Improvement Research in Education (IRE) Knowledge Commons · Items

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

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 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

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/

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

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

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

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

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.

Design Research in Education: A Practical Guide for Early Career Researchers

Bakker, A. (2018). Design Research in Education: A Practical Guide for Early Career Researchers. First edition. Routledge.

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

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.

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

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

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 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.

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

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

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