Items

• Who Is Here to Help Me? The Work-Related Social Networks of Staff of Color in Two Mid-Sized Districts
  Bristol, T. J., & Shirrell, M. (2019). Who Is Here to Help Me? The Work-Related Social Networks of Staff of Color in Two Mid-Sized Districts. American Educational Research Journal, 56(3), 868–898. https://doi.org/10.3102/0002831218804806
• Using Social Network Analysis to Study How Collegial Interactions Can Augment Teacher Learning from External Professional Development
  Penuel, W. R., Sun, M., Frank, K. A., & Gallagher, H. A. (2012). Using Social Network Analysis to Study How Collegial Interactions Can Augment Teacher Learning from External Professional Development. American Journal of Education, 119(1), 103–136. https://doi.org/10.1086/667756
• Using Nature and Outdoor Activity to Improve Children's Health
  McCurdy, L. E., Winterbottom, K. E., Mehta, S. S., & Roberts, J. R. (2010). Using Nature and Outdoor Activity to Improve Children’s Health. Current Problems in Pediatric and Adolescent Health Care, 40(5), 102–117. https://doi.org/10.1016/j.cppeds.2010.02.003
• Trust in Schools: A Core Resource for Improvement
  Bryk, A. S., & Schneider, B. (2002). Trust in Schools: A Core Resource for Improvement. Russell Sage Foundation. https://www.russellsage.org/publications/trust-schools-0
• Ties with Potential: Social Network Structure and Innovative Climate in Dutch Schools
  Moolenaar, N. M., Sleegers, P. J. C., & Daly, A. J. (2011). Ties with Potential: Social Network Structure and Innovative Climate in Dutch Schools. Teachers College Record, 113(9), 1983–2017. https://doi.org/10.1177/016146811111300906
• The Theory of Social and Economic Organization
  Weber, M. (1947). The Theory of Social and Economic Organization. Free Press.
• The SAGE Handbook of Social Network Analysis
  Scott, J., & Carrington, P. J. (2011). The SAGE Handbook of Social Network Analysis. SAGE Publications.
• The Prosperous Community: Social Capital and Public Life
  Putnam, R. (2001, December 19). The Prosperous Community: Social Capital and Public Life. The American Prospect. https://prospect.org/api/content/27753724-6757-5e80-925d-9542fc7ad4cb/
• The Organization as a Filter of Institutional Diffusion
  Penuel, W. R., Frank, K. A., Sun, M., Kim, C. M., & Singleton, C. (2013). The Organization as a Filter of Institutional Diffusion. Teachers College Record, 115(1).
• The Network Structure Of Social Capital
  Burt, R. S. (2000). The Network Structure Of Social Capital. Research in Organizational Behavior, 22, 345–423. https://doi.org/10.1016/S0191-3085(00)22009-1
• The Foundations of Social Research: Meaning and Perspective in the Research Process
  Crotty, M. (1998). The Foundations of Social Research: Meaning and Perspective in the Research Process. SAGE.
• Teaching in Context: The Social Side of Education Reform
  Quintero, E. (2017). Teaching in Context: The Social Side of Education Reform. Harvard Education Press.
• Supporting Sustainability: Teachers’ Advice Networks and Ambitious Instructional Reform
  Coburn, C. E., Russell, J. L., Kaufman, J. H., & Stein, M. K. (2012). Supporting Sustainability: Teachers’ Advice Networks and Ambitious Instructional Reform. American Journal of Education, 119(1), 137–182. https://doi.org/10.1086/667699
• Social Red Bull: Exploring Energy Relationships in a School District Leadership Team
  Daly, A. J., Liou, Y.-H., & Brown, C. (2016). Social Red Bull: Exploring Energy Relationships in a School District Leadership Team. Harvard Educational Review, 86(3), 412–448. https://doi.org/10.17763/1943-5045-86.3.412
• Social Network Analysis: Methods and Applications
• Social Network Analysis and Education: Theory, Methods & Applications
  Carolan, B. V. (2013). Social Network Analysis and Education: Theory, Methods & Applications. SAGE Publications.
• Social Education in the Classroom: The Dynamics of the Hidden Curriculum
  Giroux, H. A., & Penna, A. N. (1979). Social Education in the Classroom: The Dynamics of the Hidden Curriculum. Theory & Research in Social Education, 7(1), 21–42. https://doi.org/10.1080/00933104.1979.10506048
• Social Capital: Theory and Research
  Lin, N., Cook, K. S., & Burt, R. S. (2001). Social Capital: Theory and Research. Routledge. https://doi.org/10.4324/9781315129457
• Social Capital: Prospects for a New Concept
  Adler, P. S., & Kwon, S.-W. (2002). Social Capital: Prospects for a New Concept. Academy of Management Review, 27(1), 17–40. https://doi.org/10.5465/amr.2002.5922314
• Social Capital in the Creation of Human Capital
  Coleman, J. S. (1988). Social Capital in the Creation of Human Capital. American Journal of Sociology, 94, S95–S120.
• Social Capital and the Diffusion of Innovations Within Organizations: The Case of Computer Technology in Schools
  Frank, K. A., Zhao, Y., & Borman, K. (2004). Social Capital and the Diffusion of Innovations Within Organizations: The Case of Computer Technology in Schools. Sociology of Education, 77(2), 148–171. https://doi.org/10.1177/003804070407700203
• Schools in Transition: Reform Efforts and School Capacity in Washington State
  Borko, H., Wolf, S. A., Simone, G., & Uchiyama, K. P. (2003). Schools in Transition: Reform Efforts and School Capacity in Washington State. Educational Evaluation and Policy Analysis, 25(2), 171–201. https://doi.org/10.3102/01623737025002171
• School-Wide Professional Community: Teachers’ Work, Intellectual Quality and Commitment
  Louis, K. S., Marks, H. M., & Kruse, S. (1996). School-Wide Professional Community: Teachers’ Work, Intellectual Quality and Commitment. In F. M. Newmann (Ed.), Authentic Achievement: Restructuring Schools for Intellectual Quality (pp. 179–203). Wiley.
• School Variation and Systemic Instructional Improvement in Community School District #2, New York City. High Performance Learning Communities Project
  Elmore, R. F., & Burney, D. (1997). School Variation and Systemic Instructional Improvement in Community School District #2, New York City. High Performance Learning Communities Project. https://eric.ed.gov/?id=ED429264
• School District Educational Infrastructure and Change at Scale: Teacher Peer Interactions and Their Beliefs About Mathematics Instruction
  Spillane, J. P., Hopkins, M., & Sweet, T. M. (2018). School District Educational Infrastructure and Change at Scale: Teacher Peer Interactions and Their Beliefs About Mathematics Instruction. American Educational Research Journal, 55(3), 532–571. https://doi.org/10.3102/0002831217743928
• Rethinking Critical Theory and Qualitative Research
  Kincheloe, J. L., & McLaren, P. (2011). Rethinking Critical Theory and Qualitative Research. In K. Hayes, S. R. Steinberg, & K. Tobin (Eds.), Key Works in Critical Pedagogy (pp. 285–326). SensePublishers. https://doi.org/10.1007/978-94-6091-397-6_23
• Resources, Instruction, and Research
  Cohen, D. K., Raudenbush, S. W., & Ball, D. L. (2003). Resources, Instruction, and Research. Educational Evaluation and Policy Analysis, 25(2), 119–142. https://doi.org/10.3102/01623737025002119
• Relationships in Reform: The Role of Teachers’ Social Networks
  Daly, A. J., Moolenaar, N. M., Bolivar, J. M., & Burke, P. (2010). Relationships in Reform: The Role of Teachers’ Social Networks. Journal of Educational Administration, 48(3), 359–391. https://doi.org/10.1108/09578231011041062
• Race, Ethnicity, and Visitation to National Parks in the United States: Tests of the Marginality, Discrimination, and Subculture Hypotheses with National-Level Survey Data
• Race, Culture, and Researcher Positionality: Working Through Dangers Seen, Unseen, and Unforeseen
  Milner, H. R. (2007). Race, Culture, and Researcher Positionality: Working Through Dangers Seen, Unseen, and Unforeseen. Educational Researcher, 36(7), 388–400. https://doi.org/10.3102/0013189X07309471
• Qualitative Research: A Guide to Design and Implementation
  Merriam, S. B., & Tisdell, E. J. (2015). Qualitative Research: A Guide to Design and Implementation. John Wiley & Sons.
• Outdoor Education and Science Achievement
  Rios, J. M., & Brewer, J. (2014). Outdoor Education and Science Achievement. Applied Environmental Education & Communication, 13(4), 234–240. https://doi.org/10.1080/1533015X.2015.975084
• Organizing for Instruction in Education Systems and School Organizations: How the Subject Matters
  Spillane, J. P., & Hopkins, M. (2013). Organizing for Instruction in Education Systems and School Organizations: How the Subject Matters. Journal of Curriculum Studies, 45(6), 721–747. https://doi.org/10.1080/00220272.2013.810783
• Organizing English Learner Instruction in New Immigrant Destinations: District Infrastructure and Subject-Specific School Practice
  Hopkins, M., Lowenhaupt, R., & Sweet, T. M. (2015). Organizing English Learner Instruction in New Immigrant Destinations: District Infrastructure and Subject-Specific School Practice. American Educational Research Journal, 52(3), 408–439. https://doi.org/10.3102/0002831215584780
• Linked to Innovation: Shaping an Innovative Climate Through Network Intentionality and Educators’ Social Network Position
  Moolenaar, N. M., Daly, A. J., Cornelissen, F., Liou, Y.-H., Caillier, S., Riordan, R., Wilson, K., & Cohen, N. A. (2014). Linked to Innovation: Shaping an Innovative Climate Through Network Intentionality and Educators’ Social Network Position. Journal of Educational Change, 15(2), 99–123. https://doi.org/10.1007/s10833-014-9230-4
• Life in Schools: An Introduction to Critical Pedagogy in the Foundations of Education
  McLaren, P. (1989). Life in Schools: An Introduction to Critical Pedagogy in the Foundations of Education. Longman.
• Intra- and Interschool Interactions about Instruction: Exploring the Conditions for Social Capital Development
  Spillane, J. P., Hopkins, M., & Sweet, T. M. (2015). Intra- and Interschool Interactions about Instruction: Exploring the Conditions for Social Capital Development. American Journal of Education, 122(1), 71–110. https://doi.org/10.1086/683292
• Instructional Advice and Information Providing and Receiving Behavior in Elementary Schools: Exploring Tie Formation as a Building Block in Social Capital Development
  Spillane, J. P., Kim, C. M., & Frank, K. A. (2012). Instructional Advice and Information Providing and Receiving Behavior in Elementary Schools: Exploring Tie Formation as a Building Block in Social Capital Development. American Educational Research Journal, 49(6), 1112–1145. https://doi.org/10.3102/0002831212459339
• Infrastructure Redesign and Instructional Reform in Mathematics: Formal Structure and Teacher Leadership
  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
• Inequality in Social Capital
  Lin, N. (2000). Inequality in Social Capital. Contemporary Sociology, 29(6), 785–795. https://doi.org/10.2307/2654086
• Green Schoolyards as Havens from Stress and Resources for Resilience in Childhood and Adolescence
  Chawla, L., Keena, K., Pevec, I., & Stanley, E. (2014). Green Schoolyards as Havens from Stress and Resources for Resilience in Childhood and Adolescence. Health & Place, 28, 1–13. https://doi.org/10.1016/j.healthplace.2014.03.001
• Getting Ideas into Action: Building Networked Improvement Communities in Education
  Bryk, A. S., Gomez, L. M., & Grunow, A. (2011). Getting Ideas into Action: Building Networked Improvement Communities in Education. In M. T. Hallinan (Ed.), Frontiers in Sociology of Education (pp. 127–162). Springer Netherlands. http://link.springer.com/10.1007/978-94-007-1576-9_7
• Foundations of Social Theory
  Coleman, J. S. (1990). Foundations of Social Theory. Belknap Press of Harvard University Press.
• Focus, Fiddle, and Friends: Experiences that Transform Knowledge for the Implementation of Innovations
  Frank, K. A., Zhao, Y., Penuel, W. R., Ellefson, N., & Porter, S. (2011). Focus, Fiddle, and Friends: Experiences that Transform Knowledge for the Implementation of Innovations. Sociology of Education, 84(2), 137–156. https://doi.org/10.1177/0038040711401812
• Educational Infrastructure, Professional Learning, and Changes in Teachers’ Instructional Practices and Beliefs
  Shirrell, M., Hopkins, M., & Spillane, J. P. (2019). Educational Infrastructure, Professional Learning, and Changes in Teachers’ Instructional Practices and Beliefs. Professional Development in Education, 45(4), 599–613. https://doi.org/10.1080/19415257.2018.1452784
• Education and Power
  Apple, M. W. (1995). Education and Power. Psychology Press.
• Discipline and Punish: The Birth of the Prison
  Foucault, M. (1979). Discipline and Punish: The Birth of the Prison. Vintage Books.
• Designing Educational Infrastructures for Improvement: Instructional Coaching and Professional Learning Communities
  Hopkins, M., Spillane, J. P., & Shirrell, M. (2018). Designing Educational Infrastructures for Improvement: Instructional Coaching and Professional Learning Communities. In S. A. Yoon & K. J. Baker-Doyle (Eds.), Networked By Design (pp. 192–213). Routledge.
• Critical Social Theory and Transformative Knowledge: The Functions of Criticism in Quality Education
  Leonardo, Z. (2004). Critical Social Theory and Transformative Knowledge: The Functions of Criticism in Quality Education. Educational Researcher, 33(6), 11–18. https://doi.org/10.3102/0013189X033006011
• Critical Social Network Analysis in Community Colleges: Peer Effects and Credit Attainment
  González Canché, M. S., & Rios-Aguilar, C. (2015). Critical Social Network Analysis in Community Colleges: Peer Effects and Credit Attainment. New Directions for Institutional Research, 2014(163), 75–91. https://doi.org/10.1002/ir.20087