Items

• Rooted in Relationships: An Analysis of Dimensions of Social Capital Enabling Instructional Coaching

  Woulfin, S. L., & Jones, B. (2017). Rooted in Relationships: An Analysis of Dimensions of Social Capital Enabling Instructional Coaching. Journal of Professional Capital and Community, 3(1), 25–38. https://doi.org/10.1108/JPCC-07-2017-0017
  

• Interconnected Infrastructure for Improving Reading Instruction

  Woulfin, S., & Gabriel, R. E. (2020). Interconnected Infrastructure for Improving Reading Instruction. Reading Research Quarterly, 55(S1), S109–S117. https://doi.org/10.1002/rrq.339
  

• District Leaders’ Framing of Educator Evaluation Policy

  Woulfin, S. L., Donaldson, M. L., & Gonzales, R. (2016). District Leaders’ Framing of Educator Evaluation Policy. Educational Administration Quarterly, 52(1), 110–143. https://doi.org/10.1177/0013161X15616661
  

• Duet or Duel? A Portrait of Two Logics of Reading Instruction in an Urban School District

  Woulfin, S. L. (2016). Duet or Duel? A Portrait of Two Logics of Reading Instruction in an Urban School District. American Journal of Education, 122(3), 337–365. https://doi.org/10.1086/685848
  

• Catalysts of Change: An Examination of Coaches’ Leadership Practices in Framing a Reading Reform

  Woulfin, S. L. (2015). Catalysts of Change: An Examination of Coaches’ Leadership Practices in Framing a Reading Reform (2015). Journal of School Leadership, 25(3), 526–557. https://doi.org/10.1177/105268461502500309
  

• Thinking in Levels: A Dynamic Systems Approach to Making Sense of the World

  Wilensky, U., & Resnick, M. (1999). Thinking in Levels: A Dynamic Systems Approach to Making Sense of the World. Journal of Science Education and Technology, 8(1), 3–19. https://doi.org/10.1023/A:1009421303064
  

• Organizing and the Process of Sensemaking

  Weick, K. E., Sutcliffe, K. M., & Obstfeld, D. (2005). Organizing and the Process of Sensemaking. Organization Science, 16(4), 409–421. https://doi.org/10.1287/orsc.1050.0133
  

• Sensemaking in Organizations

  Weick, K. E. (1995). Sensemaking in Organizations. SAGE.
  

• Critical, Emancipatory, and Pluralistic Research for Education: A Review of Critical Systems Theory

  Watson, S. L., & Watson, W. R. (2011). Critical, Emancipatory, and Pluralistic Research for Education: A Review of Critical Systems Theory. Journal of Thought, 46(3–4), 63. https://www.jstor.org/10.2307/jthought.46.3-4.63
  

• Personal Expressiveness: Philosophical and Psychological Foundations

  Waterman, A. S. (1990). Personal Expressiveness: Philosophical and Psychological Foundations. The Journal of Mind and Behavior, 11(1), 47–73.
  

• Explorations of the Structure–Agency Dialectic as a Tool for Framing Equity in Science Education

  Varelas, M., Settlage, J., & Mensah, F. M. (2015). Explorations of the Structure–Agency Dialectic as a Tool for Framing Equity in Science Education. Journal of Research in Science Teaching, 52(4), 439–447. https://doi.org/10.1002/tea.21230
  

• Policy Implementation and Cognition: Reframing and Refocusing Implementation Research

  Spillane, J. P., Reiser, B. J., & Reimer, T. (2002). Policy Implementation and Cognition: Reframing and Refocusing Implementation Research. Review of Educational Research, 72(3), 387–431. https://doi.org/10.3102/00346543072003387
  

• Policy Implementation and Cognition: The Role Human, Social, and Distributed Cognition in Framing Policy Implementation

  Spillane, J. P., Reiser, B. J., & Gomez, L. M. (2006). Policy Implementation and Cognition: The Role Human, Social, and Distributed Cognition in Framing Policy Implementation. In M. I. Honig (Ed.), New Directions in Education Policy Implementation (pp. 47–64). State University of New York Press.
  

• Intra- and Interschool Interactions about Instruction: Exploring the Conditions for Social Capital Development

  Spillane, J. P., Hopkins, M., & Sweet, T. M. (2015). Intra- and Interschool Interactions about Instruction: Exploring the Conditions for Social Capital Development. American Journal of Education, 122(1), 71–110. https://doi.org/10.1086/683292
  

• Institutional Change and Healthcare Organizations: From Professional Dominance to Managed Care

  Scott, W. R., Ruef, M., Mendel, P. J., & Caronna, C. A. (2000). Institutional Change and Healthcare Organizations: From Professional Dominance to Managed Care. University of Chicago Press. https://press.uchicago.edu/ucp/books/book/chicago/I/bo3631315.html
  

• Organizations and Organizing: Rational, Natural, and Open System Perspectives

  Scott, W. R., & Davis, G. F. (2007). Organizations and Organizing: Rational, Natural, and Open System Perspectives. Pearson Prentice Hall.
  

• From Child’s Garden to Academic Press: The Role of Shifting Institutional Logics in Redefining Kindergarten Education

  Russell, J. L. (2011). From Child’s Garden to Academic Press: The Role of Shifting Institutional Logics in Redefining Kindergarten Education. American Educational Research Journal, 48(2), 236–267. https://doi.org/10.3102/0002831210372135
  

• Three Logics of Instructional Leadership

  Rigby, J. G. (2014). Three Logics of Instructional Leadership. Educational Administration Quarterly, 50(4), 610–644. https://doi.org/10.1177/0013161X13509379
  

• How Planners and Stakeholders Learn With Visualization Tools: Using Learning Sciences Methods to Examine Planning Processes

  Radinsky, J., Milz, D., Zellner, M., Pudlock, K., Witek, C., Hoch, C., & Lyons, L. (2017). How Planners and Stakeholders Learn With Visualization Tools: Using Learning Sciences Methods to Examine Planning Processes. Journal of Environmental Planning and Management, 60(7), 1296–1323. https://doi.org/10.1080/09640568.2016.1221795
  

• Are Logics Enough? Framing as an Alternative Tool for Understanding Institutional Meaning Making

  Purdy, J., Ansari, S., & Gray, B. (2019). Are Logics Enough? Framing as an Alternative Tool for Understanding Institutional Meaning Making. Journal of Management Inquiry, 28(4), 409–419. https://doi.org/10.1177/1056492617724233