Marisa Cannata
Biographic Data
| ID | 5180935 |
|---|---|
| NAME | Marisa Cannata |
| GIVEN NAMES | Marisa |
| FAMILY NAME | Cannata |
| SIGNATURE | CANNATA M |
| AFFILIATIONS | Vanderbilt University |
| ORCID | 0000-0003-2336-028X |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 47 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
Improving Ninth Graders’ Academic Outcomes Through Personalization for Academic and Social-Emotional Learning (Pasl)
Personalization for academic and social-emotional learning (PASL) is a systemic approach to high school reform that works to strengthen and bridge preexisting academic and social-emotional systems within schools and classrooms. Analyzing student administrative records from 12 schools in a large Florida urban district, we found that, on average, PASL was associated with fewer unexcused absences of ninth graders. Its effects were stronger for stude…
Improving SEL outcomes for US 9th graders
From Fidelity to Integrity
This article is a case study of how educators made sense of the core ideas of a new statewide initiative intentionally designed to foster local flexibility. We trace the initiative’s core elements through (1) communication materials, (2) school principals’ understandings of the initiative and reasons for participation, and (3) teachers’ understandings of what the initiative required of them. Using interviews from principals and teachers, this art…
In the NIC of Time
Networked improvement communities (NICs) mark a promising approach to address the challenges of sustaining school reform. Whereas NICs are intended to help scale and sustain reforms, there is little evidence on how this works, as few NICs have existed long enough to be described over time. This study uses social network theory to understand what happened after the removal of external supports for a NIC regarding the sustainability of the improvem…
Collaboration versus Concreteness
Background Substantial research on reform implementation highlights numerous challenges to implementing innovations at scale with depth and sustainability, yet new reforms continue to encounter many of the same challenges. This has led to calls for researchers to work in partnership with practitioners to design, implement, and scale educational innovations. Although these approaches hold promise, little is known about the internal operations of t…
It’s Who You Know
Teacher labor markets are evolving across the United States. The rise of charter schools, alternative teacher certification, and portfolio districts are transforming teachers’ access to employment, changing the way they search for and apply for jobs, and may also change the role that social networks play in the job search. However, we know little about how teachers use their networks to find jobs, particularly in increasingly fragmented local lab…
With Scale in Mind
The conventional approach to scaling up educational reforms considers the development and testing phases to be distinct from the work of implementing at scale. Decades of research suggest that this approach yields inconsistent and often disappointing improvements for schools most in need. More recent scholarship on scaling school improvement suggests that these activities should be integrated into implementation, although this presents challenges…
Introduction to New Frontiers in Scaling Up Research
In 2002, Congress passed the Education Sciences Reform Act (ESRA), which created the Institute of Education Sciences and dramatically changed how the federal government funded education-related res
Partnering for Improvement
There is increasing interest in researcher–practitioner partnerships, particularly those that take the form of a networked improvement community. In this paper, we describe the partnership between the National Center on Scaling Up Effective Schools and the Fort Worth Independent School District to build student ownership and responsibility. By outlining the organizational structures established to enact the partnership and roles of our various pa…
Central Office Supports for Data-Driven Talent Management Decisions
School districts increasingly push school leaders to utilize multiple measures of teacher effectiveness, such as observation ratings or value-added scores, in making talent management decisions, including teacher hiring, assignment, support, and retention, but we know little about the local conditions that promote or impede these processes. We investigate the barriers to principals’ use of teacher effectiveness measures in eight urban districts a…
Localism and Teacher Labor Markets
A wide body of evidence indicates that there is a large inequality in the distribution of teachers across schools. Relatedly, recent research has revealed a number of important dimensions of teacher labor markets in the United States. We review the literature in two of these areas: the geography of teacher labor markets and the decision-making process on the part of districts, schools, and teachers. Our review leads us to several conclusions, inc…
Make Room Value Added
Increasingly, states and districts are combining student growth measures with rigorous, rubric-aligned teacher observations in constructing teacher evaluation measures. Although the student growth or value-added components of these measures have received much research and policy attention, the results of this study suggest that the data generated by high-quality observation systems have potential to inform principals’ use of data for human capita…
Dollars, Distinction, or Duty? The Meaning of the National Board for Professional Teaching Standards for Teachers’ Work and Collegial Relations
The National Board for Professional Teaching Standards (NBPTS) is the most prominent contemporary effort to professionalize teaching. Along with identifying exceptional teachers, the NBPTS seeks to alter teachers’ work by establishing a cadre of expert teachers capable of and obligated to leading school improvement efforts. This article reports findings from a mixed methods study of teachers’ responses to the NBPTS in four urban elementary school…
Make Room Value Added
Increasingly, states and districts are combining student growth measures with rigorous, rubric-aligned teacher observations in constructing teacher evaluation measures. Although the student growth or value-added components of these measures have received much research and policy attention, the results of this study suggest that the data generated by high-quality observation systems have potential to inform principals’ use of data for human capita…
Localism and Teacher Labor Markets
A wide body of evidence indicates that there is a large inequality in the distribution of teachers across schools. Relatedly, recent research has revealed a number of important dimensions of teacher labor markets in the United States. We review the literature in two of these areas: the geography of teacher labor markets and the decision-making process on the part of districts, schools, and teachers. Our review leads us to several conclusions, inc…
It’s Who You Know
Teacher labor markets are evolving across the United States. The rise of charter schools, alternative teacher certification, and portfolio districts are transforming teachers’ access to employment, changing the way they search for and apply for jobs, and may also change the role that social networks play in the job search. However, we know little about how teachers use their networks to find jobs, particularly in increasingly fragmented local lab…
Introduction to New Frontiers in Scaling Up Research
In 2002, Congress passed the Education Sciences Reform Act (ESRA), which created the Institute of Education Sciences and dramatically changed how the federal government funded education-related res
Central Office Supports for Data-Driven Talent Management Decisions
School districts increasingly push school leaders to utilize multiple measures of teacher effectiveness, such as observation ratings or value-added scores, in making talent management decisions, including teacher hiring, assignment, support, and retention, but we know little about the local conditions that promote or impede these processes. We investigate the barriers to principals’ use of teacher effectiveness measures in eight urban districts a…
Dollars, Distinction, or Duty? The Meaning of the National Board for Professional Teaching Standards for Teachers’ Work and Collegial Relations
The National Board for Professional Teaching Standards (NBPTS) is the most prominent contemporary effort to professionalize teaching. Along with identifying exceptional teachers, the NBPTS seeks to alter teachers’ work by establishing a cadre of expert teachers capable of and obligated to leading school improvement efforts. This article reports findings from a mixed methods study of teachers’ responses to the NBPTS in four urban elementary school…
Partnering for Improvement
There is increasing interest in researcher–practitioner partnerships, particularly those that take the form of a networked improvement community. In this paper, we describe the partnership between the National Center on Scaling Up Effective Schools and the Fort Worth Independent School District to build student ownership and responsibility. By outlining the organizational structures established to enact the partnership and roles of our various pa…
In the NIC of Time
Networked improvement communities (NICs) mark a promising approach to address the challenges of sustaining school reform. Whereas NICs are intended to help scale and sustain reforms, there is little evidence on how this works, as few NICs have existed long enough to be described over time. This study uses social network theory to understand what happened after the removal of external supports for a NIC regarding the sustainability of the improvem…
With Scale in Mind
The conventional approach to scaling up educational reforms considers the development and testing phases to be distinct from the work of implementing at scale. Decades of research suggest that this approach yields inconsistent and often disappointing improvements for schools most in need. More recent scholarship on scaling school improvement suggests that these activities should be integrated into implementation, although this presents challenges…
Dollars, Distinction, or Duty? The Meaning of the National Board for Professional Teaching Standards for Teachers’ Work and Collegial Relations
The National Board for Professional Teaching Standards (NBPTS) is the most prominent contemporary effort to professionalize teaching. Along with identifying exceptional teachers, the NBPTS seeks to alter teachers’ work by establishing a cadre of expert teachers capable of and obligated to leading school improvement efforts. This article reports findings from a mixed methods study of teachers’ responses to the NBPTS in four urban elementary school…
Localism and Teacher Labor Markets
A wide body of evidence indicates that there is a large inequality in the distribution of teachers across schools. Relatedly, recent research has revealed a number of important dimensions of teacher labor markets in the United States. We review the literature in two of these areas: the geography of teacher labor markets and the decision-making process on the part of districts, schools, and teachers. Our review leads us to several conclusions, inc…
Make Room Value Added
Increasingly, states and districts are combining student growth measures with rigorous, rubric-aligned teacher observations in constructing teacher evaluation measures. Although the student growth or value-added components of these measures have received much research and policy attention, the results of this study suggest that the data generated by high-quality observation systems have potential to inform principals’ use of data for human capita…
With Scale in Mind
The conventional approach to scaling up educational reforms considers the development and testing phases to be distinct from the work of implementing at scale. Decades of research suggest that this approach yields inconsistent and often disappointing improvements for schools most in need. More recent scholarship on scaling school improvement suggests that these activities should be integrated into implementation, although this presents challenges…
Introduction to New Frontiers in Scaling Up Research
In 2002, Congress passed the Education Sciences Reform Act (ESRA), which created the Institute of Education Sciences and dramatically changed how the federal government funded education-related res
Partnering for Improvement
There is increasing interest in researcher–practitioner partnerships, particularly those that take the form of a networked improvement community. In this paper, we describe the partnership between the National Center on Scaling Up Effective Schools and the Fort Worth Independent School District to build student ownership and responsibility. By outlining the organizational structures established to enact the partnership and roles of our various pa…
Central Office Supports for Data-Driven Talent Management Decisions
School districts increasingly push school leaders to utilize multiple measures of teacher effectiveness, such as observation ratings or value-added scores, in making talent management decisions, including teacher hiring, assignment, support, and retention, but we know little about the local conditions that promote or impede these processes. We investigate the barriers to principals’ use of teacher effectiveness measures in eight urban districts a…
Collaboration versus Concreteness
Background Substantial research on reform implementation highlights numerous challenges to implementing innovations at scale with depth and sustainability, yet new reforms continue to encounter many of the same challenges. This has led to calls for researchers to work in partnership with practitioners to design, implement, and scale educational innovations. Although these approaches hold promise, little is known about the internal operations of t…
It’s Who You Know
Teacher labor markets are evolving across the United States. The rise of charter schools, alternative teacher certification, and portfolio districts are transforming teachers’ access to employment, changing the way they search for and apply for jobs, and may also change the role that social networks play in the job search. However, we know little about how teachers use their networks to find jobs, particularly in increasingly fragmented local lab…
From Fidelity to Integrity
This article is a case study of how educators made sense of the core ideas of a new statewide initiative intentionally designed to foster local flexibility. We trace the initiative’s core elements through (1) communication materials, (2) school principals’ understandings of the initiative and reasons for participation, and (3) teachers’ understandings of what the initiative required of them. Using interviews from principals and teachers, this art…
In the NIC of Time
Networked improvement communities (NICs) mark a promising approach to address the challenges of sustaining school reform. Whereas NICs are intended to help scale and sustain reforms, there is little evidence on how this works, as few NICs have existed long enough to be described over time. This study uses social network theory to understand what happened after the removal of external supports for a NIC regarding the sustainability of the improvem…
Improving SEL outcomes for US 9th graders
Improving Ninth Graders’ Academic Outcomes Through Personalization for Academic and Social-Emotional Learning (Pasl)
Personalization for academic and social-emotional learning (PASL) is a systemic approach to high school reform that works to strengthen and bridge preexisting academic and social-emotional systems within schools and classrooms. Analyzing student administrative records from 12 schools in a large Florida urban district, we found that, on average, PASL was associated with fewer unexcused absences of ninth graders. Its effects were stronger for stude…
Educational Assessment and Improvement (9 works) · Political science (9 works) · Computer Science (7 works) · Psychology (6 works) · Public relations (6 works) · Sociology (6 works) · Business (5 works) · Economics (5 works) · Engineering (5 works) · Mathematics education (5 works)