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 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
• 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
• 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
• 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
• 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
• 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 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 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 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 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 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
• West Side School-Community Design Circle: A Community Leadership Partnership on the West Side of Salt Lake City, Utah
  Lopez, G. R., & Kuttner, P. (2017). West Side School-Community Design Circle: A Community Leadership Partnership on the West Side of Salt Lake City, Utah. AERA Annual Meeting, San Antonio.
• We Are Our Own Best Advocates: Latinx Immigrants Teaching And Learning For Their Rights
  Rusoja, A. (2017). We Are Our Own Best Advocates: Latinx Immigrants Teaching And Learning For Their Rights [Ph.D., University of Pennsylvania]. https://repository.upenn.edu/edissertations/2559
• Viewing Science Learning Through an Ecosystem Lens: A Story in Two Parts
  Falk, J. H., & Dierking, L. D. (2018). Viewing Science Learning Through an Ecosystem Lens: A Story in Two Parts. In D. Corrigan, C. Buntting, A. Jones, & J. Loughran (Eds.), Navigating the Changing Landscape of Formal and Informal Science Learning Opportunities (pp. 9–29). Springer International Publishing. https://doi.org/10.1007/978-3-319-89761-5_2
• Using the Evaluation Sciences to Understand "How" and "Why" the University of Minnesota College of Pharmacy Leadership Program Works
  Bechtol, R. A. (2022). Using the Evaluation Sciences to Understand “How” and “Why” the University of Minnesota College of Pharmacy Leadership Program Works [Ph.D., University of Minnesota]. https://www.proquest.com/dissertations/docview/2645870992/abstract/2085CCFDCBD341CDPQ/12
• Using Student-Assessment Results to Improve Instruction: Lessons From a Workshop
  Murnane, R. J., Sharkey, N. S., & Boudett, K. P. (2005). Using Student-Assessment Results to Improve Instruction: Lessons From a Workshop. Journal of Education for Students Placed at Risk (JESPAR), 10(3), 269–280. https://doi.org/10.1207/s15327671espr1003_3
• 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 Research to Improve College Readiness: A Research Partnership Between the Los Angeles Unified School District and the Los Angeles Education Research Institute
  Phillips, M., Yamashiro, K., Farrukh, A., Lim, C., Hayes, K., Wagner, N., White, J., & Chen, H. (2015). Using Research to Improve College Readiness: A Research Partnership Between the Los Angeles Unified School District and the Los Angeles Education Research Institute. Journal of Education for Students Placed at Risk (JESPAR), 20(1–2), 141–168. https://doi.org/10.1080/10824669.2014.990562
• Using Instruction-Embedded Formative Assessment to Predict State Summative Test Scores and Achievement Levels in Mathematics
  Zheng, G., Fancsali, S. E., Ritter, S., & Berman, S. (2019). Using Instruction-Embedded Formative Assessment to Predict State Summative Test Scores and Achievement Levels in Mathematics. Journal of Learning Analytics, 6(2), Article 2. https://doi.org/10.18608/jla.2019.62.11
• Using Informal Classroom Observations to Improve Instruction
  Ing, M. (2010). Using Informal Classroom Observations to Improve Instruction. Journal of Educational Administration, 48(3), 337–358. https://doi.org/10.1108/09578231011041053
• Using Improvement Science to Better Support Beginning Teachers: The Case of the Building a Teaching Effectiveness Network
  Hannan, M., Russell, J. L., Takahashi, S., & Park, S. (2015). Using Improvement Science to Better Support Beginning Teachers: The Case of the Building a Teaching Effectiveness Network. Journal of Teacher Education, 66(5), 494–508. https://doi.org/10.1177/0022487115602126
• Using Designed Instructional Activities to Enable Novices to Manage Ambitious Mathematics Teaching
  Lampert, M., Beasley, H., Ghousseini, H., Kazemi, E., & Franke, M. (2010). Using Designed Instructional Activities to Enable Novices to Manage Ambitious Mathematics Teaching. In M. K. Stein & L. Kucan (Eds.), Instructional Explanations in the Disciplines (pp. 129–141). Springer US. https://doi.org/10.1007/978-1-4419-0594-9_9
• Using Data-Driven Discovery of Better Student Models to Improve Student Learning
  Koedinger, K. R., Stamper, J. C., McLaughlin, E. A., & Nixon, T. (2013). Using Data-Driven Discovery of Better Student Models to Improve Student Learning. In H. C. Lane, K. Yacef, J. Mostow, & P. Pavlik (Eds.), Artificial Intelligence in Education (pp. 421–430). Springer. https://doi.org/10.1007/978-3-642-39112-5_43
• Using Data to Alter Instructional Practice: The Mediating Role of Coaches and Professional Learning Communities
  Marsh, J. A., Bertrand, M., & Huguet, A. (2015). Using Data to Alter Instructional Practice: The Mediating Role of Coaches and Professional Learning Communities. Teachers College Record, 117(4), 1–40. https://doi.org/10.1177/016146811511700411
• Using Data for Improvement to Support Implementation At Scale: Adaptive Integration in the TN Mathematics Coaching Project
  Russell, J. L., Correnti, R., Stein, M. K., Hannan, M., Bill, V., Schwartz, N., Booker, L. N., & Pratt, N. R. (2015, October 7). Using Data for Improvement to Support Implementation At Scale: Adaptive Integration in the TN Mathematics Coaching Project. Using Continuous Improvement to Integrating Design, Implementation, and Scale Up, Nashville, TN. https://my.vanderbilt.edu/scalingupcenter/files/2016/12/Using-Data-for-Improvement-to-Support-Implementation-At-Scale-Adaptive-Integration-in-the-TN-Mathematics-Coaching-Project-.pdf
• Using Activity Systems Analysis to Identify Inner Contradictions in Teacher Professional Development
  Yamagata-Lynch, L. C., & Haudenschild, M. T. (2009). Using Activity Systems Analysis to Identify Inner Contradictions in Teacher Professional Development. Teaching and Teacher Education, 25(3), 507–517. https://doi.org/10.1016/j.tate.2008.09.014
• Using a Phenomenological Approach to Understand the Research-Practice Gap Contextualized Within a Research-Practice Partnership
  Seccia, A. (2021). Using a Phenomenological Approach to Understand the Research-Practice Gap Contextualized Within a Research-Practice Partnership [Ph.D., State University of New York at Buffalo]. https://www.proquest.com/dissertations/docview/2582054795/abstract/734A4F87E4814B8FPQ/1
• Urban District Central Office Transformation for Teaching and Learning Improvement: Beyond a Zero-Sum Game
  Honig, M. I., Lorton, J. S., & Copland, M. A. (2009). Urban District Central Office Transformation for Teaching and Learning Improvement: Beyond a Zero-Sum Game. Teachers College Record, 111(13), 21–40. https://doi.org/10.1177/016146810911101302
• Update: Report on Innovations in Developmental Mathematics— Moving Mathematical Graveyards
  Merseth, K. K. (2011). Update: Report on Innovations in Developmental Mathematics—Moving Mathematical Graveyards. Journal of Developmental Education, 34(3), 32–38.
• Unpacking Tracking: The Role of Instruction, Teacher Beliefs and Supplemental Courses in the Relationship Between Tracking and Student Achievement
  Schmidt, R. A. (2013). Unpacking Tracking: The Role of Instruction, Teacher Beliefs and Supplemental Courses in the Relationship Between Tracking and Student Achievement [Ph.D., Vanderbilt University]. https://ir.vanderbilt.edu/handle/1803/10767
• University Support of Secondary STEM Teachers Through Professional Development.
  Beaudoin, C. R., Johnston, P. C., Jones, L. B., & Waggett, R. J. (2013). University Support of Secondary STEM Teachers Through Professional Development. Education, 133(3), 330–340.
• Understanding Teachers’ Self-Sustaining, Generative Change in the Context of Professional Development
  Franke, M. L., Carpenter, T., Fennema, E., Ansell, E., & Behrend, J. (1998). Understanding Teachers’ Self-Sustaining, Generative Change in the Context of Professional Development. Teaching and Teacher Education, 14(1), 67–80. https://doi.org/10.1016/S0742-051X(97)00061-9
• Understanding Public Sentiment About Educational Reforms: The Next Generation Science Standards on Twitter
  Rosenberg, J. M., Borchers, C., Dyer, E. B., Anderson, D., & Fischer, C. (2021). Understanding Public Sentiment About Educational Reforms: The Next Generation Science Standards on Twitter. AERA Open, 7, 23328584211024260. https://doi.org/10.1177/23328584211024261
• Understanding Effective High Schools: Evidence for Personalization for Academic and Social Emotional Learning
  Rutledge, S., Cohen-Vogel, L., Osborne-Lampkin, L., & Roberts, R. L. (2015). Understanding Effective High Schools: Evidence for Personalization for Academic and Social Emotional Learning. American Educational Research Journal, 52(6), 1060–1092. https://doi.org/10.3102/0002831215602328
• Understanding Data Use Practice among Teachers: The Contribution of Micro-Process Studies
  Little, J. W. (2012). Understanding Data Use Practice among Teachers: The Contribution of Micro-Process Studies. American Journal of Education, 118(2), 143–166. https://doi.org/10.1086/663271
• Under What Conditions Do School Districts Learn From External Partners? The Role of Absorptive Capacity
  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
• Unaccompanied Youth in Our Public Schools and Our Opportunity to Lead for Emancipatory Practices
  Garcia, L. W. (2021). Unaccompanied Youth in Our Public Schools and Our Opportunity to Lead for Emancipatory Practices [Ed.D., Loyola Marymount University]. https://www.proquest.com/dissertations/docview/2526364502/abstract/B8F006AC8B446CBPQ/34