Hayley Weddle
Biographic Data
| ID | 4218517 |
|---|---|
| NAME | Hayley Weddle |
| GIVEN NAMES | Hayley |
| FAMILY NAME | Weddle |
| SIGNATURE | WEDDLE H |
| AFFILIATIONS | University of Pittsburgh |
| ORCID | 0000-0001-7317-6398 |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 17 |
| AUTHOR COUNT | 15 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Defending Against Challenges to Equity
Across the United States, anti-equity politics are shaping education policies and decision making. While this anti-equity movement is well documented, less is known about strategies to defend against those challenges. We examined such strategies within a highly politicized area of education: multilingual learner (ML) policy and practice. Using critical policy analysis, we analyzed interview and meeting observation data collected over 5 years in a…
People, politics, and pivots
A growing body of scholarship outlines the value of research-practice partnerships (RPPs) for disrupting inequities across education systems. While promising, RPP work is also complex as partners navigate politics, turnover, and distinct organizational cultures and goals. To support the field with navigating such complexities, we examine approaches for sustaining RPP collaboration over time. Our work is situated in a national RPP that brings toge…
Computer science for secondary multilingual learners
Computer Science affords a unique context for English Learners (who we refer to as Multilingual Learners or MLs) to engage in disciplinary practices that support computational thinking and language development. Yet MLs at the secondary level tend to be systematically excluded from CS courses. Through a collaborative research process involving teachers, counselors, and administrators in seven high schools, this study considered: How do school poli…
How State Education Leaders Supported Students’ Access to Education Amidst the Covid-19 Crisis
While recent research provides insights into how district and school leaders responded to the extraordinary disruptions created by the COVID-19 pandemic, less is known about the role of influential state-level education leaders during the crisis. In this paper, we draw on interviews with state leaders to examine their efforts to support students’ access to education during the pandemic. Findings reveal how state leaders engaged in local-level cap…
Becoming Different
Purpose: Despite persistent educational reform efforts, sustainability remains an ongoing challenge. This study examines reform sustainability from the perspective of math teachers in urban middle schools under pressure to improve. We address: How did teachers experience the sustainability of reform in the context of a 4-year instructional improvement project? How did teachers’ thinking, practice, and collaboration routines become different throu…
Responding to Crisis
Purpose: Prior research shows wide variation in student learning across contexts during the COVID-19 pandemic, but less is known about why such variation occurred or how particular response approaches may help districts navigate future crises. Research methods: Drawing on crisis leadership and organizational theory, we conducted a multiple case study of pandemic response across five school districts in Michigan that performed better-than-predicte…
How Can Research-Practice Partnerships Advance Multilingual Learner Equity? A Case Study of Partnership with State-Education-Agency Leaders
Shared Responsibility for Multilingual Learners Across Levels of the Education System
Educational change efforts that prioritize equity for multilingual learners (MLs) require attention to several interconnected components of the education system. We build on prior literature and our collective research to clarify the concept of shared responsibility for ML students and to operationalize the concept at the school, district, and state levels. Drawing on institutional theory and a racialized organizations lens, we argue that shared …
Imagining New Possibilities Through Participatory Qualitative Methods
Across a range of disciplines, researchers are employing participatory approaches to better align studies with community needs. For example, a growing body of education scholarship has outlined the value of research-practice partnerships as venues for addressing urgent problems of practice. While such partnerships represent a promising strategy for advancing equity, effective collaboration across research and practice is complex to realize. In th…
Fostering, Tailoring, Negotiating
Recent research has examined the influential role coaches may play in supporting teachers’ collective capacity building for instructional improvement. While emerging research is promising, much remains to be learned about collaborative approaches to coaching, particularly in schools with the greatest opportunity gaps. We draw on extensive longitudinal qualitative data to explore a collaborative approach to coaching in urban middle schools under p…
Upholding Multilingual Learners’ Civil Rights under Essa
Purpose: Alongside the inequities surfaced by COVID-19, a confluence of demographic and policy-related shifts over the last few decades has elevated the education of multilingual learners (MLs) in state education agency (SEA) leaders’ work. This study employs an ecological perspective to examine how SEA leaders promote social justice policy implementation in their efforts to uphold MLs’ civil rights under the Every Student Succeeds Act (ESSA). Re…
Examining the English Learner Policy Ecology
Under federal civil rights law, U.S. school districts have a dual obligation to provide students identified as English learners (ELs) with designated English-language development (ELD) instruction and integrated ELD support during core content instruction. Drawing on an analysis of interviews with 96 educators in two large California districts, we use an ecological approach to explore how district and school staff navigated the provision of desig…
Research-practice partnerships “On the Ground”
Capacity building to bridge data use and instructional improvement through evidence on student thinking
Teachers’ Opportunities to Learn through Collaboration over Time
Background/Context While current research provides key insights about successful collaboration in which teachers experience deep learning and practice change, few studies analyze the content of teachers’ collaborative conversations about instruction. Even fewer explore how the content of collaborative conversations evolves over time, making it difficult to understand the impact of shifting policies, priorities, and personnel on teachers’ collecti…
Shared Responsibility for Multilingual Learners Across Levels of the Education System
Educational change efforts that prioritize equity for multilingual learners (MLs) require attention to several interconnected components of the education system. We build on prior literature and our collective research to clarify the concept of shared responsibility for ML students and to operationalize the concept at the school, district, and state levels. Drawing on institutional theory and a racialized organizations lens, we argue that shared …
Upholding Multilingual Learners’ Civil Rights under Essa
Purpose: Alongside the inequities surfaced by COVID-19, a confluence of demographic and policy-related shifts over the last few decades has elevated the education of multilingual learners (MLs) in state education agency (SEA) leaders’ work. This study employs an ecological perspective to examine how SEA leaders promote social justice policy implementation in their efforts to uphold MLs’ civil rights under the Every Student Succeeds Act (ESSA). Re…
Imagining New Possibilities Through Participatory Qualitative Methods
Across a range of disciplines, researchers are employing participatory approaches to better align studies with community needs. For example, a growing body of education scholarship has outlined the value of research-practice partnerships as venues for addressing urgent problems of practice. While such partnerships represent a promising strategy for advancing equity, effective collaboration across research and practice is complex to realize. In th…
How Can Research-Practice Partnerships Advance Multilingual Learner Equity? A Case Study of Partnership with State-Education-Agency Leaders
Fostering, Tailoring, Negotiating
Recent research has examined the influential role coaches may play in supporting teachers’ collective capacity building for instructional improvement. While emerging research is promising, much remains to be learned about collaborative approaches to coaching, particularly in schools with the greatest opportunity gaps. We draw on extensive longitudinal qualitative data to explore a collaborative approach to coaching in urban middle schools under p…
Examining the English Learner Policy Ecology
Under federal civil rights law, U.S. school districts have a dual obligation to provide students identified as English learners (ELs) with designated English-language development (ELD) instruction and integrated ELD support during core content instruction. Drawing on an analysis of interviews with 96 educators in two large California districts, we use an ecological approach to explore how district and school staff navigated the provision of desig…
Teachers’ Opportunities to Learn through Collaboration over Time
Background/Context While current research provides key insights about successful collaboration in which teachers experience deep learning and practice change, few studies analyze the content of teachers’ collaborative conversations about instruction. Even fewer explore how the content of collaborative conversations evolves over time, making it difficult to understand the impact of shifting policies, priorities, and personnel on teachers’ collecti…
Research-practice partnerships “On the Ground”
Capacity building to bridge data use and instructional improvement through evidence on student thinking
Upholding Multilingual Learners’ Civil Rights under Essa
Purpose: Alongside the inequities surfaced by COVID-19, a confluence of demographic and policy-related shifts over the last few decades has elevated the education of multilingual learners (MLs) in state education agency (SEA) leaders’ work. This study employs an ecological perspective to examine how SEA leaders promote social justice policy implementation in their efforts to uphold MLs’ civil rights under the Every Student Succeeds Act (ESSA). Re…
Examining the English Learner Policy Ecology
Under federal civil rights law, U.S. school districts have a dual obligation to provide students identified as English learners (ELs) with designated English-language development (ELD) instruction and integrated ELD support during core content instruction. Drawing on an analysis of interviews with 96 educators in two large California districts, we use an ecological approach to explore how district and school staff navigated the provision of desig…
Fostering, Tailoring, Negotiating
Recent research has examined the influential role coaches may play in supporting teachers’ collective capacity building for instructional improvement. While emerging research is promising, much remains to be learned about collaborative approaches to coaching, particularly in schools with the greatest opportunity gaps. We draw on extensive longitudinal qualitative data to explore a collaborative approach to coaching in urban middle schools under p…
Responding to Crisis
Purpose: Prior research shows wide variation in student learning across contexts during the COVID-19 pandemic, but less is known about why such variation occurred or how particular response approaches may help districts navigate future crises. Research methods: Drawing on crisis leadership and organizational theory, we conducted a multiple case study of pandemic response across five school districts in Michigan that performed better-than-predicte…
How Can Research-Practice Partnerships Advance Multilingual Learner Equity? A Case Study of Partnership with State-Education-Agency Leaders
Shared Responsibility for Multilingual Learners Across Levels of the Education System
Educational change efforts that prioritize equity for multilingual learners (MLs) require attention to several interconnected components of the education system. We build on prior literature and our collective research to clarify the concept of shared responsibility for ML students and to operationalize the concept at the school, district, and state levels. Drawing on institutional theory and a racialized organizations lens, we argue that shared …
Imagining New Possibilities Through Participatory Qualitative Methods
Across a range of disciplines, researchers are employing participatory approaches to better align studies with community needs. For example, a growing body of education scholarship has outlined the value of research-practice partnerships as venues for addressing urgent problems of practice. While such partnerships represent a promising strategy for advancing equity, effective collaboration across research and practice is complex to realize. In th…
People, politics, and pivots
A growing body of scholarship outlines the value of research-practice partnerships (RPPs) for disrupting inequities across education systems. While promising, RPP work is also complex as partners navigate politics, turnover, and distinct organizational cultures and goals. To support the field with navigating such complexities, we examine approaches for sustaining RPP collaboration over time. Our work is situated in a national RPP that brings toge…
Computer science for secondary multilingual learners
Computer Science affords a unique context for English Learners (who we refer to as Multilingual Learners or MLs) to engage in disciplinary practices that support computational thinking and language development. Yet MLs at the secondary level tend to be systematically excluded from CS courses. Through a collaborative research process involving teachers, counselors, and administrators in seven high schools, this study considered: How do school poli…
How State Education Leaders Supported Students’ Access to Education Amidst the Covid-19 Crisis
While recent research provides insights into how district and school leaders responded to the extraordinary disruptions created by the COVID-19 pandemic, less is known about the role of influential state-level education leaders during the crisis. In this paper, we draw on interviews with state leaders to examine their efforts to support students’ access to education during the pandemic. Findings reveal how state leaders engaged in local-level cap…
Becoming Different
Purpose: Despite persistent educational reform efforts, sustainability remains an ongoing challenge. This study examines reform sustainability from the perspective of math teachers in urban middle schools under pressure to improve. We address: How did teachers experience the sustainability of reform in the context of a 4-year instructional improvement project? How did teachers’ thinking, practice, and collaboration routines become different throu…
Defending Against Challenges to Equity
Across the United States, anti-equity politics are shaping education policies and decision making. While this anti-equity movement is well documented, less is known about strategies to defend against those challenges. We examined such strategies within a highly politicized area of education: multilingual learner (ML) policy and practice. Using critical policy analysis, we analyzed interview and meeting observation data collected over 5 years in a…
Sociology (11 works) · Political science (10 works) · Pedagogy (9 works) · Psychology (8 works) · Public relations (8 works) · Educational Assessment and Improvement (7 works) · Mathematics education (7 works) · Teacher Education and Leadership Studies (7 works) · Computer Science (5 works) · General partnership (5 works)