2219 items

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  A Preliminary Theory of Interorganizational Network Effectiveness: A Comparative Study of Four Community Mental Health Systems

  This paper presents the results of a comparative study of interorganizational networks, or systems, of mental health delivery in four U.S. cities, leading to a preliminary theory of network effectiveness. Extensive data were collected from surveys, interviews, documents, and observations. Network effectiveness was assessed by collecting and aggregating data on outcomes from samples of clients, their families, and their case managers at each site. Results of analyses of both quantitative and qualitative data collected at the individual, organizational, and network levels of analysis showed that network effectiveness could be explained by various structural and contextual factors, specifically, network integration, external control, system stability, and environmental resource munificence. Based on the findings, we develop testable propositions to guide theory development and future research on network effectiveness.
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  Do Networks Really Work? A Framework for Evaluating Public-Sector Organizational Networks

  Although cooperative, interorganizational networks have become a common mechanism for delivery of public services, evaluating their effectiveness is extremely complex and has generally been neglected. To help resolve this problem, we discuss the evaluation of networks of community-based, mostly publicly funded health, human service, and public welfare organizations. Consistent with pressures to perform effectively from a broad range of key stakeholders, we argue that networks must be evaluated at three levels of analysis: community, network, and organization/participant levels. While the three levels are related, each has its own set of effectiveness criteria that must be considered. The article offers a general discussion of network effectiveness, followed by arguments explaining effectiveness criteria and stakeholders at each level of analysis. Finally, the article examines how effectiveness at one level of network analysis may or may not match effectiveness criteria at another level and the extent to which integration across levels may be possible.
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  Networking Literature About Determinants of Network Effectiveness

  Since the early 1990s, public networks have been implemented in many countries to solve ‘wicked’ public problems, addressing such issues as health, social care, local development and education. While considerable research has been carried out into public networks, both managers and scholars are left with some doubts about network effectiveness. In fact literature on this topic has been highly fragmented, comprising a plurality of definitions, multiple theories, multiple methods and multiple explanations. This paper aims to review and classify previous theoretical and evidence-based studies on network effectiveness and its determinants. Our aim is to rearrange existing literature into a unitary framework in order to shed light on both hitherto unfilled gaps and established theoretical cornerstones.
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  Promoting and Assessing Value Creation in Communities and Networks: A Conceptual Framework
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  Understanding the Similarities and Distinctions Between Improvement Science and Evaluation

  Christie, C. A., Lemire, S., & Inkelas, M. (2017). Understanding the Similarities and Distinctions Between Improvement Science and Evaluation. New Directions for Evaluation, 2017(153), 11–21. https://doi.org/10.1002/ev.20237
  
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  Methods for Evaluation of Small Scale Quality Improvement Projects

  Harvey, G., & Wensing, M. (2003). Methods for Evaluation of Small Scale Quality Improvement Projects. BMJ Quality & Safety, 12(3), 210–214. https://doi.org/10.1136/qhc.12.3.210
  
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  Process Evaluation on Quality Improvement Interventions

  Hulscher, M. E. J. L., Laurant, M. G. H., & Grol, R. P. T. M. (2003). Process Evaluation on Quality Improvement Interventions. BMJ Quality & Safety, 12(1), 40–46. https://doi.org/10.1136/qhc.12.1.40
  
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  Evaluation of Quality Improvement Programmes

  Øvretveit, J., & Gustafson, D. (2002). Evaluation of Quality Improvement Programmes. BMJ Quality & Safety, 11(3), 270–275. https://doi.org/10.1136/qhc.11.3.270
  
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  Practical Recommendations for the Evaluation of Improvement Initiatives

  Parry, G., Coly, A., Goldmann, D., Rowe, A. K., Chattu, V., Logiudice, D., Rabrenovic, M., & Nambiar, B. (2018). Practical Recommendations for the Evaluation of Improvement Initiatives. International Journal for Quality in Health Care, 30(suppl_1), 29–36. https://doi.org/10.1093/intqhc/mzy021
  
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  Centrality and Network Flow

  Borgatti, S. P. (2005). Centrality and Network Flow. Social Networks, 27(1), 55–71. https://doi.org/10.1016/j.socnet.2004.11.008
  
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  Models of Core/Periphery Structures

  Borgatti, S. P., & Everett, M. G. (2000). Models of Core/Periphery Structures. Social Networks, 21(4), 375–395. https://doi.org/10.1016/S0378-8733(99)00019-2
  
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  Misalignment and Perverse Incentives: Examining the Politics of District Leaders as Brokers in the Use of Research Evidence

  Daly, A. J., Finnigan, K. S., Jordan, S., Moolenaar, N. M., & Che, J. (2014). Misalignment and Perverse Incentives: Examining the Politics of District Leaders as Brokers in the Use of Research Evidence. Educational Policy, 28(2), 145–174. https://doi.org/10.1177/0895904813513149
  
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  Centrality in Social Networks Conceptual Clarification

  Freeman, L. C. (1978). Centrality in Social Networks Conceptual Clarification. Social Networks, 1(3), 215–239. https://doi.org/10.1016/0378-8733(78)90021-7
  
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  Structures of Mediation: A Formal Approach to Brokerage in Transaction Networks

  Gould, R. V., & Fernandez, R. M. (1989). Structures of Mediation: A Formal Approach to Brokerage in Transaction Networks. Sociological Methodology, 19, 89–126. https://doi.org/10.2307/270949
  
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  The Search-Transfer Problem: The Role of Weak Ties in Sharing Knowledge across Organization Subunits

  Hansen, M. T. (1999). The Search-Transfer Problem: The Role of Weak Ties in Sharing Knowledge across Organization Subunits. Administrative Science Quarterly, 44(1), 82–111. https://doi.org/10.2307/2667032
  
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  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
  
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  Network Structure and Knowledge Transfer: The Effects of Cohesion and Range

  Reagans, R., & McEvily, B. (2003). Network Structure and Knowledge Transfer: The Effects of Cohesion and Range. Administrative Science Quarterly, 48(2), 240–267. https://doi.org/10.2307/3556658
  
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  Operating Room: Relational Spaces and Microinstitutional Change in Surgery

  Kellogg, K. C. (2009). Operating Room: Relational Spaces and Microinstitutional Change in Surgery. American Journal of Sociology, 115(3), 657–711. https://doi.org/10.1086/603535
  
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  The Study of Identity As Cultural, Institutional, Organizational, and Personal Narratives: Theoretical and Empirical Integrations

  Loseke, D. R. (2007). The Study of Identity As Cultural, Institutional, Organizational, and Personal Narratives: Theoretical and Empirical Integrations. The Sociological Quarterly, 48(4), 661–688. https://doi.org/10.1111/j.1533-8525.2007.00096.x
  
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  Teachers’ Professional Community in Restructuring Schools

  Louis, K. S., Marks, H. M., & Kruse, S. (1996). Teachers’ Professional Community in Restructuring Schools. American Educational Research Journal, 33(4), 757–798. https://doi.org/10.3102/00028312033004757
  
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  Institutional Change in Toque Ville: Nouvelle Cuisine as an Identity Movement in French Gastronomy

  Rao, H., Monin, P., & Durand, R. (2003). Institutional Change in Toque Ville: Nouvelle Cuisine as an Identity Movement in French Gastronomy. American Journal of Sociology, 108(4), 795–843. https://doi.org/10.1086/367917
  
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  Culture in Action: Symbols and Strategies

  Swidler, A. (1986). Culture in Action: Symbols and Strategies. American Sociological Review, 51(2), 273–286. https://doi.org/10.2307/2095521
  
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  A Toolkit for Analyzing Corporate Cultural Toolkits

  Weber, K. (2005). A Toolkit for Analyzing Corporate Cultural Toolkits. Poetics, 33(3), 227–252. https://doi.org/10.1016/j.poetic.2005.09.011
  
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  Managing Knowledge in Organizations: An Integrative Framework and Review of Emerging Themes

  Argote, L., McEvily, B., & Reagans, R. (2003). Managing Knowledge in Organizations: An Integrative Framework and Review of Emerging Themes. Management Science, 49(4), 571–582. https://doi.org/10.1287/mnsc.49.4.571.14424
  
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  Accessing, Documenting, and Communicating Practical Wisdom: The Phronesis of School Leadership Practice

  Halverson, R. (2004). Accessing, Documenting, and Communicating Practical Wisdom: The Phronesis of School Leadership Practice. American Journal of Education, 111(1), 90–121. https://doi.org/10.1086/424721
  
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  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
  
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  Study Designs for PDSA Quality Improvement Research

  Speroff, T., & O’Connor, G. T. (2004). Study Designs for PDSA Quality Improvement Research. Quality Management in Healthcare, 13(1), 17.
  
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  Learning and Practicing Continuous Improvement: Lessons from the CORE Districts

  Gallagher, H. A., & Cottingham, B. W. (2019). Learning and Practicing Continuous Improvement: Lessons from the CORE Districts. Policy Analysis for California Education. https://edpolicyinca.org/publications/learning-and-practicing-continuous-improvement-lessons-core-districts
  
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  Carnegie Math Pathways 2015-2016 Impact Report: A Five-Year Review

  Hoang, H., Huang, M., Sulcer, B., & Yesilyurt, S. (2017). Carnegie Math Pathways 2015-2016 Impact Report: A Five-Year Review. Carnegie Foundation for the Advancement of Teaching. https://www.carnegiefoundation.org/resources/publications/carnegie-math-pathways-2015-2016-impact-report-a-five-year-review/
  
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  The Critical Role of a Well-Articulated, Coherent Design in Professional Development: An Evaluation of a State-Wide Two-Week Program for Mathematics and Science Teachers

  Saderholm, J., Ronau, R. N., Rakes, C. R., Bush, S. B., & Mohr-Schroeder, M. (2017). The Critical Role of a Well-Articulated, Coherent Design in Professional Development: An Evaluation of a State-Wide Two-Week Program for Mathematics and Science Teachers. Professional Development in Education, 43(5), 789–818. https://doi.org/10.1080/19415257.2016.1251485
  
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  Strengthening Developmental Education Reforms: Evidence on Implementation Efforts From the Scaling Innovation Project

  Edgecombe, N., Cormier, M. S., Bickerstaff, S., & Barragan, M. (2013). Strengthening Developmental Education Reforms: Evidence on Implementation Efforts From the Scaling Innovation Project (Working Paper No. 6; pp. 1–48). Community College Research Center.
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  Lesson Study: A Japanese Approach To Improving Mathematics Teaching and Learning

  Fernandez, C., & Yoshida, M. (2004). Lesson Study: A Japanese Approach To Improving Mathematics Teaching and Learning. Routledge. https://doi.org/10.4324/9781410610867
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  Using Design-Based Research to Improve the Lesson Study Approach to Professional Development in Camden (London)

  Brown, C., Taylor, C., & Ponambalum, L. (2016). Using Design-Based Research to Improve the Lesson Study Approach to Professional Development in Camden (London). London Review of Education. https://doi.org/10.18546/LRE.14.2.02
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  Japanese Lesson Study: Teacher Professional Development through Communities of Inquiry

  Doig, B., & Groves, S. (2011). Japanese Lesson Study: Teacher Professional Development through Communities of Inquiry. Mathematics Teacher Education and Development, 13(1), Article 1.
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  Implementing Japanese Lesson Study in Foreign Countries: Misconceptions Revealed

  Fujii, T. (2014). Implementing Japanese Lesson Study in Foreign Countries: Misconceptions Revealed. Mathematics Teacher Education and Development, 16(1), Article 1.
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  Reassessing the Principal's Role in School Effectiveness: A Review of Empirical Research, 1980-1995

  Hallinger, P., & Heck, R. H. (1996). Reassessing the Principal’s Role in School Effectiveness: A Review of Empirical Research, 1980-1995. Educational Administration Quarterly, 32(1), 5–44. https://doi.org/10.1177/0013161X96032001002
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  Teaching Versus Teachers as a Lever for Change: Comparing a Japanese and a U.S. Perspective on Improving Instruction

  Hiebert, J., & Stigler, J. W. (2017). Teaching Versus Teachers as a Lever for Change: Comparing a Japanese and a U.S. Perspective on Improving Instruction. Educational Researcher, 46(4), 169–176. https://doi.org/10.3102/0013189X17711899
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  System Learning in an Urban School District: A Case Study of Intra-District Learning

  Redding, C., Cannata, M., & Miller, J. M. (2018). System Learning in an Urban School District: A Case Study of Intra-District Learning. Journal of Educational Change, 19(1), 77–101. https://doi.org/10.1007/s10833-017-9310-3
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  Poco a Poco: Leadership Practices Supporting Productive Communities of Practice in Schools Serving the New Mainstream

  Scanlan, M., Kim, M., Burns, M. B., & Vuilleumier, C. (2016). Poco a Poco: Leadership Practices Supporting Productive Communities of Practice in Schools Serving the New Mainstream. Educational Administration Quarterly, 52(1), 3–44. https://doi.org/10.1177/0013161X15615390
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  Examining Capacity for “Cross-Pollination” in a Rural School District: A Social Network Analysis Case Study

  Woodland, R. H., & Mazur, R. (2019). Examining Capacity for “Cross-Pollination” in a Rural School District: A Social Network Analysis Case Study. Educational Management Administration & Leadership, 47(5), 815–836. https://doi.org/10.1177/1741143217751077
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  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
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  Creating a Culture of Data Use for Continuous Improvement: A Case Study of an Edison Project School

  Sutherland, S. (2004). Creating a Culture of Data Use for Continuous Improvement: A Case Study of an Edison Project School. The American Journal of Evaluation, 25(3), 277–293. https://doi.org/10.1016/j.ameval.2004.05.009
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  The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions

  Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions. Child Development, 82(1), 405–432. https://doi.org/10.1111/j.1467-8624.2010.01564.x
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  Engaging Families in the High School Transition: Initial Findings From a Continuous Improvement Initiative

  Iver, M. A. M., Sheldon, S., Epstein, J., Rice, E., Iver, D. M., & Simmons, A. (2018). Engaging Families in the High School Transition: Initial Findings From a Continuous Improvement Initiative. School Community Journal, 28(1), 37–66.
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  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
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  Lesson Study: An Approach to Increase the Competency of Out-of-Field Mathematics Teacher in Building the Students Conceptual Understanding in Learning Mathematics

  Amirullah, A. H. (2018). Lesson Study: An Approach to Increase the Competency of Out-of-Field Mathematics Teacher in Building the Students Conceptual Understanding in Learning Mathematics. Journal of Educational Sciences, 2(2), Article 2. https://doi.org/10.31258/jes.2.2.p.1-13
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  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.
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  Lesson Study to Scale Up Research-Based Knowledge: A Randomized, Controlled Trial of Fractions Learning

  Lewis, C., & Perry, R. (2017). Lesson Study to Scale Up Research-Based Knowledge: A Randomized, Controlled Trial of Fractions Learning. Journal for Research in Mathematics Education, 48(3), 261–299. https://doi.org/10.5951/jresematheduc.48.3.0261
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  Learning in Practice: Exploring the Use of Plan-Do-Study-Act Cycles to Support Professional Learning

  Lozano, M. (2017). Learning in Practice: Exploring the Use of Plan-Do-Study-Act Cycles to Support Professional Learning [Ph.D., UCLA]. https://escholarship.org/uc/item/3mn1j51b
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  Lesson Study in Mathematics: Three Cases from Singapore

  This chapter reports mainly the mathematics research lessons component of a two-year intervention project (2006 and 2007) funded by the Centre for Research in Pedagogy and Practice (CRPP). The project team worked closely with a government school to implement Lesson Study as a teacher-directed form of instructional improvement. The chapter introduces the conceptual framework of cultural-historic activity theory and Wenger's community of practice and how they guide our intervention. It then examines the continuous improvement processes and teacher learning through three cases of mathematics research lessons conducted in three Lesson Study cycles. The topics cover long division, area and perimeter, and equivalent fractions in Primary 3 and 4. As the cases highlight, Lesson Study has become not only a powerful tool to bring together knowledge from diverse communities but also a rich site for the induction and mentoring of novice teachers. Researchers' learning from the implementation is equally powerful.