Selected Publications on Teacher Collaboration and Educational Reform
Datnow, A. (2020). The role of teachers in educational reform: A 20-year perspective, Journal of Educational Change, 21(1), 109-134
Weddle, H., Lockton, M., & Datnow, A. (2020). Teacher collaboration in school improvement. Oxford Bibliographies.
Datnow, A., & Park, V. (2019). Professional collaboration with purpose: Teacher learning for equitable and excellent schools. New York: Routledge.
Datnow, A., Park, V., & Choi, B. (2018). “Everyone’s responsibility:” Effective team collaboration and data use. In Barnes, N., & Fives, H. (Eds.), Case Studies in Teacher Data Use. New York: Routledge.
Datnow, A. (2018). Time for change? The emotions of teacher collaboration and reform. Journal of Professional Capital and Community, 3(3), 157-172.
Datnow, A., Park, V., Kennedy-Lewis, B. (2013). Affordances and constraints in the context of teacher collaboration for the purpose of data use. Journal of Educational Administration, 51(3), 341-362.
Datnow. A. (2011). Collaboration and contrived collegiality: Revisiting Hargreaves in the age of accountability. Journal of Educational Change, 12(2), 147-158.
Selected Publications on Data Use
Book
Datnow, A., & Park, V. (2014). Data-informed leadership. Thousand Oaks, CA: Jossey Bass.
Practitioner-Oriented Articles
Datnow, A., & Park, V. (2019). Using data for equity in the classroom. Quick Reference Guide. Alexandra, VA: ASCD.
Park, V., & Datnow, A. (2018). Beyond the numbers: Using data for instructional decision making. Literacy Leadership Brief. Newark, DE: International Literacy Association.
Datnow, A., & Park, V. (2015). Five (good) ways to talk about data. Educational Leadership, 73(3), 10-15.
Datnow, A., & Park, V. (2015). Data use for equity. Educational Leadership, 72(5), 49-54.
Datnow, A. (2015). Teachers as the drivers – not the subjects – of reform. Association for Curriculum Development (ASCD) Inservice Blog.
Research Articles and Reports
Datnow, A., Lockton, M., & Weddle, H. (2020). Capacity building to bridge data use and instructional improvement through evidence on student thinking. Studies in Educational Evaluation. DOI: 10.1016/j.stueduc.2020.100869
Schildkamp, K., & Datnow, A., (2020). When data teams struggle: Learning from less successful data use efforts. Leadership and Policy in Schools. DOI: 10.1080/15700763.2020.1734630
Zala-Mezö, E., Datnow, A., Müller-Kuhn, D., & Häbig, J. (2020). Feeding back research results–Changes in principal and teacher narratives about student participation. Studies in Educational Evaluation, 65.
Datnow, A., Lockton, M., & Weddle, H. (2019). Redefining or reinforcing accountability? An examination of organizational routines in US schools. Journal of Educational Change. DOI: 10.1007/s10833-019-09349
Datnow, A., Choi, B., Park, V., & St. John. E. (2018). Teacher talk about student ability and achievement in the era of data-driven decision making. Teachers College Record, 120(4).
Datnow, A., & Park, V. (2018). Opening or closing doors for students? Equity and data use in schools. Journal of Educational Change, 19(2), 131-152.
Datnow, A., Greene, J. C., & Gannon-Slater, N. (2017). Data use for equity: Implications for teaching, leadership, & policy. Journal of Educational Administration, 55(4), 354-360.
Park, V., & Datnow, A. (2017). Ability grouping and differentiated instruction in an era of data-driven decision making. American Journal of Education, 123(2), 281-306
Datnow, A., & Hubbard, L. (2015). Teachers’ use of data to inform instruction: Lessons from the past and prospects for the future. Teachers College Record, 117(4), 1-26.
Datnow, A., & Hubbard, L. (2015). Teacher capacity for and beliefs about data use: A review of international research. Journal of Educational Change, 17, 7-26.
Datnow, A., Park, V., Kennedy-Lewis, B. (2013). Affordances and constraints in the context of teacher collaboration for the purpose of data use. Journal of Educational Administration, 51(3), 341-362.
Levin, J., & Datnow, A. (2012). The principal as agent of mediated educational reform: Dynamic models of case studies of data-driven decision making. School Effectiveness and School Improvement, 23(2), 179-201.
Park, V., & Datnow, A. (2009). Co-constructing distributed leadership: District and school connections in data-driven decision making. School Leadership and Management, 29(5), 475- 492
Wohlstetter, P., Datnow, A. & Park, V. (2008). Creating a system for data driven decision making: Applying the Principal-Agent framework. School Effectiveness and School Improvement, 19(3), 239-260.
Datnow, A., Park, V., & Kennedy, B. (2008). Acting on data: How urban high schools use data to inform instruction. Los Angeles, CA: Center on Educational Governance, USC Rossier School of Education
Datnow, A., Park, V., & Wohlstetter, P. (2007). Achieving with data: How high performing districts use data to improve instruction for elementary school students. Los Angeles, CA: Center on Educational Governance, USC Rossier School of Education
Selected Publications on Transformative Change in Education
Datnow, A. (2024). 2022 Wallace Foundation Distinguished Lecture – Education reform, past and present: Asking equity questions and looking for hope. Educational Researcher, 53(4), 193-200.
Datnow, A., Yoshisato, M., Macdonald, B., Trejos, J., & Kennedy, B. (2023). Bridging educational change and social justice: A call to the field. Educational Researcher, 52(1), 29-38.
Datnow, A., Park, V., Peurach, D. J., & Spillane, J. P. (2022). Transforming education for holistic student development: Learning from education system (re)building around the world. Brookings Institution.
Mehta, J., & Datnow, A. (2020). Changing the grammar of schooling: An appraisal and a research agenda. American Journal of Education, 126(4), 491-498.
Hubbard, L., & Datnow, A. (2020). Design thinking, leadership, and the grammar of schooling: Implications for educational change. American Journal of Education, 126(4), 499-518.
Hubbard, L. & Datnow, A. (2018). Challenges and unintended consequences of student centered learning. In Conchas, G., Gottfried, M., Hinga, B.M., & Oseguera, L. (Eds.), Educational policy goes to school: Case studies on the limitations and possibilities of educational innovations (pp. 141-156). New York: Routledge.
Selected Publications on Research-Practice Partnerships
Datnow, A., Wishard Guerra, A., Cohen, S., Kennedy, B. C., & Lee, J. (2023). Teacher sensemaking in an early education research-practice partnership. Teachers College Record, 125(2).
Weddle, H., Lockton, M., & Datnow, A. (2021). Research-practice partnerships “On the ground”: Exploring partnership work in urban schools. Studies in Educational Evaluation, 70.
Zala-Mezö, E., & Datnow, A. (2024). Discourse in research-practice partnerships: A comparison of conditions across contexts. AERA Open, 10.
Selected Publications on Comprehensive School Reform
Books
Datnow, A., Stringfield, S., Lasky, S., & Teddlie, C. (2006). Integrating educational systems for successful reform in diverse contexts. New York: Cambridge University Press.
Murphy, J., & Datnow, A. (Eds.). (2003). Leadership lessons from comprehensive school reforms. Thousand Oaks, CA: Corwin Press.
Datnow, A., Hubbard, L., & Mehan, H. (2002). Extending educational reform: From one school to many. London: RoutledgeFalmer Press.
Research Articles
Datnow, A., & Park, V. (2009). Conceptualizing policy implementation: Large-scale reform in an era of complexity. In D. Plank, B. Schneider, & G. Sykes (Eds.), AERA Handbook on Education Policy Research (pp. 348-361). New York: Routledge Publishers.
Datnow, A. (2005). The sustainability of comprehensive school reform in changing district and state contexts. Educational Administration Quarterly, 41(1), 121-153.
Schmidt, M., & Datnow, A. (2005). Teachers’ sense-making about comprehensive school reform: The influence of emotions.Teaching and Teacher Education, 21, 941-965.
Datnow, A., Borman, G., Stringfield, S., Rachuba, L., & Castellano, M. (2003). Comprehensive school reform in culturally and linguistically diverse contexts: Implementation and outcomes from a four-year study. Educational Evaluation and Policy Analysis, 25(2), 25-54.
Datnow, A. (2002). Can we transplant educational reform and does it last? Journal of Educational Change, 3(3), 215-239.
Datnow, A., & Castellano, M. (2001). Managing and guiding school reform: Leadership in Success for All schools. Educational Administration Quarterly, 37(2), 219-249.
Datnow, A., Borman, G., & Stringfield, S. (2000). School reform through a highly specified curriculum: A study of the implementation and effects of the Core Knowledge Sequence. The Elementary School Journal, 101(2), 167-191.
Datnow, A. (2000). Power and politics in the adoption of school reform models. Educational Evaluation and Policy Analysis, 22(4), 357-374.
Datnow, A., & Stringfield, S. (2000). Working together for reliable school reform. Journal of Education for Students Placed At Risk, 5(1), 183-204.
Datnow, A., & Castellano, M. (2000). Teachers’ responses to Success for All: How beliefs, experiences, and adaptations shape implementation. American Educational Research Journal, 37(3), 775-799.
Yonezawa, S., & Datnow, A. (1999). Supporting multiple reform designs in a culturally and linguistically diverse school district. Journal of Education for Students Placed At Risk, 4(1), 125-161.
Selected Publications on Gender and Educational Reform
Books
Datnow, A. (1998). The gender politics of educational change. London: Falmer Press.
Datnow, A., & Hubbard, L. (Eds.). (2002). Gender in policy and practice: Perspectives on single-sex and coeducational schooling. New York: RoutledgeFalmer Press.
Research Articles
Hubbard, L., & Datnow, A. (2005). Do single-sex schools improve the education of low income and minority students? An investigation of California’s public single gender academies. Anthropology and Education Quarterly, 36(2), 115-131.
Datnow, A., Hubbard, L., & Conchas, G. (2001). How context mediates policy: The implementation of single gender public schooling in California. Teachers College Record, 103(2), 184-206.
Hubbard, L., & Datnow, A. (2000). A gendered look at educational reform. Gender and Education, 12(1), 115-130.
Datnow, A. (1997). Using gender to preserve tracking’s status hierarchy: The defensive strategy of entrenched teachers. Anthropology and Education Quarterly, 28(2), 1-26.
Amanda Datnow 