Amanda Datnow

Selected Publications on Teacher Collaboration and Educational Reform (Click on titles to access)

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.

Weddle, H., Lockton, M., and Datnow, A. (2019). Teacher Collaboration, Differing Expectations, and Emotions in School Improvement: “It’s Always Take, Take, Take.” Journalof Professional Capital and Community DOI: 10.1108/JPCC-03-2019-0005

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

Lockton, M., Weddle, H., & Datnow, A. (2019). When data don’t drive: Teacher agency in data use efforts in low performing schools. School Effectiveness and School Improvement.DOI: 10.1080/09243453.2019.1647442

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., & St. John. E., Datnow, A., & Choi, B. (2017). The balancing act: Student placement routines and the uses of data in elementary schools. Journal of Educational Administration, 55(4), 390-406.

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.

Hubbard, L., Datnow, A., & Pruyn, L. (2014). Multiple initiatives, multiple challenges: The promise and pitfalls of implementing data. Studies in Educational Evaluation, 42, 54-62.

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., Park, V., Kennedy-Lewis, B. (2012). High School Teachers’ Use of Data to Inform Instruction. Journal of Education for Students Placed At Risk, 17, 247-265.

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.

Kennedy, B., & Datnow, A. (2011). Student involvement and data-driven decision making: Developing a new typology. Youth and Society, 43(4), 1246-1271.

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 

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 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.

Selected Publications on College Access for Low-Income Students 

Solorzano, D., Datnow, A., Park, V., & Watford, T. (2013). Pathways to postsecondary success: Maximizing opportunities for youth in poverty. Los Angeles: UC ACCORD.

McCarty, T., Brayboy, B., Datnow, A., & Hamman, E. (2013). The anthropology of educational persistence: What can we learn from anthropology to improve educational opportunities and outcomes for underserved students? Final report for the Educational Credit Management Corporation (ECMC) Board of Directors.

Datnow, A., Solorzano, D., Watford, T., & Park, V. (2010), Mapping the terrain: The state of knowledge regarding low-income youth access to postsecondary education. Journal of Education for Students Placed At Risk, (15), 1-8.

Selected Publications Related to Detracking

Datnow, A. (1998). The gender politics of educational change. London: Falmer Press.

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.

Oakes, J., Wells, A. S., Jones, M., & Datnow, A. (1997). Detracking: The social construction of ability, cultural politics, and resistance to reform. Teachers College Record, 98(3), 482-510.

Datnow, A., & Hirshberg, D. (1996). A case study of King Middle School: The symbiosis of heterogeneous grouping and multicultural education. Journal of Education for Students Placed at Risk, 1(2), 115-134.