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Publications

Publications

 
In Press

Negotiating policy meanings in school administrative practice: Practice, professionalism, and high stakes accountability in a shifting policy environment.

   James P. Spillane, Northwestern University

   Lauren Anderson, Connecticut College

 

2018

Constructing ‘experts’ among peers: Educational infrastructure, test data, and teachers’ interactions about teaching.

   James P. Spillane, Northwestern University

   Matthew Shirrell, George Washington University

   Samrachana Adhikari, Harvard University

The schoolhouse network: How school buildings affect teacher collaboration.

   James P. Spillane, Northwestern University

   Matthew Shirrell, George Washington University

School district educational infrastructure and change at scale: Teacher peer interactions and their beliefs about mathematics instruction.

     James P. Spillane, Northwestern University

     Megan Hopkins, UC San Diego

     Tracy M. Sweet, University of Maryland

Educational infrastructure, professional learning, and changes in teachers’ instructional practices and beliefs.

   Matthew Shirrell, George Washington University

   Megan Hopkins, UC San Diego

   James P. Spillane, Northwestern University

 
2017

The elephant in the schoolhouse: The role of propinquity in school staff interactions about teaching.

     James P. Spillane, Northwestern University

     Matthew Shirrell, George Washington University

     Tracy M. Sweet, University of Maryland

Breaking up isn’t hard to do: Exploring the dissolution of teachers’ and school leaders’ work-related ties.

     James P. Spillane, Northwestern University

     Matthew Shirrell, George Washington University

 

2016

Designing and deploying a professional learning community (PLC) organizational routine: Bureaucratic and collegial arrangements in tandem.

     James P. Spillane, Northwestern University

     Megan Hopkins, UC San Diego

Broadening the educational capability conversation: Leveraging the social dimension.

    James P. Spillane, Northwestern University

 
2015

Leadership and learning: Conceptualizing relations between school administrative practice and instructional practice.

   James P. Spillane, Northwestern University

Conceptualizing relations between instructional guidance infrastructure (IGI) and teachers’ beliefs about mathematics instruction: Regulative, normative, and cultural-cognitive considerations.

   Megan Hopkins, UC San Diego

   James P. Spillane, Northwestern University

Managing instructional quality and leading instructional improvement: Engaging with the essence of school improvement.

   James P. Spillane, Northwestern University

Distributed Leadership.

   James P. Spillane, Northwestern University

   Katie Mertz, Northwestern University

 

2014

Schoolhouse teacher educators: Structuring beginning teachers’ opportunities to learn about instruction.

    Megan Hopkins, Penn State University

    James P. Spillane, Northwestern University

Novice school principals’ sense of ultimate responsibility: Problems of practice in transitioning to the principal’s office.

    James P. Spillane & Linda C. Lee, Northwestern University

The architecture of anticipation at the intersection of individual, organization, & institution: Novices’ emerging understandings of the principal position.

    James P. Spillane, Northwestern University

    Lauren Anderson, Connecticut College

 

2013

Organizing for instruction in education systems and school organizations: How the subject matters.

    James P. Spillane & Megan Hopkins, Northwestern University

Infrastructure redesign and instructional reform in mathematics: Formal structure and teacher leadership.

    Megan Hopkins & James P. Spillane, Northwestern University

    Paula Jakopovic & Ruth Heaton, University of Nebraska, Lincoln

 

2012

Instructional advice and information seeking behavior in elementary schools: Exploring tie formation as a building block in social capital development.

    James P. Spillane & Chong Min Kim, Northwestern University

    Kenneth A. Frank, Michigan State University

An exploratory analysis of formal school leaders’ positioning in instructional advice and information networks in elementary schools.

    James P. Spillane & Chong Min Kim, Northwestern University

Data in practice: Conceptualizing the data decision-making phenomenon.

    James P. Spillane, Northwestern University

School administration in a changing education sector: The U.S. experience.

    James P. Spillane & Allison Kenney, Northwestern University

The More Things Change, the More Things Stay the Same?

    James P. Spillane, Northwestern University

 

2011

Organizational routines as coupling mechanisms: Policy, school administration, and the technical core.

    James P. Spillane & Leigh Mesler Parise, Northwestern University

    Jennifer Zoltners Sherer, University of Pittsburgh

 

2010

Days of their lives: A mixed-methods, descriptive analysis of the men and women at work in the principal’s office.

    James P. Spillane & Bijou Hunt, Northwestern University

Conceptualizing school leadership and management from a distributed perspective.

    James P. Spillane & Kaleen Healey, Northwestern University

The myth incarnate: Recoupling processes, turmoil, and inhabited institutions in an urban elementary school.

    Tim Hallett, Indiana University

Teacher learning and instructional change: How formal and on-the-job learning opportunities predict change in elementary school teachers’ practice.

    Leigh Mesler Parise & James P. Spillane, Northwestern University

Mixing methods in randomized controlled trials (RCTs): Validation, contextualization, triangulation, and control.

    James P. Spillane, Amber Stitziel Pareja, & Lisa Dorner, Northwestern University

    Carol Barnes, University of Michigan

    Henry May, University of Pennsylvania

    Jason Huff, Vanderbilt University

    Eric Camburn, University of Wisconsin-Madison

 

2009

Designing and piloting a leadership daily practice log: Using logs to study the practice of leadership.

    James P. Spillane, Northwestern University

    Anita Zuberi, Northwestern University

Gossip at work: Unsanctioned evaluative talk in formal school meetings.

    Tim Hallett, Indiana University

    Brent Harger, Albright College

    Donna Eder, Indiana University

Using social network methods to study school leadership.

    Virginia Pitts & James P. Spillane, Northwestern University

School leaders’ opportunities to learn: A descriptive analysis from a distributed perspective.

    James P. Spillane, Kaleen Healey, & Leigh Mesler Parise, Northwestern University

School principal expertise: Putting expert-aspiring principal differences in problem solving processes to the test.

    James P. Spillane, Kathryn Weitz White, & Jennifer L. Stephan, Northwestern University

 

2008

Managing and leading elementary schools: Attending to the formal and informal organizations.

    James P. Spillane, Bijou Hunt, & Kaleen Healey, Northwestern University

Question-order effects in social network name generators.

    James E. Pustejovsky & James P. Spillane, Northwestern University

Taking a distributed perspective: Epistemological and methodological tradeoffs in operationalizing the leader plus aspect.

    James P. Spillane, Northwestern University

    Eric Camburn, University of Wisconsin-Madison

    James Pustejovsky, Amber Stitziel Pareja, & Geoff Lewis, Northwestern University

Distributed leadership through the looking glass.

    Alma Harris, University of Warwick, UK

    James P. Spillane, Northwestern University

 

2007

Distributed Leadership in Practice

    James P. Spillane, Northwestern University

    John Diamond, Harvard University

Making connections to teaching practice: The role of boundary practices in instructional leadership.

    Amy Coldren & James P. Spillane, Northwestern University

Taking a distributed perspective to the school principal’s workday.

    James P. Spillane, Northwestern University

    Eric Camburn, University of Wisconsin-Madison

    Amber Stitziel Pareja, Northwestern University

Evidence in practice: A framing of the terrain.

    James P. Spillane & David Miele, Northwestern University

 

2006

From individual learning to organizational designs for learning.

    Lauren B. Resnick, University of Pittsburgh

    James P. Spillane, Northwestern University

    In: Verschaffel, Dochy, Boekaerts & Vosniadou, Instructional Psychology

The institutional environment and instructional practice: Changing patterns of guidance and control in public education.

    James P. Spillane, Northwestern University

    Patricia Burch, University of Wisconsin-Madison

    In: Meyer, Rowan. The New Institutionalism in Education

The practice of leading and managing: The distribution of responsibility for leadership and management in the schoolhouse.

    James P. Spillane, Northwestern University

    Eric Camburn, University of Wisconsin-Madison

Measuring principal practice: Results from two promising measurement strategies.

    Eric Camburn & James Sebastian, University of Wisconsin-Madison

    James P. Spillane, Northwestern University

Distributed Leadership

    James P. Spillane, Northwestern University

 

2005

How subjects matter in district office practice: Instructionally relevant policy in urban school district redesign.

    Patricia Burch, University of Wisconsin-Madison

    James P. Spillane, Northwestern University

Primary school leadership practice: How the subject matters.

    James P. Spillane, Northwestern University

Women administrators negotiate work-family conflicts in changing times: An intergenerational perspective.

    Tondra L. Loder, Northwestern University

 

2004

Standards Deviation: How Schools Misunderstand Education Policy

    James P. Spillane, Northwestern University

Towards a theory of leadership practice: A distributed perspective.

    James P. Spillane, Northwestern University

    Richard R. Halverson, University of Wisconsin-Madison

    John B. Diamond, University of Wisconsin-Milwaukee

Teachers’ expectations and sense of responsibility for student learning: The importance of race, class, and organizational habitus.

    John B. Diamond, University of Wisconsin-Milwaukee

    Antonia Randolph & James P. Spillane, Northwestern University

High-stakes accountability in urban elementary schools: Challenging or reproducing inequality.

    John B. Diamond, University of Wisconsin-Milwaukee

    James P. Spillane, Northwestern University

 

2003

Systems of practice: How leaders Use artifacts to create professional community in schools.

    Richard R. Halverson, University of Wisconsin-Madison

Is a principal still a teacher?: Role discontinuity in the lives of women administrators.

    Tondra L. Loder, University of Pennsylvania

Forms of capital and the construction of leadership: Instructional leadership in urban elementary schools.

    James P. Spillane, Tim Hallett & John B. Diamond, Northwestern University

Leading instruction: The distribution of leadership for instruction.

    James P. Spillane & John B. Diamond, Northwestern University

    Loyiso Jita, University of Pretoria, South Africa

 

2002

Managing in the middle: School leaders and the enactment of accountability policy.

    James P. Spillane, John B. Diamond, Patricia Burch, Tim Hallett, Loyiso Jita, &

    Jennifer Zoltners, Northwestern University

 

2001

Investigating school leadership practice: A distributed perspective.

    James P. Spillane, Richard Halverson, & John B. Diamond, Northwestern University

Exploring the construction of leadership for instruction in urban elementary schools: Leadership as symbolic power.

    James P. Spillane, Tim Hallett, & John B. Diamond, Northwestern University

 

2000

Race, class, and beliefs about students in urban elementary schools.

    John B. Diamond, Antonia Randolph, & James P. Spillane, Northwestern University