Items

• Frame Analysis: An Essay on the Organization of Experience
  Goffman, E. (1986). Frame Analysis: An Essay on the Organization of Experience. Northeastern University Press.
• 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
• Explorations of the Structure–Agency Dialectic as a Tool for Framing Equity in Science Education
  Varelas, M., Settlage, J., & Mensah, F. M. (2015). Explorations of the Structure–Agency Dialectic as a Tool for Framing Equity in Science Education. Journal of Research in Science Teaching, 52(4), 439–447. https://doi.org/10.1002/tea.21230
• Duet or Duel? A Portrait of Two Logics of Reading Instruction in an Urban School District
  Woulfin, S. L. (2016). Duet or Duel? A Portrait of Two Logics of Reading Instruction in an Urban School District. American Journal of Education, 122(3), 337–365. https://doi.org/10.1086/685848
• 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
• District Leaders’ Framing of Educator Evaluation Policy
  Woulfin, S. L., Donaldson, M. L., & Gonzales, R. (2016). District Leaders’ Framing of Educator Evaluation Policy. Educational Administration Quarterly, 52(1), 110–143. https://doi.org/10.1177/0013161X15616661
• Critical, Emancipatory, and Pluralistic Research for Education: A Review of Critical Systems Theory
  Watson, S. L., & Watson, W. R. (2011). Critical, Emancipatory, and Pluralistic Research for Education: A Review of Critical Systems Theory. Journal of Thought, 46(3–4), 63. https://www.jstor.org/10.2307/jthought.46.3-4.63
• 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.
• 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
• 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
• 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
• 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.
• Catalysts of Change: An Examination of Coaches’ Leadership Practices in Framing a Reading Reform
  Woulfin, S. L. (2015). Catalysts of Change: An Examination of Coaches’ Leadership Practices in Framing a Reading Reform (2015). Journal of School Leadership, 25(3), 526–557. https://doi.org/10.1177/105268461502500309
• 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
• 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
• 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