Anthony S. Bryk’s research while affiliated with Carnegie Institution for Science and other places

... Further, choice programs provide increased access to the different school sectors for a wider range of students and families, and the mission statement can introduce prospective students and families to the organizational priorities of the schools. As charter, private, and religious schools operate with greater autonomy and under local governance, they may consider making language or content revisions to their mission (Bryk et al., 1993;Wong & Klopott, 2009). Thus, in the presence of choice programs and with the acceptance of state funds, we might expect more changes in stated mission in these sectors in comparison to public schools. ...

Reference:

Examining school sector and mission in a landscape of parental choice

... As well, and generally speaking, teachers have expressed confusion over mandated innovations that are never fully implemented, let alone critically examined, discussed, trialled and evaluated, and hence never institutionalised as best practice (Bryk et al 1998). Despite professional development support for teachers in their pursuit of deeper understanding of their knowledge-of-practice, knowledge-for-practice and knowledge-in-practice (Cochran-Smith & Lytle 1999), teachers continue to report that they feel a sense of disconnection to the purpose of the school. ...

Reference:

Connecting and making coherent teachers' knowledge: Building a knowledge-oriented culture

... Many large-scale quantitative studies, like Bahr's (2013), define persistence when students stay in the program semester by semester compared to dropping out. Authors from the Carnegie Pathways programs refer to perseverance as productive persistence, describing students putting forth effort during challenges using effective strategies (Dolle, Gomez, Russell, & Bryk, 2013). Productive persistence is central to Carnegie's Pathways programs, and students in their program can complete developmental mathematics in one semester and succeed at double the national rate (Hoang, Huang, & Sulcer, 2017), suggesting perseverance deserves attention. ...

Reference:

Supporting Productive Struggle in Developmental Mathematics

... The second reason for this interesting finding may be the stability of Catholic schools and the high esteem in which they have been held over a long period of time. Catholic schools are well known for their high rate of academic achievement, as well as for the attention they pay to personal formation (Dijkstra and Peschar 1996;Bryk, Lee, and Holland 1993). ...

Reference:

Awaken the Awareness of Transcendence: New Strategies for Catholic Schools in the Netherlands to Deal with Secularization

... Using real-life examples/aids help students to understand the subject well and finally perform it brilliantly (LeMahieu et al., 2017). Mathematics should be facilitated in such a way that students are able to realise and use mathematical concepts/knowledge learned in classrooms to solve their daily life problems as indicated in the aspect of competence in teachers lesson plans (Mazana et al., 2018). ...

Reference:

Exploring the Extent at Which Mathematics Teachers Use Real-Life Examples/Aids/Situations in Their Daily Mathematics Teaching and Learning Environment conditions of the Creative Commons Attribution license (CC BY-NC-ND) (http://creativecommons.org/licenses/by-nc-nd/4.0/)

... The length of the school year, for example, so important for instructional planning and budgeting, is an effect of artifacts long-since effaced by time (Pea, 1993). Similarly, "Christmas tree schools" that adopt multiple, conflicting artifacts develop a cumulative constraint on teachers and school leaders to engage in the implementation of new initiatives (Bryk, et al., 1996). Tracing a task through a system of practice brings to light the tacit connections between artifacts and actions. ...

Reference:

Evaluation in the Wild: A Distributed Cognition Perspective on Teacher Assessment

... The physical setting and the institutional frameworks that make it up are two sides of the same coin that make up the School Learning Climate. Establishing and maintaining a cooperative relationship between a school and the wider community, as well as encouraging parental and community involvement in school organisations, are all important aspects of a well-ordered institutional setting [28]; [37]; [30]; [17]; [3]; [4];. The school's safety precautions and objectives, as well as the cooperative atmosphere it has fostered, can only be sustained if parents and people of the community become involved in local school councils [28]; [37]; [30]; [17]. ...

Reference:

Creating a Student-centered Learning Climate for Public Elementary and Secondary Schools

... FATE in AIEd is largely about variation. Special attention to variation is needed to attend to FATE in classroom contextual and organizational structures that impact teaching and learning (Gomez et al., 2020). ...

Reference:

Advancing the Design and Implementation of Artificial Intelligence in Education through Continuous Improvement

... The characteristics of social relations and social networks among teachers are a source of important predictive information pertaining to trust and cooperation among each other as well as confidence in institutional bodies and education in general. (Panagiotis Giavrimis, 2021) Therefore it is essential that there must be unity in education management under the educational management policy of the Sisters of St. Paul de Chartres to maintain its identity as a school operating under the Sisters of St. Paul de Chartres administration (Bhekanan, 2011) and Catholic schools are unique which different from other schools as mentioned by (Bryk et al., 1993) and being "catholic" entails being inclusive and being open to the "other" whether these may be different cultures, nationalities, religions, and peoples. (Bombongan, Jr., 2008) The administration of the Sisters of St. Paul de Chartres observed that teachers play a crucial role in enhancing and sustaining the congregation's educational management. ...

Reference:

Exploring the Characteristic of Good Catholic Teacher of the Sister of Saint Paul de Chartres in Thailand

... Cette mise à l'épreuve des politiques éducatives est attestée par de nombreuses recherches, dont celle de Coburn (2004) sur les différents types de réponses d'enseignantes californiennes face à des injonctions à changer leurs pratiques pédagogiques en enseignement de la lecture : rejet, découplage, structures parallèles, assimilation, accommodation. De même, les travaux sur la mise en oeuvre des Comprehensive School Reforms (CSR) aux États-Unis (Bryk, 2017 ;Rowan & Miller, 2007) (Lessard & Carpentier, 2015) : les réformes « procédurales » qui touchent à la structure, aux modes de gouvernance et de financement des systèmes éducatifs (la recherche de Enthoven et ses collègues, par exemple ou celle de Winz) et les réformes « substantielles » qui visent à agir sur des aspects pédagogiques, plus proches de ce qu'il se passe dans les classes, comme les CSR. En d'autres termes, peu importe que les fonctionnements institutionnels visés par le changement soient structurels ou pédagogiques, la mise en oeuvre des réformes est toujours une mise à l'épreuve qui va transformer la politique telle qu'elle a été élaborée « sur le papier ». ...

Reference:

Éditorial. Réguler la mise en œuvre des politiques éducatives. Acteurs/trices, instruments et stratégies