Susan Patrick
Biographic Data
| ID | 4570134 |
|---|---|
| NAME | Susan Patrick |
| GIVEN NAMES | Susan |
| FAMILY NAME | Patrick |
| SIGNATURE | PATRICK S |
| AFFILIATIONS | Vanderbilt University |
| ORCID | 0000-0001-6732-4171 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 13 |
| WORKS AS AUTHOR | 10 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2006 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Navigating a Fractured Landscape
Purpose: Coherent systems of teacher professional learning (PL) hold great promise for supporting teacher practice. Yet little research systematically examines characteristics of PL systems or how teachers are engaging with PL within and across schools and districts. Research Methods: We use statewide teacher survey and administrative data from Tennessee to examine variation in the reported quantity and instructional helpfulness of PL activities.…
Performance and Turnover in the Narrowest Silos
(Dis)connection at Work
Teachers of color often work in schools with few colleagues from the same racial or ethnic background. This racial isolation may affect their work experiences and important job outcomes, including retention. Using longitudinal administrative and survey data, we investigate the degree to which Tennessee teachers who are more racially isolated are more likely to turn over. Accounting for other factors, we find that racially isolated Black teachers …
Collaborating for Improvement? Goal Specificity and Commitment in Targeted Teacher Partnerships
Background: Collaboration among teachers is now considered a marker of effective schools and key to creating successful professional learning opportunities. However, the nature and efficacy of collaboration vary widely, and research suggests that collaborative efforts often fail to promote teacher development. Purpose: This study draws on goal-setting theory from the organizational and management literatures, as well as prior research on improvem…
Organizing Schools for Collaborative Learning
Purpose: Collaborative workgroups can be particularly fruitful sites for teachers to learn and improve. Prior research has illustrated how teachers' engagement in collaboration differs across school contexts. However, this research offers little guidance for leaders hoping to encourage collaborative learning among teachers in their school. Research Methods: Using survey and administrative data from teachers across Tennessee, this study examines t…
School Factors That Promote Teacher Collaboration
Policy implementation research indicates that local contexts and school factors shape how teacher collaboration efforts are implemented in schools. By evaluating a statewide teacher collaboration initiative in Tennessee known as the Instructional Partnership Initiative (IPI), this article provides insight on the school-level factors that are associated with participating teachers’ frequency of IPI collaboration activities and a collaborative focu…
Set in Stone” or “Willing to Grow”? Teacher sensemaking during a growth mindset initiative
Dilemmas of Prescriptive Practices and Perceived Alignment in Program Implementation
This paper studies the early implementation of a school improvement effort in two high schools. We examine what explains variation in the teacher adoption of program practices. Our findings highlight the tension between encouraging immediate adoption of program practices and the longer term goals of schoolwide culture change. We find that highly structured practices and those that are already aligned with teachers' extant beliefs and classroom pr…
Protecting Sleep, Promoting Health in Later Life
OBJECTIVES: To determine in healthy people aged > or = 75 years 1) if restricting time in bed and education in health sleep practices are superior to an attention-only control condition (i.e., education in healthy dietary practices) for maintaining or enhancing sleep continuity and depth over 2.5 years; and 2) if maintenance or enhancement of sleep continuity and depth promotes the maintenance or enhancement of health-related quality of life. MET…
Influences of Suprasystems on Systemic Change
Set in Stone” or “Willing to Grow”? Teacher sensemaking during a growth mindset initiative
(Dis)connection at Work
Teachers of color often work in schools with few colleagues from the same racial or ethnic background. This racial isolation may affect their work experiences and important job outcomes, including retention. Using longitudinal administrative and survey data, we investigate the degree to which Tennessee teachers who are more racially isolated are more likely to turn over. Accounting for other factors, we find that racially isolated Black teachers …
Navigating a Fractured Landscape
Purpose: Coherent systems of teacher professional learning (PL) hold great promise for supporting teacher practice. Yet little research systematically examines characteristics of PL systems or how teachers are engaging with PL within and across schools and districts. Research Methods: We use statewide teacher survey and administrative data from Tennessee to examine variation in the reported quantity and instructional helpfulness of PL activities.…
Performance and Turnover in the Narrowest Silos
School Factors That Promote Teacher Collaboration
Policy implementation research indicates that local contexts and school factors shape how teacher collaboration efforts are implemented in schools. By evaluating a statewide teacher collaboration initiative in Tennessee known as the Instructional Partnership Initiative (IPI), this article provides insight on the school-level factors that are associated with participating teachers’ frequency of IPI collaboration activities and a collaborative focu…
Dilemmas of Prescriptive Practices and Perceived Alignment in Program Implementation
This paper studies the early implementation of a school improvement effort in two high schools. We examine what explains variation in the teacher adoption of program practices. Our findings highlight the tension between encouraging immediate adoption of program practices and the longer term goals of schoolwide culture change. We find that highly structured practices and those that are already aligned with teachers' extant beliefs and classroom pr…
Influences of Suprasystems on Systemic Change
Protecting Sleep, Promoting Health in Later Life
OBJECTIVES: To determine in healthy people aged > or = 75 years 1) if restricting time in bed and education in health sleep practices are superior to an attention-only control condition (i.e., education in healthy dietary practices) for maintaining or enhancing sleep continuity and depth over 2.5 years; and 2) if maintenance or enhancement of sleep continuity and depth promotes the maintenance or enhancement of health-related quality of life. MET…
Dilemmas of Prescriptive Practices and Perceived Alignment in Program Implementation
This paper studies the early implementation of a school improvement effort in two high schools. We examine what explains variation in the teacher adoption of program practices. Our findings highlight the tension between encouraging immediate adoption of program practices and the longer term goals of schoolwide culture change. We find that highly structured practices and those that are already aligned with teachers' extant beliefs and classroom pr…
Set in Stone” or “Willing to Grow”? Teacher sensemaking during a growth mindset initiative
School Factors That Promote Teacher Collaboration
Policy implementation research indicates that local contexts and school factors shape how teacher collaboration efforts are implemented in schools. By evaluating a statewide teacher collaboration initiative in Tennessee known as the Instructional Partnership Initiative (IPI), this article provides insight on the school-level factors that are associated with participating teachers’ frequency of IPI collaboration activities and a collaborative focu…
Collaborating for Improvement? Goal Specificity and Commitment in Targeted Teacher Partnerships
Background: Collaboration among teachers is now considered a marker of effective schools and key to creating successful professional learning opportunities. However, the nature and efficacy of collaboration vary widely, and research suggests that collaborative efforts often fail to promote teacher development. Purpose: This study draws on goal-setting theory from the organizational and management literatures, as well as prior research on improvem…
Organizing Schools for Collaborative Learning
Purpose: Collaborative workgroups can be particularly fruitful sites for teachers to learn and improve. Prior research has illustrated how teachers' engagement in collaboration differs across school contexts. However, this research offers little guidance for leaders hoping to encourage collaborative learning among teachers in their school. Research Methods: Using survey and administrative data from teachers across Tennessee, this study examines t…
(Dis)connection at Work
Teachers of color often work in schools with few colleagues from the same racial or ethnic background. This racial isolation may affect their work experiences and important job outcomes, including retention. Using longitudinal administrative and survey data, we investigate the degree to which Tennessee teachers who are more racially isolated are more likely to turn over. Accounting for other factors, we find that racially isolated Black teachers …
Navigating a Fractured Landscape
Purpose: Coherent systems of teacher professional learning (PL) hold great promise for supporting teacher practice. Yet little research systematically examines characteristics of PL systems or how teachers are engaging with PL within and across schools and districts. Research Methods: We use statewide teacher survey and administrative data from Tennessee to examine variation in the reported quantity and instructional helpfulness of PL activities.…
Performance and Turnover in the Narrowest Silos
Pedagogy (9 works) · Psychology (8 works) · Mathematics education (7 works) · Teacher Education and Leadership Studies (6 works) · Political science (5 works) · Sociology (5 works) · Faculty Development (4 works) · Professional development (4 works) · Collaborative Teaching and Inclusion (3 works) · Medicine (3 works)