Items

• The Coronavirus Spring: The Historic Closing of U.S. Schools

  Decker, S., Peele, H., Riser-Kositsky, M., Kim, H.-Y., & Harris, E. P. (2020, July 2). The Coronavirus Spring: The Historic Closing of U.S. Schools. Education Week. http://www.edweek.org/leadership/the-coronavirus-spring-the-historic-closing-of-u-s-schools-a-timeline/2020/07
  

• From Tinkering to Going “Rogue”: How Principals Use Agency When Enacting New Teacher Evaluation Systems

  Donaldson, M. L., & Woulfin, S. (2018). From Tinkering to Going “Rogue”: How Principals Use Agency When Enacting New Teacher Evaluation Systems. Educational Evaluation and Policy Analysis, 40(4), 531–556. https://doi.org/10.3102/0162373718784205
  

• Teacher Professional Learning Communities and Institutional Complexity: Negotiating Tensions between Institutional Logics

  Diehl, D. K. (2019). Teacher Professional Learning Communities and Institutional Complexity: Negotiating Tensions between Institutional Logics. Sociological Spectrum, 39(1), 1–19. https://doi.org/10.1080/02732173.2018.1564099
  

• 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
  

• Negotiating Trust, Power, and Culture in a Research–Practice Partnership

  Denner, J., Bean, S., Campe, S., Martinez, J., & Torres, D. (2019). Negotiating Trust, Power, and Culture in a Research–Practice Partnership. AERA Open, 5(2), 2332858419858635. https://doi.org/10.1177/2332858419858635
  

• Exploring the Space Between: Social Networks, Trust, and Urban School District Leaders

  Daly, A. J., & Finnigan, K. S. (2012). Exploring the Space Between: Social Networks, Trust, and Urban School District Leaders. Journal of School Leadership, 22(3), 493–530. https://doi.org/10.1177/105268461202200304
  

• School Closures Cut a Critical Line to Dental Care for Poor Students

  

• 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
  

• Reading Coaches and the Relationship Between Policy and Practice

  Coburn, C. E., & Woulfin, S. L. (2012). Reading Coaches and the Relationship Between Policy and Practice. Reading Research Quarterly, 47(1), 5–30. https://doi.org/10.1002/RRQ.008
  

• District Policy and Teachers’ Social Networks

  Coburn, C. E., & Russell, J. L. (2008). District Policy and Teachers’ Social Networks. Educational Evaluation and Policy Analysis, 30(3), 203–235. https://doi.org/10.3102/0162373708321829
  

• 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
  

• Framing the Problem of Reading Instruction: Using Frame Analysis to Uncover the Microprocesses of Policy Implementation

  Coburn, C. E. (2006). Framing the Problem of Reading Instruction: Using Frame Analysis to Uncover the Microprocesses of Policy Implementation. American Educational Research Journal, 43(3), 343–349. https://doi.org/10.3102/00028312043003343
  

• Shaping Teacher Sensemaking: School Leaders and the Enactment of Reading Policy

  Coburn, C. E. (2005). Shaping Teacher Sensemaking: School Leaders and the Enactment of Reading Policy. Educational Policy, 19(3), 476–509. https://doi.org/10.1177/0895904805276143
  

• Beyond Decoupling: Rethinking the Relationship Between the Institutional Environment and the Classroom

  Coburn, C. E. (2004). Beyond Decoupling: Rethinking the Relationship Between the Institutional Environment and the Classroom. Sociology of Education, 77(3), 211–244. https://doi.org/10.1177/003804070407700302
  

• Collective Sensemaking about Reading: How Teachers Mediate Reading Policy in Their Professional Communities

  Coburn, C. E. (2001). Collective Sensemaking about Reading: How Teachers Mediate Reading Policy in Their Professional Communities. Educational Evaluation and Policy Analysis, 23(2), 145–170. https://doi.org/10.3102/01623737023002145
  

• Tempered Radicals: Elementary Teachers’ Narratives of Teaching Science Within and Against Prevailing Meanings of Schooling

  Carlone, H. B., Haun-Frank, J., & Kimmel, S. C. (2010). Tempered Radicals: Elementary Teachers’ Narratives of Teaching Science Within and Against Prevailing Meanings of Schooling. Cultural Studies of Science Education, 5(4), 941–965. https://doi.org/10.1007/s11422-010-9282-6
  

• The Systems View of Life: A Unifying Vision

  Capra, F., & Luisi, P. L. (2014). The Systems View of Life: A Unifying Vision. Cambridge University Press. https://doi.org/10.1017/CBO9780511895555
  

• The Ties That Bind: How Social Capital Is Forged and Forfeited in Teacher Communities

  Bridwell-Mitchell, E. N., & Cooc, N. (2016). The Ties That Bind: How Social Capital Is Forged and Forfeited in Teacher Communities. Educational Researcher, 45(1), 7–17. https://doi.org/10.3102/0013189X16632191
  

• The Rationalizing Logics of Public School Reform: How Cultural Institutions Matter for Classroom Instruction

  Bridwell-Mitchell, E. N. (2013). The Rationalizing Logics of Public School Reform: How Cultural Institutions Matter for Classroom Instruction. Journal of Mixed Methods Research, 7(2), 173–196. https://doi.org/10.1177/1558689812468792
  

• How Systems Thinking Applies to Education

  Betts, F. (1992). How Systems Thinking Applies to Education. Educational Leadership, 50(3), 38–41.