Improvement Research in Education (IRE) Knowledge Commons

Items

• YPAR: Exploring New Literacies and Critical Literacy Pedagogy in a Virtual Teaching and Learning Environment
  Basile, A. E. (2021). YPAR: Exploring New Literacies and Critical Literacy Pedagogy in a Virtual Teaching and Learning Environment [Ed.D., University of Rochester]. https://www.proquest.com/dissertations/docview/2572537031/abstract/B8F006AC8B446CBPQ/26
• Youth Participatory Action Research as Classroom Pedagogy
  Fenner, D. J. (2020). Youth Participatory Action Research as Classroom Pedagogy [Ed.D., Mills College]. https://www.proquest.com/dissertations/docview/2456453054/abstract/B8F006AC8B446CBPQ/44
• Youth Participatory Action Research as an Approach to Sociopolitical Development and the New Academic Standards: Considerations for Educators
  Kornbluh, M., Ozer, E. J., Allen, C. D., & Kirshner, B. (2015). Youth Participatory Action Research as an Approach to Sociopolitical Development and the New Academic Standards: Considerations for Educators. The Urban Review, 47(5), 868–892. https://doi.org/10.1007/s11256-015-0337-6
• Youth Enacting Social-Spatial Justice in Middle School STEM: Advancing Justice Work in Hyperlocal and Interscalar Ways
  Tan, E., Calabrese Barton, A., & Nazar, C. R. (2022). Youth Enacting Social-Spatial Justice in Middle School STEM: Advancing Justice Work in Hyperlocal and Interscalar Ways. Cognition and Instruction, 1-31. https://doi.org/10.1080/07370008.2022.2081692
• Youth Critical Data Practices in the COVID-19 Multipandemic
  Calabrese Barton, A., Greenberg, D., Turner, C., Riter, D., Perez, M., Tasker, T., ... & Davis, E. A. (2021). Youth Critical Data Practices in the COVID-19 Multipandemic. AERA Open, 7(1), pp. 1-16. https://doi.org/10.1177/23328584211041631
• Young Children Demystifying and Remaking the University Through Critical Play
  Campano, G., Ngo, L., Low, D. E., & Bartow Jacobs, K. (2016). Young Children Demystifying and Remaking the University Through Critical Play. Journal of Early Childhood Literacy, 16(2), 199–227. https://doi.org/10.1177/1468798415577875
• Working to Improve: Seven Approaches to Improvement Science in Education
  LeMahieu, P. G., Bryk, A. S., Grunow, A., & Gomez, L. M. (2017). Working to Improve: Seven Approaches to Improvement Science in Education. Quality Assurance in Education, 25(1), 2–4. https://doi.org/10.1108/QAE-12-2016-0086
• Word Generation Randomized Trial: Discussion Mediates the Impact of Program Treatment on Academic Word Learning
  Lawrence, J. F., Crosson, A. C., Paré-Blagoev, E. J., & Snow, C. E. (2015). Word Generation Randomized Trial: Discussion Mediates the Impact of Program Treatment on Academic Word Learning. American Educational Research Journal, 52(4), 750–786. https://doi.org/10.3102/0002831215579485
• Word Generation in Boston Public Schools: Natural History of a Literacy Intervention. The Senior Urban Education Research Fellowship Series. Volume III
  Snow, C. E., & Lawrence, J. F. (2011). Word Generation in Boston Public Schools: Natural History of a Literacy Intervention. The Senior Urban Education Research Fellowship Series. Volume III. In Council of the Great City Schools. Council of the Great City Schools. https://eric.ed.gov/?id=ED518090
• Within and Beyond Communities of Practice: Making Sense of Learning Through Participation, Identity and Practice
  Handley, K., Sturdy, A., Fincham, R., & Clark, T. (2006). Within and Beyond Communities of Practice: Making Sense of Learning Through Participation, Identity and Practice. Journal of Management Studies, 43(3), 641–653. https://doi.org/10.1111/j.1467-6486.2006.00605.x
• With Scale in Mind: A Continuous Improvement Model for Implementation
  Redding, C., Cannata, M., & Taylor Haynes, K. (2017). With Scale in Mind: A Continuous Improvement Model for Implementation. Peabody Journal of Education, 92(5), 589–608. https://doi.org/10.1080/0161956X.2017.1368635
• Wise Feedback as a Timely Intervention for At-Risk Students Transitioning Into High School
  Thayer, A. J., Cook, C. R., Fiat, A. E., Bartlett-Chase, M. N., & Kember, J. M. (2018). Wise Feedback as a Timely Intervention for At-Risk Students Transitioning Into High School. School Psychology Review, 47(3), 275–290. https://doi.org/10.17105/SPR-2017-0021.V47-3
• Why Total Quality Management Programs Do Not Persist: The Role of Management Quality and Implications for Leading a TQM Transformation
  Beer, M. (2003). Why Total Quality Management Programs Do Not Persist: The Role of Management Quality and Implications for Leading a TQM Transformation. Decision Sciences, 34(4), 623–642. https://doi.org/10.1111/j.1540-5414.2003.02640.x
• Why Reform Sometimes Succeeds: Understanding the Conditions That Produce Reforms That Last
  Cohen, D. K., & Mehta, J. D. (2017). Why Reform Sometimes Succeeds: Understanding the Conditions That Produce Reforms That Last. American Educational Research Journal, 54(4), 644–690. https://doi.org/10.3102/0002831217700078
• Why Johnny Can't Read: And What You Can Do About It
  Flesch, R. (1955). Why Johnny Can’t Read: And What You Can Do About It. Harper.
• Who's Learning? Using Demographics in EDM Research
  Paquette, L., Ocumpaugh, J., Li, Z., Andres, A., & Baker, R. (2020). Who’s Learning? Using Demographics in EDM Research. Journal of Educational Data Mining, 12(3), Article 3. https://doi.org/10.5281/zenodo.4143612
• Who Is Involved? Who Is Impacted? Teaching Improvement Science for Educational Justice
  Hinnant-Crawford, B. N., Nazario y Colón, R., & Davis, T. W. (2021). Who Is Involved? Who Is Impacted? Teaching Improvement Science for Educational Justice. In D. T. Spaulding, R. Crow, & B. N. Hinnant-Crawford (Eds.), Teaching Improvement Science in Educational Leadership (pp. 17–42). Myers Education Press. https://styluspub.presswarehouse.com/browse/book/9781975503758/Teaching-Improvement-Science-in-Educational-Leadership
• 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
• Who Are Online Teacherpreneurs and What Do They Do? A Survey of Content Creators on TeachersPayTeachers.com
  Shelton, C. C., & Archambault, L. M. (2019). Who Are Online Teacherpreneurs and What Do They Do? A Survey of Content Creators on TeachersPayTeachers.com. Journal of Research on Technology in Education, 51(4), 398–414. https://doi.org/10.1080/15391523.2019.1666757
• White Logic, White Methods: Racism and Methodology
  Zuberi, T., & Bonilla-Silva, E. (2008). White Logic, White Methods: Racism and Methodology. Rowman & Littlefield Publishers.
• Where’s the “Up” in Bottom-Up Reform?
  Honig, M. I. (2004). Where’s the “Up” in Bottom-Up Reform? Educational Policy, 18(4), 527–561. https://doi.org/10.1177/0895904804266640
• Where's the Playbook? Common Curriculum and High School Turnaround
  Larbi-Cherif, A. M., Lenhoff, S. W., & Glazer, J. L. (2019). Where’s the Playbook? Common Curriculum and High School Turnaround. AERA Annual Meeting, Toronto, ON.
• Where the Rubber Meets the Road: Rethinking the Connection Between High-Stakes Testing Policy and Classroom Instruction
  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
• Where the Action Is: On Collaborative Action Research in Education
  Erickson, F. (1995). Where the Action Is: On Collaborative Action Research in Education. Bulletin of the Council for Research in Music Education.
• Where is the Land of Opportunity? The Geography of Intergenerational Mobility in the United States
  Chetty, R., Hendren, N., Kline, P., & Saez, E. (2014). Where is the Land of Opportunity? The Geography of Intergenerational Mobility in the United States (Working Paper No. 19843). National Bureau of Economic Research. https://doi.org/10.3386/w19843
• When They Go Low, We Go High: Scholars of Color, Activism, and Educational Research in a Post-Truth Era
  Childs, J., & Johnson, S. (2018). When They Go Low, We Go High: Scholars of Color, Activism, and Educational Research in a Post-truth Era. Education Policy Analysis Archives, 26, 146–146. https://doi.org/10.14507/epaa.26.3342
• When Should I Use a Measure to Support Instructional Improvement at Scale? The Importance of Considering Both Intended and Actual Use in Validity Arguments
  Ing, M., Chinen, S., Jackson, K., & Smith, T. M. (2021). When Should I Use a Measure to Support Instructional Improvement at Scale? The Importance of Considering Both Intended and Actual Use in Validity Arguments. Educational Measurement: Issues and Practice, 40(1), 92–100. https://doi.org/10.1111/emip.12393
• When Seekers Reap Rewards and Providers Pay a Price: The Role of Relationships and Discussion in Improving Practice in a Community of Learning
  Sinnema, C., Liou, Y.-H., Daly, A., Cann, R., & Rodway, J. (2021). When Seekers Reap Rewards and Providers Pay a Price: The Role of Relationships and Discussion in Improving Practice in a Community of Learning. Teaching and Teacher Education, 107, 103474. https://doi.org/10.1016/j.tate.2021.103474
• When New Relationships Meet Old Narratives: The Journey towards Improving Parent-School Relations in a District-Community Organizing Collaboration
  Ishimaru, A. M. (2014). When New Relationships Meet Old Narratives: The Journey towards Improving Parent-School Relations in a District-Community Organizing Collaboration. Teachers College Record, 116(2), 1–56. https://doi.org/10.1177/016146811411600206
• When Improvement Science Meets Campus Improvement Planning: Principals’ Reflections on a North Texas School District’s Campus Improvement Design
  Brown, M. A. (2022). When Improvement Science Meets Campus Improvement Planning: Principals’ Reflections on a North Texas School District’s Campus Improvement Design [D.Ed., Tarleton State University]. https://www.proquest.com/dissertations/docview/2674389476/abstract/2085CCFDCBD341CDPQ/2
• When Data Don’t Drive: Teacher Agency in Data Use Efforts in Low-Performing Schools
  Lockton, M., Weddle, H., & Datnow, A. (2020). When Data Don’t Drive: Teacher Agency in Data Use Efforts in Low-Performing Schools. School Effectiveness and School Improvement, 31(2), 243–265. https://doi.org/10.1080/09243453.2019.1647442
• What’s the Evidence on Districts’ Use of Evidence?
  Coburn, C. E., Honig, M. I., & Stein, M. K. (2009). What’s the Evidence on Districts’ Use of Evidence? In J. D. Bransford, D. J. Stipek, N. J. Vye, L. M. Gomez, & D. Lam (Eds.), The Role of Research in Educational Improvement (pp. 67–86). Harvard Education Press.
• What’s Policy Got to Do with It? How the Structure-Agency Debate Can Illuminate Policy Implementation
  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
• What’s in a Grade? The Multidimensional Nature of What Teacher-Assigned Grades Assess in High School
  Bowers, A. J. (2011). What’s in a Grade? The Multidimensional Nature of What Teacher-Assigned Grades Assess in High School. Educational Research and Evaluation, 17(3), 141–159. https://doi.org/10.1080/13803611.2011.597112
• What's Your Theory? Driver Diagram Serves as Tool for Building and Testing Theories for Improvement
  Bennett, B., & Provost, L. (2015). What’s Your Theory? Driver Diagram Serves as Tool for Building and Testing Theories for Improvement. Quality Progress, 48(7), 36–43.
• What Works in Defining “What Works” in Educational Improvement: Lessons from Education Policy Implementation Research, Directions for Future Research
  Honig, M. I. (2009). What Works in Defining “What Works” in Educational Improvement: Lessons from Education Policy Implementation Research, Directions for Future Research. In Handbook of Education Policy Research (pp. 333–347). Routledge Handbooks Online. https://doi.org/10.4324/9780203880968.ch27
• What We Need in Education is More Integrity (and Less Fidelity) of Implementation
  LeMahieu, P. G. (2011, October 11). What We Need in Education is More Integrity (and Less Fidelity) of Implementation. Carnegie Commons Blog. https://www.carnegiefoundation.org/blog/what-we-need-in-education-is-more-integrity-and-less-fidelity-of-implementation/
• What Types of Brokerage Bridge the Research-Practice Gap? The Case of Public School Educators
  Neal, J. W., Neal, Z. P., Mills, K. J., Lawlor, J. A., & McAlindon, K. (2019). What Types of Brokerage Bridge the Research-Practice Gap? The Case of Public School Educators. Social Networks, 59, 41–49. https://doi.org/10.1016/j.socnet.2019.05.006
• What Research Do State Education Agencies Really Need? The Promise and Limitations of State Longitudinal Data Systems
  Conaway, C., Keesler, V., & Schwartz, N. (2015). What Research Do State Education Agencies Really Need? The Promise and Limitations of State Longitudinal Data Systems. Educational Evaluation and Policy Analysis, 37(1S), 16S-28S. https://doi.org/10.3102/0162373715576073
• What Research District Leaders Find Useful
  Penuel, W. R., Farrell, C. C., Allen, A.-R., Toyama, Y., & Coburn, C. E. (2018). What Research District Leaders Find Useful. Educational Policy, 32(4), 540–568. https://doi.org/10.1177/0895904816673580
• What Matters for Staying On-Track and Graduating in Chicago Public High Schools: A Close Look at Course Grades, Failures, and Attendance in the Freshman Year
  Allensworth, E. M., & Easton, J. Q. (2007). What Matters for Staying On-Track and Graduating in Chicago Public High Schools: A Close Look at Course Grades, Failures, and Attendance in the Freshman Year (p. 68). University of Chicago Consortium on Chicago School Research.
• What Is the System in Systemic Reform?
  Cohen, D. K. (1995). What Is the System in Systemic Reform? Educational Researcher, 24(9), 11–31. https://doi.org/10.3102/0013189X024009011
• What Is Six Sigma?
  Pande, P. S., & Holpp, L. (2001). What Is Six Sigma? McGraw Hill Professional.
• What Is Improvement Science? Do We Need It in Education?
  Lewis, C. (2015). What Is Improvement Science? Do We Need It in Education? Educational Researcher, 44(1), 54–61. https://doi.org/10.3102/0013189X15570388
• What Is Design Thinking and Why Is It Important?
  Razzouk, R., & Shute, V. (2012). What Is Design Thinking and Why Is It Important? Review of Educational Research, 82(3), 330–348. https://doi.org/10.3102/0034654312457429
• What Is a “Good” Social Network for Policy Implementation? The Flow of Know-How for Organizational Change
  Frank, K. A., Penuel, W. R., & Krause, A. E. (2015). What Is a “Good” Social Network for Policy Implementation? The Flow of Know-How for Organizational Change. Journal of Policy Analysis and Management, 34(2), 378–402. https://doi.org/10.1002/pam.21817
• What Happens When Teachers Design Educational Technology? The Development of Technological Pedagogical Content Knowledge
  Koehler, M. J., & Mishra, P. (2005). What Happens When Teachers Design Educational Technology? The Development of Technological Pedagogical Content Knowledge. Journal of Educational Computing Research, 32(2), 131–152. https://doi.org/10.2190/0EW7-01WB-BKHL-QDYV
• What Does Partnership Taste Like? Reimagining Family-School Partnerships through Participatory Design Research
  López, G., Yanagui, A., & Kuttner, P. (2017). What Does Partnership Taste Like? Reimagining Family-School Partnerships through Participatory Design Research (pp. 1–31). Family Leadership Design Collaborative. https://familydesigncollab.org/2017/04/29/what-does-partnership-taste-like-reimagining-family-school-partnerships-through-participatory-design-research/
• What Does it Take to Scale up and Sustain Evidence-Based Practices?
  Klingner, J. K., Boardman, A. G., & McMaster, K. L. (2013). What Does it Take to Scale up and Sustain Evidence-Based Practices? Exceptional Children, 79(3), 195–211. https://doi.org/10.1177/001440291307900205
• What Do Teachers Share Within Socialized Knowledge Communities: A Case of Pinterest
  Hu, S., Torphy, K. T., Opperman, A., Jansen, K., & Yun-Jia, L. (2018). What Do Teachers Share Within Socialized Knowledge Communities: A Case of Pinterest. Journal of Professional Capital and Community, 3(2), 97–122. https://doi.org/10.1108/JPCC-11-2017-0025