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Exploring Coherence as an Organizational Resource for Carrying Out Reform Initiatives


by Christina L. Madda, Richard R. Halverson & Louis M. Gomez - 2007


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Cite This Article as: Teachers College Record Volume 109 Number 8, 2007, p. 1957-1979
https://www.tcrecord.org ID Number: 14074, Date Accessed: 11/25/2020 6:31:47 AM
 
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About the Author
  • Christina Madda
    University of Illinois at Chicago
    E-mail Author
    CHRISTINA L. MADDA has an M.A. in Learning Sciences from Northwestern University where she also worked for two years as a research analyst under the guidance of Louis M. Gomez. She is currently a doctoral student in Literacy, Language, and Culture at the University of Illinois at Chicago. Her research interests include family literacy and issues related to biliteracy. Her most recent publication with Kimberley Gomez, “Vocabulary instruction for ELL Latino students in the middle school science classroom,” appeared in the September 2005 edition of Voices from the Middle.
  • Richard Halverson
    University of Wisconsin-Madison
    E-mail Author
    RICHARD R. HALVERSON is an Assistant Professor in Educational Leadership and Policy Analysis at the University of Wisconsin-Madison. His research develops conceptual frameworks based on cognitive psychology and classical philosophy to capture the complexity, expertise and situated nature of instructional leadership practice in schools and seeks to communicate findings to researchers and practitioners through developing online, multimedia cases of practice.
  • Louis Gomez
    Northwestern University
    E-mail Author
    LOUIS GOMEZ is Aon Professor of Learning Sciences and Professor of Computer Science. His current interests include understanding how to support urban school improvement with the aid of project-based curricula and new information technologies. His recent publications include, “Studying complex social practice to improve lives: Humanistic computing for learning”, which appeared in Mind, Culture, and Activity in 2003.
 
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