World's Best Scientists 2026 revealed!

D-Index & Metrics

Social Sciences and Humanities

D-Index
42
Citations
10050
World Ranking
4650
National Ranking
2211

Research.com Recognitions

  • 2021 - Fellow of the American Educational Research Association
  • 2005 - Early Career Award, American Educational Research Association

Overview

Amanda Datnow is affiliated with the University of California, San Diego in the United States. Their research spans across the fields of Social Sciences and Decision Sciences, with particular focus on Education, Information Systems and Management, and Management Science and Operations Research. The scientist has also contributed to subfields including Developmental and Educational Psychology and Mechanical Engineering.

The primary topics of Amanda Datnow's work include Educational Assessment and Improvement, Teacher Education and Leadership Studies, Evaluation and Performance Assessment, Educational and Psychological Assessments, Parental Involvement in Education, School Choice and Performance, and Design Education and Practice.

Some of their recent papers include the following:

  • The role of teachers in educational reform: A 20-year perspective (2020), Journal of Educational Change
  • Capacity building to bridge data use and instructional improvement through evidence on student thinking (2020), Studies In Educational Evaluation

Amanda Datnow's frequent coauthors comprise Marie Lockton, Hayley Weddle, Vicki Park, Benjamin C. Kennedy, and Enikö Zala-Mezö.

Their work is regularly published in journals such as the American Journal of Education, Studies In Educational Evaluation, Educational Researcher, Journal of Educational Change, and Leadership and Policy in Schools.

The scientist has received recognition including the Early Career Award from the American Educational Research Association in 2005 and was named a Fellow of the same association in 2021.

Best Publications

  • Detracking: The Social Construction of Ability, Cultural Politics, and Resistance to Reform

    Jeannie Oakes;Amy Wells;Makeba Jones;Amanda Datnow

  • Teachers' Responses to Success for All: How Beliefs, Experiences, and Adaptations Shape Implementation

    Amanda Datnow;Marisa Castellano

  • Working together for reliable school reform.

    Amanda Datnow;Sam Stringfield

  • Extending Educational Reform: From One School to Many

    Amanda Datnow;Lea Hubbard;Hugh Mehan

  • Teachers' sense-making about comprehensive school reform: The influence of emotions

    Michèle Schmidt;Amanda Datnow

  • The Sustainability of Comprehensive School Reform Models in Changing District and State Contexts

    Amanda Datnow

  • Creating a system for data-driven decision-making: applying the principal-agent framework

    Priscilla Wohlstetter;Amanda Datnow;Vicki Park

  • Power and Politics in the Adoption of School Reform Models

    Amanda Datnow

  • Teacher capacity for and beliefs about data-driven decision making: A literature review of international research

    Amanda Datnow;Lea Hubbard

  • Peer Networks of African American Students in Independent Schools: Affirming Academic Success and Racial Identity.

    Amanda Datnow;Robert Cooper

  • Managing and Guiding School Reform: Leadership in Success for All Schools

    Amanda Datnow;Marisa Eileen Castellano

  • Co-constructing distributed leadership: district and school connections in data-driven decision-making

    Vicki Park;Amanda Datnow

  • Collaboration and contrived collegiality: Revisiting Hargreaves in the age of accountability

    Amanda Datnow

  • Teachers' Use of Assessment Data to Inform Instruction: Lessons from the Past and Prospects for the Future.

    Amanda Datnow;Lea Hubbard

  • Conceptualizing Policy Implementation: Large-Scale Reform in an Era of Complexity

    Amanda Datnow;Vicki Park

  • Leadership lessons from comprehensive school reforms

    Joseph Murphy;Amanda Datnow

  • Affordances and constraints in the context of teacher collaboration for the purpose of data use

    Amanda Datnow;Vicki Park;Brianna Kennedy‐Lewis

  • Comprehensive School Reform in Culturally and Linguistically Diverse Contexts: Implementation and Outcomes from a Four-Year Study:

    Amanda Datnow;Geoffrey D. Borman;Sam Stringfield;Laura T. Overman

  • The gender politics of educational change

    Amanda Datnow

  • School Reform through a Highly Specified Curriculum: Implementation and Effects of the Core Knowledge Sequence.

    Amanda Datnow;Geoffrey Borman;Sam Stringfield

Frequent Co-Authors

Sam Stringfield
Sam Stringfield University of Cincinnati
Charles Teddlie
Charles Teddlie Louisiana State University
Geoffrey D. Borman
Geoffrey D. Borman Arizona State University
Steven M. Ross
Steven M. Ross Johns Hopkins University
Daniel G. Solorzano
Daniel G. Solorzano University of California, Los Angeles
Jennifer C. Greene
Jennifer C. Greene University of Illinois at Urbana-Champaign

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