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GSE Profiles
Staff Contact: Ann Foley
Cynthia E. Coburn
Associate Professor
Policy, Organization, Measurement, and Evaluation
Office: 3643 Tolman Hall
Phone: 510-643-2616
Email: cecoburn at berkeley.edu
URL:
Office:
Phone: 510-642-0709
Email: afoley at berkeley.edu
Cynthia E. Coburn uses the tools of organizational sociology to understand the relationship between instructional policy and teachers' classroom practices in urban schools. She seeks to uncover the ways that efforts to improve instruction for children in public schools interact with and are shaped by schools' social, organizational, and environmental contexts. To date, Coburn has investigated this issue in a series of studies that tackle critical policy issues facing public schools: the relationship between reading policy and teachers' classroom practice, the scale up of innovative mathematics curricula, data use at the district level, and the relationship between research and practice for school improvement.In 2011, Coburn was awarded the Early Career Award from the American Educational Research Association in recognition of her contributions to the field of educational research in the first decade of her career. Other awards include the 2002 Award for Outstanding Dissertation from Division L (policy and politics) of the American Educational Research Association, the 2006 Palmer O. Johnson Award for outstanding publication from the American Educational Research Association for her research on non-system actors and reading policy, and the 2008 Albert J. Harris Award from the International Reading Association for her work on problem framing.
At Berkeley, she teaches Ph.D. students in Policy, Organization, Measurement and Evaluation (POME) and school and district leaders in the Leadership for Educational Equity Doctoral Program (LEEP).
Ph.D. Education, Stanford University
MA Sociology, Stanford University
BA Philosophy, Oberlin College
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BooksCoburn, C. E. & Stein, M. K., (Eds.) (2010). Research and practice in education: Building alliances, bridging the divide. NY: Rowman & Littlefield Publishing Group.
Articles (Refereed Journals, Proceedings)Coburn, C. E. & Bueschel, A. C. (Eds.) (in press). The practice of data use. Special issue of American Journal of Education.Coburn, C. E. & Turner, E. O. (in press). The practice of data use: An introduction. American Journal of Education.
Coburn, C. E. & Turner, E. O. (2012). Research on data use: A framework and analysis. Measurement: Interdisciplinary Research and Perspectives, 9(4), 173-206.
Coburn C. E. & Turner, E. O. (2012). Putting the 'use' back in data use: An outsider's contribution to the measurement community's conversation about data use. Measurement: Interdisciplinary Research and Perspectives, 9(4), 227-234.
Coburn, C. E. & Woulfin, S. L. (2012). Reading coaches and the relationship between policy and practice. Reading Research Quarterly, 47(1), 5-30. Listen to podcast about this article here.
Coburn, C. E., Toure, J., & Yamashita, M. (2009). Evidence, interpretation, and persuasion: Instructional decision making in the district central office. Teachers College Record, 111(4), 1115-1161.
Coburn, C. E., Bae, S., & Turner, E. O. (2008). Authority, status, and the dynamics of insider-outsider partnerships at the district level. Peabody Journal of Education, 83(3), 364-399.
Coburn, C. E. & Russell, J. L. (2008). District policy and teachers' social networks. Educational Evaluation and Policy Analysis, 30(3), 203-235.
Honig, M. I. & Coburn, C. E. (2008). Evidence-based decision making in school district central offices: Toward a research agenda. Educational Policy, 22(4), 578-608.
Stein, M. K. & Coburn, C. E. (2008). Architectures for learning: A comparative analysis of two urban school districts. American Journal of Education, 114(4), 583-626.
Coburn, C. E. (2006). Framing the problem of reading instruction: Using frame analysis to uncover the microprocesses of policy implementation in schools. American Educational Research Journal, 43(3), 343-379.
Coburn, C. E. & Talbert, J. E. (2006). Conceptions of evidence-based practice in school districts: Mapping the terrain. American Journal of Education, 112(4), 469-495.
Coburn, C. E. (2005). The role of non-system actors in the relationship between policy and practice: The case of reading instruction in California. Educational Evaluation and Policy Analysis, 27(1), 23-52.
Coburn, C. E. (2005). Shaping teacher sensemaking: School leaders and the enactment of reading policy. Educational Policy, 19(3), 476-509.
Honig, M. I. & Coburn, C. E. (2005). When districts use evidence for instructional improvement: What do we know and where do we go from here? Voices in Urban Education, (6), 22-29.
Coburn, C. E. (2004). Beyond decoupling: Rethinking the relationship between the institutional environment and the classroom. Sociology of Education, 77, 211-244.
Coburn, C. E. (2003). Rethinking scale: Moving beyond numbers to deep and lasting change. Educational Researcher, 32(6), 3-12.
Coburn, C. E. (2001). Collective sensemaking about reading: How teachers mediate reading policy in their professional communities. Educational Evaluation and Policy Analysis, 23(2), 145-170.
Book ChaptersWoulfin, S. & Coburn, C. E. (2011). Policy implementation: The pathway from reading policy to classroom practice. In R. M. Bean and A. S. Dagen (Eds.), Best practices of literacy leaders in schools. NY: Guilford Press.Coburn, C. E., Choi, L. & Mata, W. (2010). 'I would go to her because her mind is math': Network formation in the context of mathematics reform. In A. J. Daly (Ed.), Social network theory and educational change (pp. 33-50). Cambridge: Harvard Educational Press.
Coburn, C. E., Pearson, P. D., & Woulfin, S. (2010). Reading policy in an era of accountability. In M. Kamil, P. D. Pearson, E. Moje, & P. Afflerbach (Eds.) Handbook of Reading Research Volume IV. Mahwah, NJ: Lawrence Erlbaum Associates.
Coburn, C. E., Honig, M. I., & Stein, M. K. (2009). What's the evidence on district's use of evidence? In J. Bransford, D. J. Stipek, N. J. Vye, L. Gomez, & D. Lam (Eds.) Educational improvement: What makes it happen and why? (pp. 67-86). Cambridge: Harvard Educational Press.
Coburn, C. E. & Stein, M. K. (2006). Communities of practice theory and the role of teacher professional community in policy implementation. In M. Honig, (Ed.), Confronting complexity: Defining the field of education policy implementation (pp. 25-46). Albany: SUNY Press.
Workshops
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2011 Early Career Award, American Educational Research Association2008 Albert J. Harris Award for outstanding contribution to reading research, International Reading Association
2008 Regents' Junior Faculty Fellowship, UC Berkeley
2007 Outstanding Reviewer Award, American Educational Research Journal
2006 Palmer O. Johnson Award for outstanding scholarship in an AERA journal
2002 Division L Dissertation Award, Policy and Politics, AERA
1999 Spencer Foundation National Dissertation Fellowship for Research Related to Education
1988 Phi Beta Kappa
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Learning
Policy Analysis and Evaluation
Qualitative Methods
Reform Issues
Research Methods
Teachers' Work
Urban Leadership
Urban Schooling
Last Modified: 2/7/12
