Items

• Classroom Power Relations: Understanding Student-teacher Interaction

  Manke, M. (1997). Classroom Power Relations: Understanding Student-teacher Interaction. Routledge.
  

• Life in Schools: An Introduction to Critical Pedagogy in the Foundations of Education

  McLaren, P. (1989). Life in Schools: An Introduction to Critical Pedagogy in the Foundations of Education. Longman.
  

• Using Nature and Outdoor Activity to Improve Children's Health

  McCurdy, L. E., Winterbottom, K. E., Mehta, S. S., & Roberts, J. R. (2010). Using Nature and Outdoor Activity to Improve Children’s Health. Current Problems in Pediatric and Adolescent Health Care, 40(5), 102–117. https://doi.org/10.1016/j.cppeds.2010.02.003
  

• School-Wide Professional Community: Teachers’ Work, Intellectual Quality and Commitment

  Louis, K. S., Marks, H. M., & Kruse, S. (1996). School-Wide Professional Community: Teachers’ Work, Intellectual Quality and Commitment. In F. M. Newmann (Ed.), Authentic Achievement: Restructuring Schools for Intellectual Quality (pp. 179–203). Wiley.
  

• Social Capital: Theory and Research

  Lin, N., Cook, K. S., & Burt, R. S. (2001). Social Capital: Theory and Research. Routledge. https://doi.org/10.4324/9781315129457
  

• Inequality in Social Capital

  Lin, N. (2000). Inequality in Social Capital. Contemporary Sociology, 29(6), 785–795. https://doi.org/10.2307/2654086
  

• Critical Social Theory and Transformative Knowledge: The Functions of Criticism in Quality Education

  Leonardo, Z. (2004). Critical Social Theory and Transformative Knowledge: The Functions of Criticism in Quality Education. Educational Researcher, 33(6), 11–18. https://doi.org/10.3102/0013189X033006011
  

• Race, Ethnicity, and Visitation to National Parks in the United States: Tests of the Marginality, Discrimination, and Subculture Hypotheses with National-Level Survey Data

  

• Boundary Crossing in a Professional Association: The Dynamics of Research Use Among State Leaders and Researchers in a Research-Practice Partnership

  Hopkins, M., Weddle, H., Gluckman, M., & Gautsch, L. (2019). Boundary Crossing in a Professional Association: The Dynamics of Research Use Among State Leaders and Researchers in a Research-Practice Partnership. AERA Open, 5(4), 2332858419891964. https://doi.org/10.1177/2332858419891964
  

• Designing Educational Infrastructures for Improvement: Instructional Coaching and Professional Learning Communities

  Hopkins, M., Spillane, J. P., & Shirrell, M. (2018). Designing Educational Infrastructures for Improvement: Instructional Coaching and Professional Learning Communities. In S. A. Yoon & K. J. Baker-Doyle (Eds.), Networked By Design (pp. 192–213). Routledge.
  

• Organizing English Learner Instruction in New Immigrant Destinations: District Infrastructure and Subject-Specific School Practice

  Hopkins, M., Lowenhaupt, R., & Sweet, T. M. (2015). Organizing English Learner Instruction in New Immigrant Destinations: District Infrastructure and Subject-Specific School Practice. American Educational Research Journal, 52(3), 408–439. https://doi.org/10.3102/0002831215584780
  

• A Systematic Review of the Psychological, Social, and Educational Outcomes Associated With Participation in Wildland Recreational Activities

  Holland, W. H., Powell, R. B., Thomsen, J. M., & Monz, C. A. (2018). A Systematic Review of the Psychological, Social, and Educational Outcomes Associated With Participation in Wildland Recreational Activities. Journal of Outdoor Recreation, Education, and Leadership, 10(3), Article 3. https://doi.org/10.18666/JOREL-2018-V10-I3-8382
  

• Critical Social Network Analysis in Community Colleges: Peer Effects and Credit Attainment

  González Canché, M. S., & Rios-Aguilar, C. (2015). Critical Social Network Analysis in Community Colleges: Peer Effects and Credit Attainment. New Directions for Institutional Research, 2014(163), 75–91. https://doi.org/10.1002/ir.20087
  

• Social Education in the Classroom: The Dynamics of the Hidden Curriculum

  Giroux, H. A., & Penna, A. N. (1979). Social Education in the Classroom: The Dynamics of the Hidden Curriculum. Theory & Research in Social Education, 7(1), 21–42. https://doi.org/10.1080/00933104.1979.10506048
  

• Focus, Fiddle, and Friends: Experiences that Transform Knowledge for the Implementation of Innovations

  Frank, K. A., Zhao, Y., Penuel, W. R., Ellefson, N., & Porter, S. (2011). Focus, Fiddle, and Friends: Experiences that Transform Knowledge for the Implementation of Innovations. Sociology of Education, 84(2), 137–156. https://doi.org/10.1177/0038040711401812
  

• Discipline and Punish: The Birth of the Prison

  Foucault, M. (1979). Discipline and Punish: The Birth of the Prison. Vintage Books.
  

• School Variation and Systemic Instructional Improvement in Community School District #2, New York City. High Performance Learning Communities Project

  Elmore, R. F., & Burney, D. (1997). School Variation and Systemic Instructional Improvement in Community School District #2, New York City. High Performance Learning Communities Project. https://eric.ed.gov/?id=ED429264
  

• Social Red Bull: Exploring Energy Relationships in a School District Leadership Team

  Daly, A. J., Liou, Y.-H., & Brown, C. (2016). Social Red Bull: Exploring Energy Relationships in a School District Leadership Team. Harvard Educational Review, 86(3), 412–448. https://doi.org/10.17763/1943-5045-86.3.412
  

• The Foundations of Social Research: Meaning and Perspective in the Research Process

  Crotty, M. (1998). The Foundations of Social Research: Meaning and Perspective in the Research Process. SAGE.
  

• Foundations of Social Theory

  Coleman, J. S. (1990). Foundations of Social Theory. Belknap Press of Harvard University Press.