Academic Publications

We are excited to share example outputs across our work promoting equity in education. The research publications below outline findings related to improving education policies, systems, and partnerships.

Weddle, H., Hopkins, M., and Goldstein, H. (2024). How can research-practice partnerships advance equity for multilingual learners?: Examining collaboration with state education leaders. Peabody Journal of Education.
Weddle, H. (2023). Developing a research–practice partnership with policy intermediaries: An examination of collaboration with state education agency leaders. Educational Evaluation and Policy Analysis.
Weddle, H., Lockton, M., & Datnow, A. (2021). Research practice partnerships “on the ground”: Exploring partnership work in urban schools under pressure to improve. Studies in Educational Evaluation.
Hopkins, M.,Weddle, H.,Gluckman, M., & Gautsch, L. (2019). Boundary crossing in a professional association: The dynamics of research use among state leaders and researchers in a research-practice partnership. AERA Open.
Weddle, H., Hopkins, M., Lowenhaupt, R., & Kangas, S. E. (2024). Shared responsibility for multilingual learners across levels of the education system. Educational Researcher.
Hopkins, M., Goldschmidt, P., Sugarman, J., Pompa, D., & Mancilla, L. (2024). Refining and expanding accountability policy for English learners to support Lau implementation: A critical policy analysis. Bilingual Research Journal.
Hopkins, M., & Weddle, H. (2024). Computer science for secondary multilingual learners: how school policies and practices enable and constrain equitable access. Journal of Research on Technology in Education.
Hopkins, M., Weddle, H., Castillo, M., (…) & Salas, V. (2023). Upholding multilingual learners’ civil rights under ESSA and beyond: State leadership and the contextual factors shaping federal policy implementation. American Journal of Education.
Hopkins, M., Weddle, H.,Bjorklund Jr, P., Umansky, I. M., & Blanca Dabach, D. (2021). “It’s created by a community”: Local context mediating districts’ approaches to serving immigrant and refugee newcomers. AERA Open.
Hopkins, M., Thompson, K. D., Linquanti, R., Hakuta, K., & August, D. (2013). Fully accounting for English learner performance: A key issue in ESEA reauthorization. Educational Researcher.
Cowhy, J. R., Wong, L. S., & Hopkins, M. (2024). Toward Dissolving the Institutionalization of “Othering”: Organizational Conditions that Support Shared Responsibility.AERA Open.
Weddle, H.,Hashim, A., and Irondi, O.* (2024). How state education leaders supported students’ access to education amidst the COVID-19 crisis: Lessons for policy. Educational Policy.
Weddle, H.,Lockton, M., & Datnow, A. (2023). Fostering, tailoring, and negotiating: The complexities of collaborative coaching in schools under pressure to improve. Educational Researcher.
Weddle, H., Lockton, M., & Datnow, A. (2019). Teacher collaboration, division of labor, and emotions in school reform: “It’s always take, take, take.” Journal of Professional Capital and Community.
Hopkins, M., Spillane, J. P., & Shirrell, M. (2018). Designing educational infrastructures for improvement: Instructional coaching and professional learning communities. In Networked by Design.
Hopkins, M., & Woulfin, S. L. (2015). School system (re) design: Developing educational infrastructures to support school leadership and teaching practice. Journal of Educational Change.