Artykuły udostępnione publicznie: - James SpillaneWięcej informacji
Niedostępne w żadnym miejscu: 5
Social Sources of Teacher Self-Effcacy: The Potency of Teacher Interactions and Proximity to Instruction
SR Neugebauer, M Hopkins, JP Spillane
Teachers College Record 121 (4), 1-32, 2019
Upoważnienia: US National Science Foundation
High stakes policy and mandated curriculum: A rhetorical argumentation analysis to explore the social processes that shape school leaders’ and teachers’ strategic responses
E Dulude, JP Spillane, X Dumay
Educational Policy 31 (3), 364-403, 2017
Upoważnienia: US National Science Foundation
Relationships among teachers’ formal and informal positions and their incoming student composition
CM Kim, KA Frank, JP Spillane
Teachers college record 120 (3), 1-34, 2018
Upoważnienia: US National Science Foundation, US Institute of Education Sciences
High Stakes Policy and Mandated Curriculum.
E Dulude, JP Spillane, X Dumay
Educational Policy 31 (3), 2017
Upoważnienia: US National Science Foundation
TEACHERS LEARNING ABOUT TEACHING AND LEARNING ON THE JOB: THE DUAL AND INTERACTING ROLE OF EDUCATIONAL AND ARCHITECTURAL INFRASTRUCTURE
J Spillane, M Hopkins, M Shirrell, T Sweet, M Ortiz
EDULEARN17 Proceedings, 9599-9609, 2017
Upoważnienia: US National Science Foundation
Dostępne w jakimś miejscu: 24
Data in practice: Conceptualizing the data-based decision-making phenomena
JP Spillane
American Journal of Education 118 (2), 113-141, 2012
Upoważnienia: US Institute of Education Sciences
Instructional advice and information providing and receiving behavior in elementary schools: Exploring tie formation as a building block in social capital development
JP Spillane, CM Kim, KA Frank
American Educational Research Journal 49 (6), 1112-1145, 2012
Upoważnienia: US Institute of Education Sciences
Portraits of principal practice: Time allocation and school principal work
J Sebastian, EM Camburn, JP Spillane
Educational administration quarterly 54 (1), 47-84, 2018
Upoważnienia: US Institute of Education Sciences
School district educational infrastructure and change at scale: Teacher peer interactions and their beliefs about mathematics instruction
JP Spillane, M Hopkins, TM Sweet
American educational research journal 55 (3), 532-571, 2018
Upoważnienia: US National Science Foundation
Leadership and learning: Conceptualizing relations between school administrative practice and instructional practice
J Spillane
How school leaders contribute to student success: The four paths framework …, 2017
Upoważnienia: US National Science Foundation, US Institute of Education Sciences
Educational infrastructure, professional learning, and changes in teachers’ instructional practices and beliefs
M Shirrell, M Hopkins, JP Spillane
Professional development in education 45 (4), 599-613, 2019
Upoważnienia: US National Science Foundation
The elephant in the schoolhouse: The role of propinquity in school staff interactions about teaching
JP Spillane, M Shirrell, TM Sweet
Sociology of education 90 (2), 149-171, 2017
Upoważnienia: US National Science Foundation
Educational system building in a changing educational sector: Environment, organization, and the technical core
JP Spillane, JL Seelig, NL Blaushild, DK Cohen, DJ Peurach
Educational Policy 33 (6), 846-881, 2019
Upoważnienia: US Institute of Education Sciences
Meaningful & Sustainable School Improvement with Distributed Leadership. CPRE Research Report# RR 2019-1.
JA Supovitz, J D'Auria, JP Spillane
Consortium for Policy Research in Education, 2019
Upoważnienia: Bill & Melinda Gates Foundation
Constructing “experts” among peers: Educational infrastructure, test data, and teachers’ interactions about teaching
JP Spillane, M Shirrell, S Adhikari
Educational Evaluation and Policy Analysis 40 (4), 586-612, 2018
Upoważnienia: US National Science Foundation
The social side of teacher turnover: Closeness and trust among general and special education teachers in the United States
M Hopkins, P Bjorklund Jr, JP Spillane
International Journal of Educational Research 98, 292-302, 2019
Upoważnienia: US National Science Foundation
Novice school principals constructing their role vis-à-vis external stakeholders:(not) attempting to be “all things to all people”
A Prado Tuma, JP Spillane
Educational Administration Quarterly 55 (5), 812-840, 2019
Upoważnienia: US National Science Foundation
Education Policy in Leadership Practice: “Accountability Talk” in Schools
R Lowenhaupt, JP Spillane, T Hallett
Journal of School Leadership 26 (5), 783-810, 2016
Upoważnienia: US National Science Foundation
Breaking up isn’t hard to do: Exploring the dissolution of teachers’ and school leaders’ work-related ties
JP Spillane, M Shirrell
Educational Administration Quarterly 53 (4), 616-648, 2017
Upoważnienia: US National Science Foundation
Leading instructional improvement in elementary science: State science coordinators' sense‐making about the Next Generation Science Standards
C Haverly, A Lyle, JP Spillane, EA Davis, DJ Peurach
Journal of Research in Science Teaching 59 (9), 1575-1606, 2022
Upoważnienia: US National Science Foundation
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