Improvement Research in Education · Search · University of Michigan CoRE Project

Mediated Diffusion: Translating Professional Practice Across Schools in a High-Stakes System

Eddy-Spicer, D. H. (2017). Mediated Diffusion: Translating Professional Practice Across Schools in a High-Stakes System. Journal of Educational Change, 18(2), 235–256. https://doi.org/10.1007/s10833-017-9296-x

Research In, Research Out: The Role of Research in the Development and Scale-Up of Success for All

Slavin, R. E., Madden, N. A., & Datnow, A. (2007). Research In, Research Out: The Role of Research in the Development and Scale-Up of Success for All. In The State of Education Policy Research. Routledge.

Teacher Collaboration in School Improvement

Weddle, H., Lockton, M., & Datnow, A. (2020). Teacher Collaboration in School Improvement. In H. Weddle, M. Lockton, & A. Datnow, Oxford Bibliographies: Education. Oxford University Press. https://doi.org/10.1093/obo/9780199756810-0248

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

Design Thinking, Leadership, and the Grammar of Schooling: Implications for Educational Change

Hubbard, L., & Datnow, A. (2020). Design Thinking, Leadership, and the Grammar of Schooling: Implications for Educational Change. American Journal of Education, 126(4), 499–518. https://doi.org/10.1086/709510

In the NIC of Time: How Sustainable Are Networked Improvement Communities?

Joshi, E., Redding, C., & Cannata, M. (2021). In the NIC of Time: How Sustainable Are Networked Improvement Communities? American Journal of Education, 127(3), 369–397. https://doi.org/10.1086/713826

Collaboration versus Concreteness: Tensions in Designing for Scale

Cannata, M., & Nguyen, T. D. (2020). Collaboration versus Concreteness: Tensions in Designing for Scale. Teachers College Record, 122(12), 1–34. https://doi.org/10.1177/016146812012201207

Continuous Improvement and "High Leverage" Educational Problems

Closson-Pitts, B., Gilliam, E., Rutledge, S., & Cannata, M. (2020). Continuous Improvement and “High Leverage” Educational Problems. In B. Closson-Pitts, E. Gilliam, S. Rutledge, & M. Cannata, Oxford Bibliographies: Education. Oxford University Press. https://doi.org/10.1093/obo/9780199756810-0236

Building Student Ownership and Responsibility: Examining Student Outcomes from a Research-Practice Partnership

Cannata, M., Redding, C., & Nguyen, T. D. (2019). Building Student Ownership and Responsibility: Examining Student Outcomes from a Research-Practice Partnership. Journal of Research on Educational Effectiveness, 12(3), 333–362. https://doi.org/10.1080/19345747.2019.1615157

Restructuring Instructional Leadership: How Multiple-Measure Teacher Evaluation Systems Are Redefining the Role of the School Principal

Neumerski, C. M., Grissom, J. A., Goldring, E., Drake, T. A., Rubin, M., Cannata, M., & Schuermann, P. (2018). Restructuring Instructional Leadership: How Multiple-Measure Teacher Evaluation Systems Are Redefining the Role of the School Principal. The Elementary School Journal, 119(2), 270–297. https://doi.org/10.1086/700597

Key Actors Leading Knowledge Brokerage for Sustainable School Improvement With PLCs: Who Brokers What?

van den Boom-Muilenburg, S. N., Poortman, C. L., Daly, A. J., Schildkamp, K., de Vries, S., Rodway, J., & van Veen, K. (2022). Key Actors Leading Knowledge Brokerage for Sustainable School Improvement With PLCs: Who Brokers What? Teaching and Teacher Education, 110, 103577. https://doi.org/10.1016/j.tate.2021.103577

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

A Network Case of Knowledge Brokering

Rodway, J., MacGregor, S., Daly, A., Liou, Y.-H., Yonezawa, S., & Pollock, M. (2021). A Network Case of Knowledge Brokering. Journal of Professional Capital and Community, 6(2), 148–163. https://doi.org/10.1108/JPCC-11-2020-0089

Broken Bridges: The Role of Brokers in Connecting Educational Leaders Around Research Evidence

Finnigan, K. S., Daly, A. J., Caduff, A., & Leal, C. C. (2021). Broken Bridges: The Role of Brokers in Connecting Educational Leaders Around Research Evidence. In M. S. Weber & I. Yanovitzky (Eds.), Networks, Knowledge Brokers, and the Public Policymaking Process (pp. 129–153). Springer International Publishing. https://doi.org/10.1007/978-3-030-78755-4_6

The SchoolWeavers Tool: Supporting School Leaders to Weave Learning Ecosystems

Díaz-Gibson, J., Daly, A., Miller-Balslev, G., & Zaragoza, M. C. (2021). The SchoolWeavers Tool: Supporting School Leaders to Weave Learning Ecosystems. School Leadership & Management, 41(4–5), 429–446. https://doi.org/10.1080/13632434.2020.1770210

An Empirically Grounded System of Supports for Improving the Quality of Mathematics Teaching on a Large Scale

Cobb, P., & Jackson, K. (2021). An Empirically Grounded System of Supports for Improving the Quality of Mathematics Teaching on a Large Scale. Implementation and Replication Studies in Mathematics Education, 1(1), 77–110. https://doi.org/10.1163/26670127-01010004

Different Ways to Implement Innovative Teaching Approaches at Scale

Maass, K., Cobb, P., Krainer, K., & Potari, D. (2019). Different Ways to Implement Innovative Teaching Approaches at Scale. Educational Studies in Mathematics, 102(3), 303–318. https://doi.org/10.1007/s10649-019-09920-8

A Cross-Cultural Comparison of the Self-Efficacy of Middle-School Mathematics Teachers Across Turkey and the United States

Sevgi, S., Berberoglu, G., Cobb, P., & Smith, T. M. (2021). A Cross-Cultural Comparison of the Self-Efficacy of Middle-School Mathematics Teachers Across Turkey and the United States. International Journal of Mathematical Education in Science and Technology, 0(0), 1–18. https://doi.org/10.1080/0020739X.2020.1861348

The Relevance of Improvement Research to Mathematics Education

Cobb, P. (2018). The Relevance of Improvement Research to Mathematics Education. Éducation et Didactique, 12–1, 129–132.

Assessing Research-Practice Partnerships: Five Dimensions of Effectiveness

Henrick, E. C., Cobb, P., Penuel, W. R., Jackson, K., & Clark, T. (2017). Assessing Research-Practice Partnerships: Five Dimensions of Effectiveness. William T Grant Foundation. https://eric.ed.gov/?id=ED610463

The Embeddedness of Teachers’ Social Networks: Evidence from a Study of Mathematics Reform

Cobb, P., & Jackson, K. (2021). An Empirically Grounded System of Supports for Improving the Quality of Mathematics Teaching on a Large Scale. Implementation and Replication Studies in Mathematics Education, 1(1), 77–110. https://doi.org/10.1163/26670127-01010004

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

Evidence, Interpretation, and Persuasion: Instructional Decision Making at the District Central Office

Coburn, C. E., Toure, J., & Yamashita, M. (2009). Evidence, Interpretation, and Persuasion: Instructional Decision Making at the District Central Office. Teachers College Record, 111(4), 1115–1161.

Evidence-Based Decision Making in School District Central Offices: Toward a Policy and Research Agenda

Honig, M. I., & Coburn, C. (2008). Evidence-Based Decision Making in School District Central Offices: Toward a Policy and Research Agenda. Educational Policy, 22(4), 578–608. https://doi.org/10.1177/0895904807307067

Topic Modeling and Bibliometric Network Analysis to Explore the Structure and Content of Improvement Research in Education

Lawlor, J. A., Lagoze, C., Huynh, M. Q., Moss, P. A., Peurach, D. J., & Hammond, J. W. (2021, July 9). Topic Modeling and Bibliometric Network Analysis to Explore the Structure and Content of Improvement Research in Education. Networks 2021.

Platformed Knowledge Brokerage in Education: Power and Possibilities

Lawlor, J. A., Hammond, J. W., Lagoze, C., Huynh, M., & Moss, P. (2021). Platformed Knowledge Brokerage in Education: Power and Possibilities. In M. S. Weber & I. Yanovitzky (Eds.), Networks, Knowledge Brokers, and the Public Policymaking Process (pp. 315–350). Springer International Publishing. https://doi.org/10.1007/978-3-030-78755-4_12

Research Synthesis Infrastructures: Shaping Knowledge in Education

Hammond, J. W., Moss, P. A., Huynh, M. Q., & Lagoze, C. (2020). Research Synthesis Infrastructures: Shaping Knowledge in Education. Review of Research in Education, 44(1), 1–35. https://doi.org/10.3102/0091732X20907350

Critical Perspectives on Educational Innovation and Improvement Science

Jabbar, H., & Childs, J. (2020). Critical Perspectives on Educational Innovation and Improvement Science. In H. Jabbar & J. Childs, Education. Oxford University Press. https://doi.org/10.1093/obo/9780199756810-0243

Reflections on Launching a Networked Improvement Community with Computer Science Educators

Fletcher, C. L., Torbey, R., Childs, J., & Zarch, R. (2020). Reflections on Launching a Networked Improvement Community with Computer Science Educators. 2020 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT), 1, 1–4. https://doi.org/10.1109/RESPECT49803.2020.9272443

Personalization for Academic and Social Emotional Learning (PASL) Toolkit

What is PASL? (n.d.). Vanderbilt University. Retrieved December 24, 2021, from https://my.vanderbilt.edu/pasltoolkit/

Evidence-Informed Innovation in Schools: Aligning Collaborative Research and Development With High Quality Professional Learning for Teachers

Greany, T., & Maxwell, B. (2017). Evidence-Informed Innovation in Schools: Aligning Collaborative Research and Development With High Quality Professional Learning for Teachers. International Journal of Innovation in Education, 4(2–3), 147–170. https://doi.org/10.1504/IJIIE.2017.088095

The Evidence-Informed School System in England: Where Should School Leaders Be Focusing Their Efforts?

Brown, C., & Greany, T. (2018). The Evidence-Informed School System in England: Where Should School Leaders Be Focusing Their Efforts? Leadership and Policy in Schools, 17(1), 115–137. https://doi.org/10.1080/15700763.2016.1270330

Evidence-Informed Teaching: An Evaluation of Progress in England

Coldwell, M., Greaney, T., Higgins, S., Brown, C., Maxwell, B., Stiell, B., Stoll, L., Willis, B., & Burns, H. (2017). Evidence-Informed Teaching: An Evaluation of Progress in England. Research Report July 2017 (DFE-RR-696; pp. 1–75). Department of Education. https://www.gov.uk/government/publications/evidence-informed-teaching-evaluation-of-progress-in-england

Building Demand for Research Through Lesson Study

Coburn, C. E., Stein, M. K., Baxter, J., D’Amico, L., Datnow, A., Engle, R., Honig, M., Ikemoto, G., Lewis, C., Park, V., Perry, R., Rosen, L., & Stokes, L. (2010). Building Demand for Research Through Lesson Study. In C. E. Coburn, & M. K. Stein (Eds.) Research and Practice in Education: Building Alliances, Bridging the Divide. Rowman & Littlefield Publishers.

How Do Japanese Teachers Improve their Instruction?: Synergies of Lesson Study at the School, District and National Levels

Lewis, C. C. (2013). How Do Japanese Teachers Improve their Instruction?: Synergies of Lesson Study at the School, District and National Levels [Commissioned Paper]. National Academy of Sciences, National Research Council Board on Science Education. Retrieved December 24, 2021, from https://sites.nationalacademies.org/cs/groups/dbassesite/documents/webpage/dbasse_084385.pdf

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