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Amanda Datnow

Professor and Chancellor’s Associates Endowed Chair

Amanda Datnow is Professor and Chancellor’s Associates Endowed Chair in the Department of Education Studies and Associate Dean of the School of Social Sciences at the University of California, San Diego. Her research focuses on educational reform and policy, particularly with regard to issues of equity and the professional lives of educators.  Over the past decade, she has conducted numerous studies examining the use of data for instructional improvement, teacher collaboration, and leadership, as well as projects aimed at transformative educational change. She is also engaged in research-practice partnerships with local districts. Datnow’s work has been widely published in leading journals, and she is the author of eight books. She serves on numerous journal editorial boards, as well as on boards and committees that promote equity and excellence in public education. She is deeply committed to impacting policy and practice and works with a variety of local, national, and international organizations to realize this goal. Professor Datnow is a member of the National Academy of Education and a Fellow of the American Educational Research Association.

 
Ph. D.
University of California, Los Angeles, 1995
Education (Specialization in Education Policy Studies)
Cognate in Sociology
B.A.
University of California, San Diego, 1990
Psychology

Selected publications are listed below. For a more complete list, please visit: https://www.researchgate.net/profile/Amanda_Datnow

Datnow, A. (2024). 2022 Wallace Foundation Distinguished Lecture - Education reform, past and present: Asking equity questions and looking for hope. Educational Researcher, 53(4), 193-200. 

Datnow, A., Wishard Guerra, A., Cohen, S., Kennedy, B. C., & Lee, J. (2023). Teacher sensemaking in an early education research-practice partnership. Teachers College Record, 125(2), 66-98.

Park, V., & Datnow, A. (2022). Principals’ emotions in school improvement: The role of people, policies, practices, and patterns. School Leadership and Management, 42(1), 1-19.

Datnow, A. (2020). The role of teachers in educational reform: A 20-year perspective, Journal of Educational Change, 21(1), 109-134

Datnow, A., Lockton, M., & Weddle, H. (2020). Capacity building to bridge data use and instructional improvement through evidence on student thinking. Studies in Educational Evaluation, 69, 100869.

Datnow, A., & Park, V. (2019). Professional collaboration with purpose: Teacher learning for equitable and excellent schools. New York: Routledge.

Datnow, A., & Park, V. (2018). Opening or closing doors for students? Equity and data use in schools. Journal of Educational Change, 19(2), 131-152.

Datnow, A. (2018). Time for change? The emotions of teacher collaboration and reform. Journal of Professional Capital and Community, 3(3), 157-172.

Datnow, A., & Hubbard, L. (2015). Teachers’ use of assessment data to inform instruction: Lessons from the past and prospects for the future. Teachers College Record, 117(4).

Datnow, A., & Park, V. (2014). Data-driven leadership. San Francisco, CA: Jossey Bass.

Datnow, A., Park, V., Kennedy-Lewis, B. (2013). Affordances and constraints in the context of teacher collaboration for the purpose of data use. Journal of Educational Administration, 51(3), 341-362.

Datnow, A., & Park, V. (2009). Conceptualizing policy implementation: Large-scale reform in an era of complexity. In D. Plank, B. Schneider, & G. Sykes (Eds.), AERA Handbook on Education Policy Research (pp. 348-361). New York: Routledge Publishers.

Datnow, A. (2005). The sustainability of comprehensive school reform in changing district and state contexts. Educational Administration Quarterly, 41(1), 121-153.

Datnow, A., Hubbard, L., & Mehan, H. (2002). Extending educational reform: From one school to many. London: RoutledgeFalmer Press.

Datnow, A., & Castellano, M. (2001). Managing and guiding school reform: Leadership in Success for All schools. Educational Administration Quarterly, 37(2), 219-249.

Datnow, A., Hubbard, L., & Conchas, G. (2001). How context mediates policy: The implementation of single gender public schooling in California. Teachers College Record, 103(2), 184-206.

Datnow, A. (1998). The gender politics of educational change. London: Falmer Press.

Professor Datnow teaches in the undergraduate and graduate programs in Education Studies and is always eager to engage with students. Recent courses include:

  • EDS 102: Introduction to Qualitative Methods in Education Research
  • EDS 257: Case Study Research
  • EDS 253: Transforming Education Systems and Policy
  • EDS 280: Rethinking Leadership
  • EDS 288B: Advanced Research and Evaluation Methods—Qualitative Methods