Jennifer Lin Russell is a Professor and the Chair of the Educational Foundations, Organizations, and Policy department in the School of Education and a Senior Scientist and Associate Director of the Learning Research and Development Center (LRDC) at the University of Pittsburgh. She is also a Senior Fellow at the Carnegie Foundation for the Advancement of Teaching. Her research examines policy and other educational improvement initiatives through an organizational perspective. Her recent work examines two primary issues: (1) how schools create social and organizational structures that support reform; and (2) how inter-organizational collaborations can be structured for educational improvement. In the first strand she has examined how teachers’ social networks influence their implementation of reform mathematics practice and studied how mathematics coaches support instructional improvement. The second strand of research examines how organizations can productively collaborate to pursue educational improvement, including how improvement networks launch and develop. Her research has been funded by the Spencer Foundation, the Institute for Education Sciences, the National Science Foundation, and the Bill and Melinda Gates Foundation. Recent publications include: “Mathematics coaching for conceptual understanding: Promising evidence regarding the TN + IFL Math Coaching Model" (In press, Educational Evaluation and Policy Analysis); “Learning from adaptation to support instructional improvement at scale: Understanding coach adaptation in the TN Mathematics Coaching Project” (2020, American Educational Research Journal).
Co-Lead (with Tony Petrosky, Chris Schunn & Rosita Apodaca). Bill and Melinda Gates Foundation. Network for School Improvement in Dallas ISD, (proposal development phase; final round), $7,400,000.
Principal Investigator (with Jennifer Sherer and Jennifer Iriti). Nellie Mae Foundation. Developmental Evaluation of the Better Math Teaching Network & Student Centered Assessment Network, (9/1/16-6/15/21), $1,524,403.
Principal Investigator. Bill and Melinda Gates Foundation. Conceptualizing and Measuring Network Health, (11/15/18-11/14/20), $1,495,000.
Co-Investigator (with Tim Girard (PI), Jeremy Kahn, and Linda Argote (Carnegie Mellon). National Institute of Health. Maximize Extubation (Outcomes) Through Educational and Organizational Research (METEOR), (8/15/2018-6/30/20), $522,309.
Principal Investigator. Gates Foundation, subcontract from the Tennessee Department of Education (SCORE). Tracking the emergence and development of the Tennessee Early Learning Network (TELN), (1/1/16-7/31/18), $229,776.
Coaching to Improve Common Core Aligned Mathematics Instruction in Tennessee
Jul 2014 - Jun 2017
Russell, J. L., Correnti, R., Stein, J. K., Bill, V., Hannan, M., Schwartz, N., Booker, L., & Pratt, N. R. (2020). Learning from adaptation to support instructional improvement at scale: Understanding coach adaptation in the TN Mathematics Coaching Project. American Educational Research Journal, 57(1), 148-187.
Russell, J. L., Bryk, A. S., Dolle, J., Gomez, L. M., LeMahieu, P. & Grunow, A. (2017). A framework for initiation of Networked Improvement Communities. Teachers College Record.
Russell, J. L., Meredith, J.*, Childs, J.*, Stein, M. K., & Prine, D. W. (2015). Designing inter-organizational networks to implement education reform: An analysis of state Race to the Top applications. Educational Evaluation and Policy Analysis, 37(1), 92-112.
Hecht, M., Crowley, K., & Russell, J. L. (2020). Decentering humans in the learning sciences: The role of nonhuman nature and place in learning ecosystems, Preceedings of the 14th International Conferences of the Learning Sciences, 501-504.
Davidson, K., Bell, A.*, Riedy, R.*, Sandoval, C.*, Wegemer, C., Clark, T., Farrell, C., Fishman, B., Russell, J. Penuel, W. R., & Marin, A. (2020). Preparing researchers to participate in collaborative research. Preceedings of the 14th International Conferences of the Learning Sciences, 501-504, 2563-2572.
Russell, J. L., Correnti. R. C., Stein, M. K., Thomas, A., Bill, V. & Speranzo, L. (Conditional Accept). Mathematics coaching for conceptual understanding: Promising evidence regarding the TN + IFL Math Coaching Model. Educational Evaluation and Policy Analysis.