Special Interest Groups (SIGs) provide a forum within AERA for the involvement of individuals drawn together by a common interest in a field of study, teaching, or research when the existing divisional structure may not directly facilitate such activity. The Association provides SIGs program time at the Annual Meeting, publicity, scheduling, staff support, viability, and the prestige of AERA affiliation.
We are pleased to offer five webinars intended to familiarize you with the concept of a Networked Improvement Community, and each of the four important components and elements of a successful NIC. An introductory 30-minute webinar will feature one or two experts from out team providing key background information about the focal challenges of building a NIC. A facilitated discussion forum will continue for two weeks after the video is posted to this site. At the end of the two weeks, another live webinar with the same expert will be featured. This follow-up webinar will focus on the topics that have arisen through the online forum, as well as questions that are asked live during the webinar.
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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
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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
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
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
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
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
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
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
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.
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
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
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
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
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
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
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
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
Johnson, S. M. (2019). Where Teachers Thrive: Organizing Schools for Success. Harvard Education Press. https://www.hepg.org/hep-home/books/where-teachers-thrive
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.
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.
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
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
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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
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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
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
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
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
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
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
Radinsky, J., Milz, D., Zellner, M., Pudlock, K., Witek, C., Hoch, C., & Lyons, L. (2017). How Planners and Stakeholders Learn With Visualization Tools: Using Learning Sciences Methods to Examine Planning Processes. Journal of Environmental Planning and Management, 60(7), 1296–1323. https://doi.org/10.1080/09640568.2016.1221795
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