Wallace Foundation Distinguished Lecture Education Reform, Past and Present
Asking Equity Questions and Looking for Hope
Bibliographic Data
| ID | 9734748 |
|---|---|
| Authors | Amanda Datnow (0000-0002-7228-6373, University of California, San Diego, La Jolla, CA, corresponding author) |
| Year | 2024 |
| Volume | 53 |
| Issue | 4 |
| Pages | 193-200 |
| Publication date | 2024-05-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational Researcher (JOURNAL) |
| Journal identifiers | ISSN: 0013-189X • E-ISSN: 1935-102X |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/0013189x241228255 |
| OpenAlex | W4391746269 |
| Language | EN |
| Citations received | 1 |
| References cited | 43 |
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 challenges educators, policymakers, and communities face in promoting educational change with social justice aims, it also provides lessons for a hopeful path forward. Pursuing an equity agenda in this pivotal moment requires deep thinking about how we conduct research on educational reform, prepare the next generation of scholars, and work across disciplinary and national boundaries
Agency (philosophy · Context (archaeology · Discipline · Engineering ethics · Equity (law · Foundation (evidence · Pedagogy · Political science · Public relations · Social justice · Social science · Sociology · Education Discipline and Inequality · Educational Assessment and Improvement · Law · Public Administration · Teacher Education and Leadership Studies
Indigenous and Decolonizing Studies in Education
Constructing School Success
How Can Comprehensive School Reform Models Be Successfully Implemented?
Participatory Design Research and Educational Justice
Detracking
Principals’ emotions in school improvement
Teacher Sensemaking in an Early Education Research–Practice Partnership
Principles of Collaborative Education Research With Stakeholders
Research-practice partnerships “On the Ground”
Exploring data use practices around Europe
Learning Lessons
Teachers’ emotions in educational reforms
Keeping Track
Rethinking Scale
Bridging Educational Change and Social Justice
Organizational Strategies for Promoting Instructional Change
Rallying the Whole Village
Race and Reform
Understanding Inequality in Schools
The Gender Politics of Educational Change
Using Gender to Preserve Tracking's Status Hierarchy
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 1 |