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.
Cobb, P., Jackson, K., Henrick, E., & Smith, T. M. (2018). Systems for Instructional Improvement: Creating Coherence from the Classroom to the District Office. Harvard Education Press. https://www.hepg.org/hep-home/books/systems-for-instructional-improvement#
Glennan, T. K., Bodilly, S. J., Galegher, J., & Kerr, K. A. (2000). Expanding the Reach of Education Reforms: Perspectives from Leaders in the Scale-Up of Educational Interventions. Rand Corporation.
Cohen, D. K., Peurach, D. J., Glazer, J. L., Gates, K. E., & Goldin, S. (2013). Improvement by Design: The Promise of Better Schools. University of Chicago Press.
Newmann, F. M., Smith, B., Allensworth, E., & Bryk, A. S. (2001). Instructional Program Coherence: What It Is and Why It Should Guide School Improvement Policy. Educational Evaluation and Policy Analysis, 23(4), 297–321. https://doi.org/10.3102/01623737023004297
Bryk, A. S., Sebring, P. B., Allensworth, E., Easton, J. Q., & Luppescu, S. (2010). Organizing Schools for Improvement: Lessons from Chicago. University of Chicago Press.
Stosich, E. L., Bocala, C., & Forman, M. (2018). Building Coherence for Instructional Improvement Through Professional Development: A Design-Based Implementation Research Study. Educational Management Administration & Leadership, 46(5), 864–880. https://doi.org/10.1177/1741143217711193
Fox, A. (2018). Becoming an Instructional Leader for Elementary Mathematics: Transforming Principal Learning through a Research-Practice Partnership [Ph.D., University of Washington]. https://www.proquest.com/dissertations/docview/2084108093/abstract/CF2EC4663B604A25PQ/1
Forman, M. L., Stosich, E. L., & Bocala, C. (2017). The Internal Coherence Framework: Creating the Conditions for Continuous Improvement in Schools. Harvard Education Press.
Fishman, B., Marx, R. W., Blumenfeld, P., Krajcik, J., & Soloway, E. (2004). Creating a Framework for Research on Systemic Technology Innovations. Journal of the Learning Sciences, 13(1), 43–76. https://doi.org/10.1207/s15327809jls1301_3
Gibbons, L. K., Kazemi, E., & Lewis, R. M. (2017). Developing Collective Capacity to Improve Mathematics Instruction: Coaching as a Lever for School-Wide Improvement. The Journal of Mathematical Behavior, 46, 231–250. https://doi.org/10.1016/j.jmathb.2016.12.002
Henrick, E. C., Klafehn, A. B., & Cobb, P. (2018). Assessing the Impact of Partnership Recommendations on District Instructional Improvement Strategies. In P. Cobb, K. Jackson, E. Henrick, & T. M. Smith (Eds.), Systems for Instructional Improvement: Creating Coherence from the Classroom to the District Office (pp. 209–220). Harvard Education Press.
Schmidt, W. H., Wang, H. C., & McKnight, C. C. (2005). Curriculum Coherence: An Examination of US Mathematics and Science Content Standards from an International Perspective. Journal of Curriculum Studies, 37(5), 525–559. https://doi.org/10.1080/0022027042000294682
Mehta, J., & Fine, S. (2015). Bringing Values Back in: How Purposes Shape Practices in Coherent School Designs. Journal of Educational Change, 16(4), 483–510. https://doi.org/10.1007/s10833-015-9263-3
Zavadsky, H. (2016). Bringing Effective Instructional Practice to Scale in American Schools: Lessons from the Long Beach Unified School District. Journal of Educational Change, 17(4), 505–527. https://doi.org/10.1007/s10833-016-9287-3
Honig, M. I. (2012). District Central Office Leadership as Teaching: How Central Office Administrators Support Principals’ Development as Instructional Leaders. Educational Administration Quarterly, 48(4), 733–774. https://doi.org/10.1177/0013161X12443258
Larbi-Cherif, A. M. (2017). Investigating Relationships Between Understanding of Inquiry Mathematics, District Context, and School Context on Principal Instructional Leadership Aimed at Ambitious Instruction [Ph.D., Vanderbilt University].
Polikoff, M. S. (2015). How Well Aligned Are Textbooks to the Common Core Standards in Mathematics? American Educational Research Journal, 52(6), 1185–1211. https://doi.org/10.3102/0002831215584435
Polikoff, M. S., Porter, A. C., & Smithson, J. (2011). How Well Aligned Are State Assessments of Student Achievement with State Content Standards? American Educational Research Journal, 48(4), 965–995. https://doi.org/10.3102/0002831211410684
Porter, A. C. (2002). Measuring the Content of Instruction: Uses in Research and Practice. Educational Researcher, 31(7), 3–14. https://doi.org/10.3102/0013189X031007003
Farrell, C. C., Coburn, C. E., & Chong, S. (2019). Under What Conditions Do School Districts Learn From External Partners? The Role of Absorptive Capacity. American Educational Research Journal, 56(3), 955–994. https://doi.org/10.3102/0002831218808219
Marsh, J. A., Kerr, K. A., Ikemoto, G. S., Darilek, H., Booth, M., Zimmer, R., & Barney, H. (2005). The Role of Districts in Fostering Instructional Improvement: Lessons from Three Urban Districts Partnered with the Institute for Learning. RAND Corporation. https://www.rand.org/pubs/monographs/MG361.html
Morris, A. K., & Hiebert, J. (2011). Creating Shared Instructional Products: An Alternative Approach to Improving Teaching. Educational Researcher, 40(1), 5–14. https://doi.org/10.3102/0013189X10393501
