Peer-reviewed journal articles

Carroll, K., Patrick, S.K. & Goldring, E.B. (Forthcoming). School Factors that Promote Teacher Collaboration: Results from the Tennessee Instructional Partnership Initiative. American Journal of Education.

Patrick, S.K. (2020). Homogeneous grouping in early elementary reading instruction: The challenge of identifying appropriate comparisons and examining differential associations between grouping and reading growth. The Elementary School Journal, 120(4), 611-635. [Link]

PDF Copy: Patrick (2020)

Patrick, S. K. & Joshi, E. (2019). “Set in Stone” or “Willing to Grow”? Teacher Sensemaking During a Growth Mindset Initiative. Teaching and Teacher Education, 83, 156-167. [Link]

PDF Copy: Patrick and Joshi (2019)

Rubin, M., Patrick, S.K., & Goldring, E.B. (2017). Dilemmas of Prescriptive Practices and Perceived Alignment in Program Implementation. Peabody Journal of Education, 92(5), 609-626. [Link] 

PDF Copy: Rubin, Patrick, and Goldring (2017)

Policy-oriented Publications

Patrick, S.K. & Newsome, U. (2020). Teaching Through a Global Pandemic: COVID-19 Insights from the Tennessee Educator Survey. Tennessee Education Research Alliance. [Link]

Patrick, S.K. & Shelton, G. (2020). Exploring the Professional Learning Landscape in Tennessee. Tennessee Education Research Alliance. [Link]

Patrick, S.K. (2019). Trends in Professional Learning: A Tennessee Educator Survey Snapshot. Research brief prepared for the Tennessee Education Research Alliance. [Link]

Patrick, S.K. (2017). Student Retention in Tennessee’s Elementary Schools. Research memo prepared for the Tennessee State Board of Education.