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Frank, Kenneth A. Michigan State UniversityKENNETH A. FRANK, Ph.D., is currently a professor in counseling, educational psychology and special education as well as in fisheries and wildlife at Michigan State University. His substantive interests include the study of schools as organizations, social structures of students and teachers and school decision-making, and social capital. His substantive areas are linked to several methodological interests: social network analysis, causal inference, and multilevel models. Recent publications appear in the Sociology of Education (2011, “Focus, Fiddle and Friends: Sources of Knowledge to Perform the Complex Task of Teaching,” with Yong Zhao, William Penuel, Nicole Ellefson, and Susan Porter) and American Behavioral Scientist (2009, “Quasi-Ties: Directing Resources to Members of a Collective”). Kaitlin T. Torphy, Diana L. Brandon, Alan J. Daly, Christine Greenhow, Kenneth A. Frank, Sihua Hu & Martin Rehm - 2020 This introduction includes an overview of social media research across fields and its role within education at present and for the future. Hamid Karimi, Tyler Derr, Kaitlin T. Torphy, Kenneth A. Frank & Jilaing Tang - 2019 This article presents a roadmap on how to incorporate online social media data in education research from data mining and machine learning perspectives. Kenneth A. Frank, Diana L. Brandon, Alan J. Daly, Christine Greenhow, Sihua Hu, Martin Rehm & Kaitlin T. Torphy - 2019 This introduction includes background, past and present boundaries to be crossed and a description of the organizers and our purpose. It elicits participation form the reader and the field in general (#cloud2class). Kenneth A. Frank & Kaitlin T. Torphy - 2019 This article is a dialogue between a curmudgeon and a millennial regarding the import of social media for education and for educational research. The topics include a broad understanding about what social media are and how they relate to teaching and curriculum; understanding about social media as a data artifact; and the quality of resources available on social media. Elizabeth Covay Minor, Guan K. Saw, Kenneth A. Frank, Kaitlin T. Torphy & Barbara Schneider - 2019 Using eight years of state longitudinal data on Michigan public high schools’ teachers, this study finds that school level teacher turnover rates were significantly higher during the recession and following the announcement of a state mandated curricular change. However, the relationship between these external contextual factors and school level teacher turnover rates depend on the locale of the school with magnitudes of the increases in teacher turnover being the highest for schools in towns and lowest for city schools. Chong Min Kim, Kenneth A. Frank & James P. Spillane - 2018 This article examines whether or not teachers’ networks and their formal positions influence classroom composition. Min Sun, Anne Garrison Wilhelm, Christine J. Larson & Kenneth A. Frank - 2014 This study examines how middle school teachers’ networks influence their mathematical knowledge for teaching (MKT) and instructional practices. We also examined how mathematics coaches’ expertise, in the form of MKT, plays a role in augmenting the extent to which teachers learn through interacting with close colleagues. Drawing on longitudinal data from a larger NSF-funded project that has worked with 29 middle schools in four large, urban districts, we used multilevel linear models with cross-level interaction effects and in-depth sensitivity analyses of the effects of close colleagues and coaches. Our results show that changes in teachers’ instructional practice were positively related to their access to instructional expertise through interactions with close colleagues. But we did not find a similar significantly positive association between changes in teachers’ MKT and access to their close colleagues’ MKT expertise. Rather, coaches’ MKT expertise positively moderated the extent to which teachers learned MKT from their close colleagues through seeking advice on teaching mathematics; that is, having an expert coach in the school enhanced the MKT learning opportunities that teachers had from interacting with close colleagues. Results from this study shed light on how to support teachers’ on-the-job learning and successfully implement ambitious instructional reforms in schools. Jennifer Lin Russell, Kara Jackson, Andrew E. Krumm & Kenneth A. Frank - 2013 This chapter reviews four projects that reflect the principles of design-based implementation research (DBIR) in an effort to highlight a range of relevant theoretical and methodological perspectives and tools that can inform future work associated with DBIR. William R. Penuel, Kenneth A. Frank, Min Sun, Chong Min Kim & Corinne Singleton - 2013 This article examines how the effects of institutions on teaching practices can be mediated by social networks within schools. The study focuses on teachers’ responses to policies developed from the National Reading Panel’s recommendations for teaching reading. Peter Youngs, Kenneth A. Frank, Yeow Meng Thum & Mark Low - 2012 In this chapter, we develop a theory to explain the effects of mentoring and induction activities on new teachers' commitment, instructional quality, and effectiveness, and we describe how utility functions can express variation in these outcomes. Then we explicate the role of three-level models (i.e., with random effects) in estimating the effects of effort on commitment, instructional quality, and student achievement with teachers nested within subgroups within schools. Chandra Muller, Catherine Riegle-Crumb, Kathryn S. Schiller, Lindsey Wilkinson & Kenneth A. Frank - 2010 This article examines the mathematics course-taking of White, African American, and Latino students in racially diverse schools and the effects of different opportunity structures in those schools on college preparation and college-going using data from the Adolescent Health and Academic Achievement Study (AHAA) and the National Longitudinal Study of Adolescent Health (Add Health). William R. Penuel, Margaret Riel, Ann E. Krause & Kenneth A. Frank - 2009 This article explores how social network analysis can help researchers studying teachers' professional interactions understand the internal structure of teacher communities and assess teachers' social capital for implementing ambitious reforms. Case study data from two schools in California illustrate how network data complement interview data to help explain the success or failure of reforms to take hold in schools. Kenneth A. Frank - 2012 This commentary proposes a set of guidelines for school governance in the form of a constitution, inspired by national constitutions that have proven valuable for navigating competing interests through representation and checks and balances.
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A., M.
A.Bailey II, M.D., Joseph
A.Boyce, George
A.Hanson, Abel
Aagaard, Lola
Abbate, Fred J.
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Abbott, Mary Allen
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Abdus-Sabur, Qadir
Abe, Shigetaka
Abedi, Jamal
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Abel, Jerian
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Abo-Zena, Mona
Aboulafia, Mitchell
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Abrahams, Frank
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Acosta, Elda
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Acosta, Rudy
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Acuff, Bette
Ada, Alma Flor
Adair, Jennifer Keys
Adair, Vivyan C.
Adam, Roy
Adamany, David
Adams, Arlene
Adams, Arthur S.
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Adams, Donald
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Adams, Margaret
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aka Don Trent Jacobs, Four Arrows
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An, Sohyun
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and Associates,
And His Students,
and others,
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and others,
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