Analyzing Educational Policies: A Learning Design Perspective

Journal of the Learning Sciences

Volumn 21, Issue 4, 2012, Pages 487-521

  Cobb, Paul ^a   Jackson, Kara ^b  

^a VANDERBILT UNIVERSITY   (United States)

^b MCGILL UNIVERSITY   (Canada)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84867295031     PISSN: 10508406     EISSN: None     Source Type: Journal    
DOI: 10.1080/10508406.2011.630849     Document Type: Article

References (95)

1. Argyris, C. and Schön, D. 1978. Organizational learning: A theory of action perspective, Reading, MA: Addison Wesley.
2. Ball, D. L. 2000. Bridging practices: Intertwining content and pedagogy in teaching and learning to teach. Journal of Teacher Education, 51: 241-247.
3. Ball, D. L. and Cohen, D. K. 1999. "Developing practice, developing practitioners: Toward a practice-based theory of professional education". In Teaching as the learning profession: Handbook of policy and practice, Edited by: Sykes, G. and Darling-Hammond, L. 3-32. San Francisco, CA: Jossey-Bass.
4. Ball, D. L., Sleep, L., Boerst, T. and Bass, H. 2009. Combining the development of practice and the practice of development in teacher education. Elementary School Journal, 109: 458-474.
5. Beach, K. 1999. Consequential transitions: A sociocultural expedition beyond transfer in education. Review of Research in Education, 24: 103-141.
6. Borko, H. 2004. Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33(8): 3-15.
7. Brown, A. L. 1992. Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings. Journal of the Learning Sciences, 2: 141-178.
8. Brown, J. S., Collins, A. and Duguid, P. 1989. Situated cognition and the culture of learning. Educational Researcher, 18(1): 32-42.
9. Brown, J. S. and Duguid, P. 1991. Organizational learning and communities-of-practice: Towards a unified view of working, learning, and innovation. Organizational Science, 2: 40-57.
10. Bruner, J. 1987. Actual minds, possible worlds, Cambridge, MA: Harvard University Press.
11. Bryk, A. S. 2009. Support a science of performance improvement. Phi Delta Kappan, 90: 597-600.
12. Bryk, A. S. and Gomez, L. M. 2008. "Reinventing a research and development capacity". In The future of educational entrepreneurship: Possibilities for school reform, Edited by: Hess, F. 181-187. Cambridge, MA: Harvard Education Press.
13. Bryk, A. S. and Schneider, B. 2002. Trust in schools: A core resource for improvement, New York, NY: Russell Sage Foundation.
14. Bryk, A. S., Sebring, P. B., Allensworth, E., Luppesco, S. and Easton, J. Q. 2010. Organizing schools for improvement: Lessons from Chicago, Chicago, IL: University of Chicago Press.
15. Carpenter, T. P., Fennema, E., Franke, M. L., Levi, L. and Empson, S. B. 1999. Children's mathematics: Cognitively guided instruction, Portsmouth, NH: Heinemann.
16. Cobb, P. 2002. Reasoning with tools and inscriptions. Journal of the Learning Sciences, 11: 187-216.
17. Cobb, P., McClain, K., Lamberg, T. and Dean, C. 2003. Situating teachers' instructional practices in the institutional setting of the school and school district. Educational Researcher, 32(6): 13-24.
18. Cobb, P. and Smith, T. 2008. "The challenge of scale: Designing schools and districts as learning organizations for instructional improvement in mathematics". In International handbook of mathematics teacher education, Edited by: Wood, T., Jaworski, B., Krainer, K., Sullivan, P. and Tirosh, D. Vol. 3, 231-254. Rotterdam, The Netherlands: Sense.
19. Cobb, P., Zhao, Q. and Dean, C. 2009. Conducting design experiments to support teachers' learning: A reflection from the field. Journal of the Learning Sciences, 18: 165-199.
20. Coburn, C. E. 2001. Collective sensemaking about reading: How teachers mediate reading policy in their professional communities. Educational Evaluation and Policy Analysis, 23(2): 145-170.
21. Coburn, C. E. and Russell, J. L. 2008. District policy and teachers' social networks. Educational Evaluation and Policy Analysis, 30: 203-235.
22. Coburn, C. E. and Stein, M. K. 2006. "Communities of practice theory and the role of teacher professional community in policy implementation". In New directions in educational policy implementation, Edited by: Honig, M. I. 25-46. Albany: State University of New York Press.
23. Coburn, C. E. and Stein, M. K. 2010. Research and practice in education: Building alliances, bridging the divide, New York, NY: Rowman & Littlefield.
24. Cochran-Smith, M. and Lytle, S. L. 1999. Relationships of knowledge and practice: Teacher learning in communities. Review of Research in Education, 24: 249-305.
25. Cohen, D. K. and Barnes, C. A. 1993. "Pedagogy and policy". In Teaching for understanding: Challenges for policy and practice, Edited by: Cohen, D. K., McLaughlin, M. W. and Talbert, J. E. 207-239. San Francisco, CA: Jossey-Bass.
26. Cohen, D. K. and Hill, H. C. 2000. Instructional policy and classroom performance: The mathematics reform in California. Teachers College Record, 102: 294-343.
27. Cohen, D. K., Moffitt, S. L. and Goldin, S. 2007. Policy and practice: The dilemma. American Journal of Education, 113: 515-548.
28. Cole, M. 1996. Cultural psychology, Cambridge, MA: Belknap Press.
29. Crockett, M. D. 2007. Teacher professional development as a critical resource in school reform. Journal of Curriculum Studies, 39: 253-263.
30. Desimone, L., Porter, A. C., Garet, M., Suk Yoon, K. and Birman, B. 2002. Effects of professional development on teachers' instruction: Results from a three-year study. Educational Evaluation and Policy Analysis, 24: 81-112.
31. Elmore, R. F. 2004. School reform from the inside out, Cambridge, MA: Harvard Education Press.
32. Elmore, R. F. June 2006. Leadership as the practice of improvement, June, London: Paper presented at the OECD International Conference on Perspectives on Leadership for Systemic Improvement.
33. Feldman, M. S. 2000. Organizational routines as a source of continuous change. Organization Science, 11: 611-629.
34. Feldman, M. S. 2004. Resources in emerging structures and processes of change. Organization Science, 15: 295-309.
35. Feldman, M. S. and Pentland, B. T. 2003. Reconceptualizing organizational routines as a source of flexibility and change. Administrative Science Quarterly, 48: 94-118.
36. Forman, E. A. 2003. "A sociocultural approach to mathematics reform: Speaking, inscribing, and doing mathematics within communities of practice". In A research companion to principles and standards for school mathematics, Edited by: Kilpatrick, J., Martin, W. G. and Schifter, D. 333-352. Reston, VA: National Council of Teachers of Mathematics.
37. Franke, M. L., Kazemi, E. and Battey, D. 2007. "Mathematics teaching and classroom practice". In Second handbook of research on mathematics teaching and learning, Edited by: Lester, F. K. 225-256. Greenwich, CT: Information Age.
38. Garet, M., S., Porter, A. C., Desimone, L., Birman, B. F. and Yoon, K. S. 2001. What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38: 915-945.
39. Gibbons, L. and Cobb, P. 2010, October. How principals and coaches support each other in assisting teachers to improve mathematics instruction, New Orleans, LA: Paper presented at the annual conference of the United Council for Educational Administration.
40. Grossman, P. and McDonald, M. 2008. Back to the future: Directions for research in teaching and teacher education. American Educational Research Journal, 45: 184-205.
41. Grossman, P., Wineburg, S. and Woolworth, S. 2001. Toward a theory of teacher community. Teachers College Record, 103: 942-1012.
42. Halverson, R. (2003). Systems of practice: How leaders use artifacts to create professional community in schools. Education Policy Analysis Archives, 11(11). http://epaa.asu.edu/epaa/v11n37/ (http://epaa.asu.edu/epaa/v11n37/)
43. Heilig, J. V. and Darling-Hammond, L. 2008. Accountability Texas-style: The progress and learning of urban minority students in a high-stakes testing context. Educational Evaluation and Policy Analysis, 30(2): 75-110.
44. Henrick, E., Cobb, P. and Munter, C. 2010, March. Educational design research at the district level: A methodology for supporting instructional improvement in middle school mathematics at scale, Athens, GA: Paper presented at the Educational Design Research Conference.
45. Hill, H. C., Ball, D. L. and Schilling, S. G. 2008. Unpacking pedagogical content knowledge: Conceptualizing and measuring teachers' topic-specific knowledge of students. Journal for Research in Mathematics Education, 39: 372-400.
46. Honig, M. I. 2006. "Complexity and policy implementation: Challenges and opportunities for the field. In M. I. Honig (Ed.)". In New directions in educational policy implementation, 1-24. Albany: State University of New York Press.
47. Horn, I. S. 2005. Learning on the job: A situated account of teacher learning in high school mathematics departments. Cognition and Instruction, 23: 207-236.
48. Kazemi, E. and Franke, M. L. 2004. Teacher learning in mathematics: Using student work to promote collective inquiry. Journal of Mathematics Teacher Education, 7: 203-235.
49. Kazemi, E. and Hubbard, A. 2008. New directions for the design and study of professional development: Attending to the coevolution of teachers' participation across contexts. Journal of Teacher Education, 59: 428-441.
50. Kozulin, A. 1990. Vygotsky's psychology: A biography of ideas, Cambridge, MA: Harvard University Press.
51. Lampert, M. 2001. Teaching problems and the problems of teaching, New Haven, CT: Yale University Press.
52. Lampert, M. and Ball, D. L. 1998. Teaching, multimedia, and mathematics: Investigations of real practice, New York, NY: Teachers College Press.
53. Lampert, M. and Graziani, F. 2010. Instructional activities as a tool for teachers' and teacher educators' learning. Elementary School Journal, 109: 491-509.
54. Lave, J. 1993. "The practice of learning". In Understanding practice: Perspectives on activity and context, Edited by: Chaiklin, S. and Lave, J. 3-32. Cambridge, England: Cambridge University Press.
55. Lave, J. and Wenger, E. 1991. Situated learning: Legitimate peripheral participation, Cambridge, England: Cambridge University Press.
56. Lehrer, R. and Lesh, R. 2003. "Mathematical learning". In Comprehensive handbook of psychology, Edited by: Reynolds, W. and Miller, G. Vol. 7, 357-391. New York, NY: Wiley.
57. Lehrer, R. and Schauble, L. 2004. Modeling natural variation through distribution. American Educational Research Journal, 41: 635-679.
58. Lehrer, R., Schauble, L. and Penner, D. 2000. "The inter-related development of inscriptions and conceptual understanding". In Symbolizing, mathematizing, and communicating: Perspectives on discourse, tools, and instructional design, Edited by: Cobb, P., Yackel, E. and McClain, K. 325-360. Mahwah, NJ: Erlbaum.
59. Lewis, C., Perry, R. and Murata, A. 2006. How should research contribute to instructional improvement? The case of lesson study. Educational Researcher, 35(3): 3-14.
60. Ma, L. 1999. Knowing and teaching elementary mathematics, Mahwah, NJ: Erlbaum.
61. Mangin, M. M. 2007. Facilitating elementary principals' support for instructional teacher leadership. Educational Administration Quarterly, 43: 319-357.
62. Marks, H. M. and Louis, K. S. 1997. Does teacher empowerment affect the classroom? The implications of teacher empowerment for instructional practice and student academic performance. Educational Evaluation and Policy Analysis, 19: 245-275.
63. Matsumura, L. C., Sartoris, M., Bickel, D. D. and Garnier, H. 2009. Leadership for literacy coaching: The principal's role in launching a new coaching program. Educational Administration Quarterly, 45: 655-693.
64. McLaughlin, M. W. 1987. Learning from experience: Lessons from policy implementation. Educational Evaluation and Policy Analysis, 9: 171-178.
65. Meira, L. 1998. Making sense of instructional devices: The emergence of transparency in mathematical activity. Journal for Research in Mathematics Education, 29: 121-142.
66. Nelson, B. S. 1997. "Learning about teacher change in the context of mathematics education reform: Where have we come from?". In Mathematics teachers in transition, Edited by: Fennema, E. and Nelson, B. S. 3-19. Mahwah, NJ: Erlbaum.
67. Nelson, B. S. and Sassi, A. 2005. The effective principal: Instructional leadership for high-quality learning, New York, NY: Teachers College Press.
68. Newmann, F. M., Smith, B., Allensworth, E. and Bryk, A. S. 2001. Instructional program coherence: What it is and why it should guide school improvement policy. Educational Evaluation and Policy Analysis, 23(4): 297-321.
69. No Child Left Behind Act of 2001, PL 107-110, 115 Stat. 1425, 20 U.S.C. §§ 6301 et seq
70. Pea, R. D. 1993. "Practices of distributed intelligence and designs for education". In Distributed cognitions, Edited by: Salomon, G. 47-87. New York, NY: Cambridge University Press.
71. Penuel, W. R., Frank, K. A. and Krause, A. 2006. The distribution of resources and expertise and the implementation of schoolwide reform initiatives, Bloomington: Paper presented at the Seventh International Conference of the Learning Sciences.
72. Penuel, W. R., Riel, M., Krause, A. and Frank, K. A. 2009, June. Analyzing teachers' professional interactions in a school as social capital: A social network approach. Teachers College Record, 111(1): 124-163.
73. Putnam, R. T. and Borko, H. 2000. What do new views of knowledge and thinking have to say about research on teacher learning?. Educational Researcher, 29(1): 4-15.
74. Remillard, J. 2005. Examining key concepts in research on teachers' use of mathematics curricula. Review of Educational Research, 75: 211-246.
75. Rogoff, B. 1990. Apprenticeship in thinking: Cognitive development in social context, Oxford, England: Oxford University Press.
76. Rogoff, B. 1997. "Evaluating development in the process of participation: Theory, methods, and practice building on each other". In Change and development: Issues of theory, application, and method, Edited by: Amsel, E. and Renninger, A. 265-285. Hillsdale, NJ: Erlbaum.
77. Saxe, G., Gearhart, M., Franke, M., Howard, S. and Crockett, M. 1999. Teachers' shifting assessment practice in the context of educational reform in mathematics. Teaching and Teacher Education, 15: 85-105.
78. Schifter, D. 1998. Learning mathematics for teaching: From a teachers' seminar to the classroom. Journal of Mathematics Teacher Education, 1: 55-87.
79. Schön, D. A. 1986. The design studio, London, England: Royal Institute of British Architects.
80. Sfard, A. 2008. Thinking as communicating: Human development, the growth of discourses, and mathematizing, New York, NY: Cambridge University Press.
81. Sherer, J. Z. and Spillane, J. P. 2011. Constancy and change in work practice in schools: The role of organizational routines. Teachers College Record, 113: 611-657.
82. Sherin, M. G. and Han, S. Y. 2004. Teacher learning in the context of video club. Teaching and Teacher Education, 20: 163-183.
83. Spillane, J. P. 1999. External reform initiatives and teachers' efforts to reconstruct their practice: The mediating role of teachers' zones of enactment. Curriculum Studies, 31: 143-175.
84. Spillane, J. P. 2000. Cognition and policy implementation: District policymakers and the reform of mathematics education. Cognition and Instruction, 18(2): 141-179.
85. Spillane, J. P., Mesler, L., Croegaert, C. and Sherer, J. Z. 2007, August. Coupling administrative practice with the technical core and external regulation: The role of organizational routines, Budapest, Hungary: Paper presented at the annual meeting of the European Association for Research on Learning and Instruction.
86. Spillane, J. P., Reiser, B. and Gomez, L. M. 2006. "Policy implementation and cognition: The role of human, social, and distributed cognition in framing policy implementation". In New directions in educational policy implementation Edited by: Honig, M. I. 47-64. Albany, State University of New York Press
87. Spillane, J. P. and Thompson, C. L. 1997. Reconstructing conceptions of local capacity: The local education agency's capacity for ambitious instructional reform. Educational Evaluation and Policy Analysis, 19: 185-203.
88. Stein, M. K. 2004. "Studying the influence and impact of standards: The role of districts in teacher capacity". In Proceedings of the National Council of Teachers of Mathematics research catalyst conference (pp. 123--146), Edited by: Ferrini-Mundy, J. and Lester, F. K. Reston, VA: National Council of Teachers of Mathematics.
89. Stein, M. K. and Coburn, C. E. 2008. Architectures for learning: A comparative analysis of two urban school districts. American Journal of Education, 114: 583-626.
90. Stein, M. K. and Nelson, B. S. 2003. Leadership content knowledge. Educational Evaluation and Policy Analysis, 25: 423-448.
91. Stein, M. K. and Spillane, J. P. 2005. "Research on teaching and research on educational administration: Building a bridge". In Developing an agenda for research on educational leadership, Edited by: Firestone, B. and Riehl, C. 28-45. Thousand Oaks, CA: Sage.
92. Stephan, M., Bowers, J. and Cobb, P. 2003. Supporting students' development of measuring conceptions: Analyzing students' learning in social context (Journal for Research in Mathematics Education Monograph No. 12), Reston, VA: National Council of Teachers of Mathematics.
93. van der Veer, R. and Valsiner, J. 1991. Understanding Vygotsky: A quest for synthesis, Cambridge, MA: Blackwell.
94. Vygotsky, L. S. 1978. Mind in society: The development of higher psychological processes, Cambridge, MA: Harvard University Press.
95. Wenger, E. 1998. "Communities of practice". New York, NY: Cambridge University Press.