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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Bernardinelli, D., Rutt, S., Greany, T., & Higham, R. (2018). Multi-Academy Trusts: Do They Make a Difference to Pupil Outcomes? In UCL IOE Press: London, UK. [Report]. UCL IOE Press.
Daly, A., & Finnigan, K. (2016). Thinking and Acting Systemically: Improving School Districts Under Pressure. American Educational Research Association.
Duff, M., Flack, C., Lyle, A., Massell, D., & Wohlstetter, P. (2019). Managing Networks for School Improvement: Seven Lessons from the Field (CPRE Workbooks). https://repository.upenn.edu/cpre_workbooks/1
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Glazer, J. L., & Egan, C. (2018). The Ties That Bind: Building Civic Capacity for the Tennessee Achievement School District. American Educational Research Journal, 55(5), 928–964. https://doi.org/10.3102/0002831218763088
Glazer, J., Massell, D., Lenhoff, S. W., Larbi-Cherif, A., Egan, C., Taylor, J., Ison, A., Deleveaux, J., & Millington, Z. (2020). District-led School Turnaround: Aiming for Ambitious and Equitable Instruction in Shelby County’s iZone (CPRE Research Reports). https://repository.upenn.edu/cpre_researchreports/114
Glazer, J. L., Massell, D., & Malone, M. (2019). Charter Schools in Turnaround: Competing Institutional Logics in the Tennessee Achievement School District. Educational Evaluation and Policy Analysis, 41(1), 5–33. https://doi.org/10.3102/0162373718795051
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Wohlstetter, P., Buck, B., Houston, D. M., & Smith, C. O. (2016). Common Core, Uncommon Theory of Action: CEOs in New York City Schools. In A. J. Daly & K. S. Finnigan (Eds.), Thinking and Acting Systemically: Improving School Districts Under Pressure (pp. 147–182). American Educational Research Association. https://doi.org/10.3102/978-0-935302-46-2_6
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