Week 1
Powers, J. M., & Wong, L. (2021). Necessary risk: Addressing precarity by re-envisioning teaching and learning. Journal of Educational Administration and History, 53(3).
McClellan, R. L., & Argue, S. E. (2022). Sharing the Responsibility for Children Experiencing Poverty: Wellbeing, Empowerment, Complexification, and Ecosystem Leadership. European Journal of Educational Management, 5(2), 87-95.
Chapter 1 (pp. 1-20) of Horsford, S. D., Scott, J. T., & Anderson, G. L. (2019). The politics of education policy in an era of inequality: Possibilities for democratic schooling. Routledge.
Chapter 10 (pp. 209-230) of Horsford, S. D., Scott, J. T., & Anderson, G. L. (2019). The politics of education policy in an era of inequality: Possibilities for democratic schooling. Routledge.
Week 2
Preface and Introduction (pp. xv-5) of Marion, R., & Gonzales, L. D. (2014). Leadership in education: Organizational theory for the practitioner. Waveland Press.
Chapter 8 of Hatch, M. J. (2018). Power in and around organizations: Organizational politics, conflict, and control. Organizational theory: Modern, symbolic, and postmodern perspectives. Oxford University Press.
McKenzie, K. B., & Scheurich, J. J. (2004). Equity traps: A useful construct for preparing principals to lead schools that are successful with racially diverse students. Educational Administration Quarterly, 40(5), 601-632.
Chapter 10 (pp. 186-197) by Capper, C. A., & Young, M. D. (2015). The equity audit as the core of leading increasingly diverse schools and districts. In G. Theoharis, & M. Scanlan (Eds.), Leadership for increasingly diverse schools. Routledge.
Appendix (pp. 198-213) by Capper, C. A., et al., (2015). Equity audit data collection and analysis. In G. Theoharis, & M. Scanlan (Eds.), Leadership for increasingly diverse schools. Routledge.
Week 3
Gallucci, C. (2008). Districtwide instructional reform: Using sociocultural theory to link professional learning to organizational support. American Journal of Education, 114(4), 541-581.
Stein, M. K., & Coburn, C. E. (2008). Architectures for learning: A comparative analysis of two urban school districts. American Journal of Education, 114(4), 583-626.
Contu, A., & Willmott, H. (2003). Re-embedding situatedness: The importance of power relations in learning theory. Organization Science, 14(3), 283-296.
Week 4
Chapters 1-3 (pp. 1-83) of Leavy, P. (2017). Research design: Quantitative, qualitative, mixed methods, arts-based, and community-based participatory research approaches. The Guilford Press.
Chapter 8 (pp. 99-112) of Roberts, C. M., & Hyatt, L. (2019). The dissertation journey: A practical and comprehensive guide to planning, writing, and defending your dissertation (3rd ed.). Corwin.
Week 5
Spillane, J. P., Parise, L. M., & Sherer, J. Z. (2011). Organizational routines as coupling mechanisms: Policy, school administration, and the technical core. American Educational Research Journal 48(3), 586-619.
Diamond, J. B., & Lewis, A. E. (2019). Race and discipline at a racially mixed high school: Status, capital, and the practice of organizational routines. Urban Education, 54(6), 831-859.
Datnow, A., Lockton, M., & Weddle, H. (2020). Redefining or reinforcing accountability? An examination of meeting routines in schools. Journal of Educational Change, 21, 109-134.
Galloway, M. K., & Ishimaru, A. M. (2019). Leading equity teams: The role of formal leaders in building organizational capacity for equity. Journal of Education for Students Placed at Risk (JESPAR), 25(2), 107-125.
Week 6
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.
Louie, N. L. (2017). Supporting teachers’ equity-oriented learning and identities: A resource-centered perspective. Teachers College Record, 119.
Hopkins, M., Gluckman, M., & Vahdani, T. (2019). Emergent change: A network analysis of elementary teachers’ learning about English learner instruction. American Educational Research Journal, 56(6), 2295-2332.
Hopkins, M., Weddle, H., Riedy, R., Caduff, A., Matsukata, L., & Sweet, T. M. (2022). Critical social network analysis as a method for examining how power mediates improvement efforts. The Foundational Handbook on Improvement Research in Education, 403.
Week 7
O’Day, J. A., & Smith, M. S. (2016). Equality and quality in U.S. Education: Systemic problems, systemic solutions. Education Policy Center at American Institutes for Research.
Chapter 2 (pp. 42-78) of Bryk, A. S., Sebring, P. B., Allensworth, E., Luppescu, S., & Easton, J. Q. (2010). Organizing Schools for Improvement: Lessons from Chicago. The University of Chicago Press.
Kozleski, E. B., & Smith, A. (2009). The complexities of systems change in creating equity for students with disabilities in urban schools. Urban Education, 44(4), 427-451.
PH.D. STUDENTS: PLEASE READ AN ADDITIONAL ARTICLE OR MORE FROM THE CHOICES BELOW
Lipshitz, R., Popper, M., & Friedman, V. J. (2002). A multifacet model of organizational learning. The Journal of Applied Behavioral Science, 38(1), 78-98.
Weick, K. E., & Roberts, K. H. (1993). Collective mind in organizations: Heedful interrelating on flight decks. Administrative Science Quarterly, 38(3), 357-381.
Cook, S. D. N., & Yanow, D. (1993). Culture and organizational learning. Journal of Management Inquiry, 2(4), 373-390.
Week 8
Maitlis, S., & Christianson, M. (2014). Sensemaking in organizations: Taking stock and moving forward. The Academy of Management Annals, 8(1), 57-125.
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.
Wong, L. (2019). Administrators’ unintentional sensegiving and system reform outcomes. Education Policy Analysis Archives, 27(3).
Park, V., Daly, A. J., & Guerra, A. W. (2013). Strategic framing: How leaders craft the meaning of data use for equity and learning. Educational Policy, 27(4), 645-675.
Week 9
Intro to Part II (pp. 183) and Chapters 9-11 (pp. 205-284) of Marion, R., & Gonzales, L. D. (2014). Leadership in education: Organizational theory for the practitioner. Waveland Press.
Week 10
Intro to Part III (pp. 285) and Chapter 13 (pp. 315-337) of Marion, R., & Gonzales, L. D. (2014). Leadership in education: Organizational theory for the practitioner. Waveland Press.
Wong, L., Coburn, C. E., & Kamel, A. (2020). How central office leaders influence school leaders’ decision making: Unpacking power dynamics in two school-based decision-making systems. Peabody Journal of Education, 95(4).
Hopkins, M., & Spillane, J. P. (2015). Conceptualizing relations between instructional guidance infrastructure (IGI) and teachers’ beliefs about mathematics instruction: Regulative, normative, and cultural-cognitive considerations. Journal of Educational Change, 16(4), 421–450.
Week 11
Chapter 12 (pp. 287-313) of Marion, R., & Gonzales, L. D. (2014). Leadership in education: Organizational theory for the practitioner. Waveland Press.
Robert, S. A., & Yu, M. (2018). Intersectionality in transnational education policy research. Review of Research in Education, 42(1), 93-121.
Agosto, V., & Roland, E. (2018). Intersectionality and educational leadership: A critical review. Review of Research in Education, 42, 255-285.
Ray, V. (2019). A theory of racialized organizations. American Sociological Review, 84(1), 26-53.
Week 12
Harris, A., & Jones, M. (2018). Why context matters: A comparative perspective on education reform and policy implementation. Educational Research for Policy and Practice, 17(3), 195-207.
Pak, K., Polikoff, M. S., Desimone, L. M., & Saldívar García, E. (2020). The adaptive challenges of curriculum implementation: Insights for educational leaders driving standards-based reform. Aera Open, 6(2).
Spillane, J. P. (1998). A cognitive perspective on the role of the local educational agency in implementing instructional policy: Accounting for local variability. Educational Administration Quarterly, 34(1), 31-57.
Week 13
Farrell, C. C., Coburn, C. E., & Chong, S. (2019). Under what conditions do school districts learn from external partners? The role of absorptive capacity. American Educational Research Journal, 56(3), 955-994.
Coburn, C. E., Penuel, W. R., & Farrell, C. C. (2021). Fostering educational improvement with research-practice partnerships. Phi Delta Kappan, 1-2(7), 14-19.
Ishimaru, A. M. (2013). From heroes to organizers: Principals and education organizing in urban school reform. Educational Administration Quarterly, 49(1), 3-51.
Spillane, J. P., Blaushild, N. L., Neumerski, C. M., Seelig, J. L., & Peurach, D. J. (2022). Striving for coherence, struggling with incoherence: A comparative study of six educational systems organizing for instruction. Educational Evaluation and Policy Analysis, 44(4), 567-592.
Week 14
Wong, L., & Mishra, P. (2020). Reforming our school systems around a humanizing curriculum: Schooling during and after COVID-19. ECNU Review of Education.
Bertrand, M., Brooks, M. D., & Domínguez, A. D. (2023). Challenging adultism: Centering youth as educational decision makers. Urban Education, 58(10), 2570-2597.
Ishimaru, A. M., Bang, M., Valladares, M. R., Nolan, C. M., Tavares, H., Rajendran, A., Chang, K. (2019). Recasting families and communities as co-designers of education in tumultuous times. National Education Policy Center. http://nepc.colorado.edu/publication/family-leadership
And Terrance L. Green’s (2017). Community-based equity audits: A practical approach for educational leaders to support equitable community-school improvements. Educational Administration Quarterly, 53(1), 3-39.
