Items

• Building a Networked Improvement Community to Promote Equitable, Coherent Systems of Science Education: How a State-Level Team Can Support District-Level Change Efforts
  Penuel, W. R., Shaw, S., Bell, P., Hopkins, M., Neill, T., & Farrell, C. C. (2018). Building a Networked Improvement Community to Promote Equitable, Coherent Systems of Science Education: How a State-Level Team Can Support District-Level Change Efforts. AASA Journal of Scholarship & Practice, 15(1), 30–38.
• Bringing Answers to Educators: Guiding Principles for Research Syntheses
  Dynarski, M. (2008). Bringing Answers to Educators: Guiding Principles for Research Syntheses. Educational Researcher, 37(1), 27–29. https://doi.org/10.3102/0013189X08315011
• Assessing the First Two Years’ Effectiveness of Statway®: A Multilevel Model With Propensity Score Matching
  Yamada, H., & Bryk, A. S. (2016). Assessing the First Two Years’ Effectiveness of Statway®: A Multilevel Model With Propensity Score Matching. Community College Review, 44(3), 179–204. https://doi.org/10.1177/0091552116643162
• Analysing Teachers’ Curriculum Implementation From Integrity and Actor-Oriented Perspectives
  Penuel, W. R., Phillips, R. S., & Harris, C. J. (2014). Analysing Teachers’ Curriculum Implementation From Integrity and Actor-Oriented Perspectives. Journal of Curriculum Studies, 46(6), 751–777. https://doi.org/10.1080/00220272.2014.921841
• Advancing Scientific Knowledge Through Participatory Action Research
  Whyte, W. F. (1989). Advancing Scientific Knowledge Through Participatory Action Research. Sociological Forum, 4(3), 367–385. https://doi.org/10.1007/BF01115015
• Absorptive Capacity: A Conceptual Framework for Understanding District Central Office Learning
  Farrell, C. C., & Coburn, C. E. (2017). Absorptive Capacity: A Conceptual Framework for Understanding District Central Office Learning. Journal of Educational Change, 18(2), 135–159. https://doi.org/10.1007/s10833-016-9291-7
• A Theory of Racialized Organizations
  Ray, V. (2019). A Theory of Racialized Organizations. American Sociological Review, 84(1), 26–53. https://doi.org/10.1177/0003122418822335
• A Radical Doctrine: Abolitionist Education in Hard Times
  Dunn, D. C., Chisholm, A., Spaulding, E., & Love, B. L. (2021). A Radical Doctrine: Abolitionist Education in Hard Times. Educational Studies, 57(3), 211–223. https://doi.org/10.1080/00131946.2021.1892684
• 2014 AERA Distinguished Lecture: Accelerating How We Learn to Improve
  Bryk, A. S. (2015). 2014 AERA Distinguished Lecture: Accelerating How We Learn to Improve. Educational Researcher, 44(9), 467–477. https://doi.org/10.3102/0013189X15621543
• “What the Hell Is This, and Who the Hell Are You?” Role and Identity Negotiation in Research-Practice Partnerships
  Farrell, C. C., Harrison, C., & Coburn, C. E. (2019). “What the Hell Is This, and Who the Hell Are You?” Role and Identity Negotiation in Research-Practice Partnerships. AERA Open, 5(2), 2332858419849595. https://doi.org/10.1177/2332858419849595