Amanda Datnow
Dados Biográficos
| ID | 170808 |
|---|---|
| NOME | Amanda Datnow |
| PRENOMES | Amanda |
| SOBRENOME | Datnow |
| ASSINATURA | DATNOW A |
| AFILIAÇÕES | University of California San Diego |
| ORCID | 0000-0002-7228-6373 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 34 |
| TOTAL DE CITAÇÕES | 127 |
| TOTAL COMO AUTOR | 34 |
| TOTAL COMO EDITOR | 2 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1997 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 6 |
Equity in policy and practice
Educating multilingual learners (MLs) is a pressing policy challenge across the globe. In the US, district and school leaders are tasked with the urgent need to promote equity-informed policies and practices that transform educational outcomes for MLs. Drawing on a qualitative study of leadership practices and policy in a California school district, this paper focuses on how district and school leadership promote equity for ML students. Findings …
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…
Wallace Foundation Distinguished Lecture Education Reform, Past and Present
Drawing on a set of studies conducted over 3 decades, this article provides a reflection on what has been learned by centering equity questions in research on educational reform. These studies reveal the need to explore educators’ belief systems, emotions, and agency in relation to reform. They also underscore the co-constructed nature of reform and the importance of attending to context and scale. Although prior research reveals the complex chal…
Teacher Sensemaking in an Early Education Research–Practice Partnership
Background/Context: High quality early education, preschool through third grade, has received significant attention as a vehicle for addressing academic disparities. Research–practice partnerships (RPPs) offer a promising strategy for improving early education and closing the gap between research and practice; however, RPPs in the early learning context are understudied, and there is little information about how teachers experience them. Purpose/…
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…
Bridging Educational Change and Social Justice
The education research community, both within the American Educational Research Association (AERA) and beyond, could and should play a critical role in fundamentally transforming educational institutions and systems. Given its complexity, transformative change in education is best undertaken as a collective endeavor. Yet for researchers to be a valuable resource in educational transformation, we will need to bridge knowledge across subfields that…
Principals’ emotions in school improvement
The work of principals has become increasingly challenging and complex, as they are expected to lead school improvement, manage -a host of competing demands, and attend to the needs of diverse stakeholders. However, the emotions related to principals’ work, particularly in relation to educational reform, has been understudied in recent years. This paper investigates the emotional dimensions of principals’ work with respect to school improvement a…
Research-practice partnerships “On the Ground”
Capacity building to bridge data use and instructional improvement through evidence on student thinking
The role of teachers in educational reform
Feeding back research results – Changes in principal and teacher narratives about student participation
Changing the Grammar of Schooling
Design Thinking, Leadership, and the Grammar of Schooling
A growing number of schools across the globe have implemented design thinking (DT) as an instructional approach to increase student engagement, motivate creative thinking, and teach students to problem solve. Although offering significant opportunity to students, implementing DT can involve pushing against the traditional “grammar of schooling.” Drawing on in-depth qualitative case study data, we present findings on a previously low-performing, u…
Ability Grouping and Differentiated Instruction in an Era of Data-Driven Decision Making
Despite data-driven decision making being a ubiquitous part of policy and school reform efforts, little is known about how teachers use data for instructional decision making. Drawing on data from a qualitative case study of four elementary schools, we examine the logic and patterns of teacher decision making about differentiation and ability grouping. We find that district and school policies conditioned teachers’ decision making through mandate…
Teacher capacity for and beliefs about data-driven decision making
Multiple initiatives, multiple challenges
Teacher Agency in Educational Reform
This article provides a context for understanding how social networks among teachers support or constrain school improvement in terms of instructional practice, professional development, and educational reform. It comments on the articles in this special issue, summarizing their contributions to the field. This analysis reveals several important lessons including the finding that teachers’ social networks can be leveraged to work toward positive …
Student Involvement and Data-Driven Decision Making
Existing literature supports the inclusion of students in education reform, documenting benefits for both students and educators. When student voice is not included in reform efforts, these efforts are more likely to flounder. The emerging educational reform of data-driven decision making (DDDM) offers promise for increasing student achievement. However, scant research documents the involvement of students in DDDM reforms. Using a theoretical fra…
Integrating Educational Systems for Successful Reform in Diverse Contexts
Collaborative Assistance in a Highly Prescribed School Reform Model
This article focuses on how the Success for All Foundation (SFAF)—the nonprofit intermediary organization that promotes Success for All—works with educators in schools to increase capacity for learning and instruction. Success for All is a comprehensive school reform model that primarily centers on early literacy intervention. Building on research on intermediary organizations and situated learning, we examine how SFAF structures professional dev…
Introduction to the Special Issue on Scaling Up Teaching and Learning Improvement in Urban Districts
Integrating Educational Systems for Successful Reform in Diverse Contexts
Linguistic, ethnic, and economic diversity is a major factor influencing how school reform ought to be accomplished at local, state, and government levels. This book examines the issue of successful school reform in diverse communities. It is the first to synthesize research on educational research on educational reform pertaining to racially and linguistically diverse students. It examines what is needed at the teacher, school, district, state, …
Chapter 6 Connections in the Policy Chain
International Handbook of Educational Policy
International handbook of educational policy
Nina Bascia, Alister Cumming, Amanda Datnow, Kenneth Leithwood and David Livingstone This Handbook presents contemporary and emergent trends in educational policy research, in over ?fty chapters written by nearly ninety leading researchers from a number of countries. It is organized into ?ve broad sections which capture many of the current dominant educational policy foci and at the same time situate current understandings historically, in terms …
Teachers’ sense-making about comprehensive school reform
Teachers' Responses to Success for All
Success for All (SFA) is a whole-school reform model that organizes resources to focus on prevention and early intervention to ensure that students succeed in reading throughout the elementary grades. In this article we use qualitative data gathered in extensive interviews and observations in two SFA schools to examine how teachers respond to SFA and how their beliefs, experiences, and programmatic adaptations influence implementation. We found t…
Peer Networks of African American Students in Independent Schools
Amanda Datnow, Robert Cooper, Peer Networks of African American Students in Independent Schools: Affirming Academic Success and Racial Identity, The Journal of Negro Education, Vol. 66, No. 1 (Winter, 1997), pp. 56-72
Do Single-Sex Schools Improve the Education of Low-Income and Minority Students
Ability Grouping and Differentiated Instruction in an Era of Data-Driven Decision Making
Despite data-driven decision making being a ubiquitous part of policy and school reform efforts, little is known about how teachers use data for instructional decision making. Drawing on data from a qualitative case study of four elementary schools, we examine the logic and patterns of teacher decision making about differentiation and ability grouping. We find that district and school policies conditioned teachers’ decision making through mandate…
Introduction to the Special Issue on Scaling Up Teaching and Learning Improvement in Urban Districts
Bridging Educational Change and Social Justice
The education research community, both within the American Educational Research Association (AERA) and beyond, could and should play a critical role in fundamentally transforming educational institutions and systems. Given its complexity, transformative change in education is best undertaken as a collective endeavor. Yet for researchers to be a valuable resource in educational transformation, we will need to bridge knowledge across subfields that…
Teacher Agency in Educational Reform
This article provides a context for understanding how social networks among teachers support or constrain school improvement in terms of instructional practice, professional development, and educational reform. It comments on the articles in this special issue, summarizing their contributions to the field. This analysis reveals several important lessons including the finding that teachers’ social networks can be leveraged to work toward positive …
Scaling Up School Restructuring in Multicultural, Multilingual Contexts
Author(s): Stringfield, Sam; Datnow, Amanda; Ross, Steven M. | Abstract: Two of the most rapidly developing fields in educational research are diversity education (e.g., Tharp a Gallimore, 1988) and school restructuring/school reform (e.g., Murphy a Hallinger, 1993; Newmann a Wehlage, 1995; Tyack a Cuban, 1995). Unfortunately, the intersection of the two fields is virtually uncultivated. None of the nationally disseminated school restructuring mo…
Collaborative Assistance in a Highly Prescribed School Reform Model
This article focuses on how the Success for All Foundation (SFAF)—the nonprofit intermediary organization that promotes Success for All—works with educators in schools to increase capacity for learning and instruction. Success for All is a comprehensive school reform model that primarily centers on early literacy intervention. Building on research on intermediary organizations and situated learning, we examine how SFAF structures professional dev…
Using Gender to Preserve Tracking's Status Hierarchy
In a case study of a racially mixed high school undertaking detrucking, gender politics among the teachers emerged as a shaping force in the reform effort. This paper examines the politics of representation among two factions of teachers at the school. The reform, led by a party of female teachers, was derailed as a coalition of male teachers employed a gender discourse to successfully capture the dominant mode of representing what "school" means…
Wallace Foundation Distinguished Lecture Education Reform, Past and Present
Drawing on a set of studies conducted over 3 decades, this article provides a reflection on what has been learned by centering equity questions in research on educational reform. These studies reveal the need to explore educators’ belief systems, emotions, and agency in relation to reform. They also underscore the co-constructed nature of reform and the importance of attending to context and scale. Although prior research reveals the complex chal…
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…
Changing the Grammar of Schooling
Design Thinking, Leadership, and the Grammar of Schooling
A growing number of schools across the globe have implemented design thinking (DT) as an instructional approach to increase student engagement, motivate creative thinking, and teach students to problem solve. Although offering significant opportunity to students, implementing DT can involve pushing against the traditional “grammar of schooling.” Drawing on in-depth qualitative case study data, we present findings on a previously low-performing, u…
A Gendered Look at Educational Reform
This article looks at women teachers' involvement in educational reform from a gendered perspective. Using qualitative data collected in interviews with secondary level educators, the authors show how women teachers' beliefs and actions towards reform efforts were influenced by their gender identity. Socialization of women as nurturers and caretakers created in many women particular notions regarding the appropriate role they should play as teach…
Scaling Up the Core Knowledge Sequence
Detracking
Structural changes necessary in detracking efforts challenge not only the technical dimensions of schooling, but also the normative and political dimensions. We argue that detracking reform confronts fundamental issues of power, control, and legitimacy that are played out in ideological struggles over the meaning of knowledge, intelligence, ability, and merit. This article presents results from a three-year longitudinal case study of ten racially…
Peer Networks of African American Students in Independent Schools
Amanda Datnow, Robert Cooper, Peer Networks of African American Students in Independent Schools: Affirming Academic Success and Racial Identity, The Journal of Negro Education, Vol. 66, No. 1 (Winter, 1997), pp. 56-72
Using Gender to Preserve Tracking's Status Hierarchy
In a case study of a racially mixed high school undertaking detrucking, gender politics among the teachers emerged as a shaping force in the reform effort. This paper examines the politics of representation among two factions of teachers at the school. The reform, led by a party of female teachers, was derailed as a coalition of male teachers employed a gender discourse to successfully capture the dominant mode of representing what "school" means…
Scaling Up School Restructuring in Multicultural, Multilingual Contexts
Author(s): Stringfield, Sam; Datnow, Amanda; Ross, Steven M. | Abstract: Two of the most rapidly developing fields in educational research are diversity education (e.g., Tharp a Gallimore, 1988) and school restructuring/school reform (e.g., Murphy a Hallinger, 1993; Newmann a Wehlage, 1995; Tyack a Cuban, 1995). Unfortunately, the intersection of the two fields is virtually uncultivated. None of the nationally disseminated school restructuring mo…
Scaling Up the Core Knowledge Sequence
A Gendered Look at Educational Reform
This article looks at women teachers' involvement in educational reform from a gendered perspective. Using qualitative data collected in interviews with secondary level educators, the authors show how women teachers' beliefs and actions towards reform efforts were influenced by their gender identity. Socialization of women as nurturers and caretakers created in many women particular notions regarding the appropriate role they should play as teach…
Teachers' Responses to Success for All
Success for All (SFA) is a whole-school reform model that organizes resources to focus on prevention and early intervention to ensure that students succeed in reading throughout the elementary grades. In this article we use qualitative data gathered in extensive interviews and observations in two SFA schools to examine how teachers respond to SFA and how their beliefs, experiences, and programmatic adaptations influence implementation. We found t…
"A Review Essay on the "Handbook of the Sociology of Education
The Politics of Researching Comprehensive School Reform Efforts
The purpose of this article is to expose the politics that arise in the research and evaluation of school reform efforts. We draw on qualitative data gathered in a study of comprehensive school reform to elucidate methodological issues in several areas. We discuss how we were perceived as researchers, how participants used our research and our presence in political ways, and how we questioned our own role in the research process. We discuss chall…
International Handbook of Educational Policy
International handbook of educational policy
Nina Bascia, Alister Cumming, Amanda Datnow, Kenneth Leithwood and David Livingstone This Handbook presents contemporary and emergent trends in educational policy research, in over ?fty chapters written by nearly ninety leading researchers from a number of countries. It is organized into ?ve broad sections which capture many of the current dominant educational policy foci and at the same time situate current understandings historically, in terms …
Teachers’ sense-making about comprehensive school reform
Do Single-Sex Schools Improve the Education of Low-Income and Minority Students
Integrating Educational Systems for Successful Reform in Diverse Contexts
Linguistic, ethnic, and economic diversity is a major factor influencing how school reform ought to be accomplished at local, state, and government levels. This book examines the issue of successful school reform in diverse communities. It is the first to synthesize research on educational research on educational reform pertaining to racially and linguistically diverse students. It examines what is needed at the teacher, school, district, state, …
Chapter 6 Connections in the Policy Chain
Collaborative Assistance in a Highly Prescribed School Reform Model
This article focuses on how the Success for All Foundation (SFAF)—the nonprofit intermediary organization that promotes Success for All—works with educators in schools to increase capacity for learning and instruction. Success for All is a comprehensive school reform model that primarily centers on early literacy intervention. Building on research on intermediary organizations and situated learning, we examine how SFAF structures professional dev…
Introduction to the Special Issue on Scaling Up Teaching and Learning Improvement in Urban Districts
Integrating Educational Systems for Successful Reform in Diverse Contexts
Student Involvement and Data-Driven Decision Making
Existing literature supports the inclusion of students in education reform, documenting benefits for both students and educators. When student voice is not included in reform efforts, these efforts are more likely to flounder. The emerging educational reform of data-driven decision making (DDDM) offers promise for increasing student achievement. However, scant research documents the involvement of students in DDDM reforms. Using a theoretical fra…
Teacher Agency in Educational Reform
This article provides a context for understanding how social networks among teachers support or constrain school improvement in terms of instructional practice, professional development, and educational reform. It comments on the articles in this special issue, summarizing their contributions to the field. This analysis reveals several important lessons including the finding that teachers’ social networks can be leveraged to work toward positive …
Multiple initiatives, multiple challenges
Teacher capacity for and beliefs about data-driven decision making
Ability Grouping and Differentiated Instruction in an Era of Data-Driven Decision Making
Despite data-driven decision making being a ubiquitous part of policy and school reform efforts, little is known about how teachers use data for instructional decision making. Drawing on data from a qualitative case study of four elementary schools, we examine the logic and patterns of teacher decision making about differentiation and ability grouping. We find that district and school policies conditioned teachers’ decision making through mandate…
The role of teachers in educational reform
Feeding back research results – Changes in principal and teacher narratives about student participation
Sociology (27 obras) · Pedagogy (25 obras) · Political science (24 obras) · Psychology (22 obras) · Mathematics education (19 obras) · Teacher Education and Leadership Studies (16 obras) · Educational Assessment and Improvement (15 obras) · Public relations (14 obras) · Computer Science (13 obras) · Parental Involvement in Education (10 obras)