intellectual landscape of critical policy analysis. International Journal of Qualitative Studies in Education, 27(9), 1068–1090. https://doi.org/10.1080/09518398.2014.916007
• More than a Network: Building Professional Communities for Educational Improvement
  Dolle, J. R., Gomez, L. M., Russell, J. L., & Bryk, A. S. (2013). More than a Network: Building Professional Communities for Educational Improvement. Yearbook of the National Society for the Study of Education, 112(2), 443–463. https://doi.org/10.1177/016146811311501413
• Toward a Critical Approach to Education Policy Implementation
  Dumas, M. J., & Anyon, J. (2006). New Directions in Education Policy Implementation. In M. I. Honig (Ed.), New Directions in Education Policy Implementation (p. Chapter 8). State University of New York Press.
• Education for Critical Consciousness
  Freire, P. (2003). Education for Critical Consciousness. Continuum.
• On Critical Pedagogy
  Giroux, H. A. (2020). On Critical Pedagogy. Bloomsbury Academic. https://doi.org/10.5040/9781350145016
• The Right Network for the Right Problem
  Gomez, L. M., Russell, J. L., Bryk, A. S., LeMahieu, P. G., & Mejia, E. M. (2016). The Right Network for the Right Problem. Phi Delta Kappan, 98(3), 8–15. https://doi.org/10.1177/0031721716677256
• Centering Race in a Framework for Leadership Preparation
  Gooden, M. A., & Dantley, M. (2012). Centering Race in a Framework for Leadership Preparation. Journal of Research on Leadership Education, 7(2), 237–253. https://doi.org/10.1177/1942775112455266
• Community-Based Equity Audits: A Practical Approach for Educational Leaders to Support Equitable Community-School Improvements
  Green, T. L. (2017). Community-Based Equity Audits: A Practical Approach for Educational Leaders to Support Equitable Community-School Improvements. Educational Administration Quarterly, 53(1), 3–39. https://doi.org/10.1177/0013161X16672513