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Social Sciences and Humanities

D-Index
39
Citations
15815
World Ranking
5478
National Ranking
2587

Research.com Recognitions

  • 2015 - Fellow of the American Educational Research Association
  • 2011 - Early Career Award, American Educational Research Association
  • 2006 - Palmer O. Johnson Memorial Award, American Educational Research Association

Overview

Cynthia E. Coburn is affiliated with Northwestern University in the United States. Their research spans multiple fields and subfields, primarily focusing on decision sciences and social sciences. The subfields most associated with their work include education, information systems and management, management science and operations research, developmental and educational psychology, and public administration.

The research topics that Coburn frequently addresses are educational assessment and improvement, evaluation and performance assessment, teacher education and leadership studies, educational and psychological assessments, school choice and performance, public policy and administration research, and early childhood education and development.

Among recent publications, the following papers highlight the scope and focus of Coburn's research:

  • Learning at the Boundaries of Research and Practice: A Framework for Understanding Research-Practice Partnerships (2022), published in Educational Researcher
  • Fostering educational improvement with research-practice partnerships (2021), published in Phi Delta Kappan
  • How Central Office Leaders Influence School Leaders' Decision-Making: Unpacking Power Dynamics in Two School-Based Decision-Making Systems (2020), published in Peabody Journal of Education
  • Solving for X: Constructing Algebra and Algebra Policy During a Time of Change (2022), published in Sociology of Education
  • Constraints, Values, and Information: How Leaders in One District Justify Their Positions During Instructional Decision Making (2021), published in American Educational Research Journal

Frequent co-authors collaborating with Coburn include Caitlin C. Farrell, Angel X. Bohannon, William R. Penuel, Lok-Sze Wong, and Alice Huguet.

Common venues for their publications are the American Educational Research Journal and the Journal of Educational Change, with additional works appearing in Educational Researcher, Phi Delta Kappan, and Sociology of Education.

Coburn's career has been recognized by several awards, including the Fellow of the American Educational Research Association in 2015, the Early Career Award from the same association in 2011, and the Palmer O. Johnson Memorial Award in 2006.

Best Publications

  • Collective Sensemaking about Reading: How Teachers Mediate Reading Policy in Their Professional Communities:

    Cynthia E. Coburn

  • Rethinking Scale: Moving Beyond Numbers to Deep and Lasting Change

    Cynthia E. Coburn

  • Research–Practice Partnerships in Education Outcomes, Dynamics, and Open Questions

    Cynthia E. Coburn;William R. Penuel

  • Beyond decoupling: Rethinking the relationship between the institutional environment and the classroom

    Cynthia E. Coburn

  • District policy and teachers' social networks.

    Cynthia E. Coburn;Jennifer Lin Russell

  • Shaping Teacher Sensemaking: School Leaders and the Enactment of Reading Policy:

    Cynthia E. Coburn

  • Research-Practice Partnerships: A Strategy for Leveraging Research for Educational Improvement in School Districts.

    Cynthia E. Coburn;William R. Penuel;Kimberly E. Geil

  • Framing the Problem of Reading Instruction: Using Frame Analysis to Uncover the Microprocesses of Policy Implementation

    Cynthia E. Coburn

  • Research on Data Use: A Framework and Analysis

    Cynthia E. Coburn;Erica O. Turner

  • Evidence-Based Decision Making in School District Central Offices: Toward a Policy and Research Agenda

    Meredith I. Honig;Cynthia Coburn

  • Conceptions of Evidence Use in School Districts: Mapping the Terrain

    Cynthia E. Coburn;Joan E. Talbert

  • Conceptualizing Research–Practice Partnerships as Joint Work at Boundaries

    William R. Penuel;Anna Ruth Allen;Cynthia E. Coburn;Caitlin Farrell

  • Reading Coaches and the Relationship Between Policy and Practice

    Cynthia E. Coburn;Sarah L. Woulfin

  • Evidence, interpretation, and persuasion: Instructional decision making at the district central office

    Cynthia E. Coburn;Judith Toure;Mika Yamashita

  • Supporting Sustainability: Teachers’ Advice Networks and Ambitious Instructional Reform

    Cynthia E. Coburn;Jennifer L. Russell;Julia Heath Kaufman;Mary Kay Stein

  • Communities of Practice Theory and the Role of Teacher Professional Community in Policy Implementation

    Cynthia Ellen Coburn;Mary Kay Stein

  • Architectures for Learning: A Comparative Analysis of Two Urban School Districts

    Mary Kay Stein;Cynthia E. Coburn

  • The Practice of Data Use: An Introduction

    Cynthia E. Coburn;Erica O. Turner

  • The Role of Nonsystem Actors in the Relationship Between Policy and Practice: The Case of Reading Instruction in California

    Cynthia E. Coburn

  • What’s the evidence on districts’ use of evidence?

    Cynthia Ellen Coburn;Meredith I. Honig;Mary Kay Stein

Frequent Co-Authors

William R. Penuel
William R. Penuel University of Colorado Boulder
Mary Kay Stein
Mary Kay Stein University of Pittsburgh
James P. Spillane
James P. Spillane Northwestern University
Deborah Stipek
Deborah Stipek Stanford University
Dale C. Farran
Dale C. Farran Vanderbilt University
Heather C. Hill
Heather C. Hill Harvard University
Lawrence A. Palinkas
Lawrence A. Palinkas University of California, San Diego

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