Peer-Reviewed Journal Articles
Duff, M., Glazer, J. L., Shirrell, M., & Freed, A. D. (2023). Walking a tightrope: Navigating principal-agent dilemmas in research-practice partnerships. Educational Evaluation and Policy Analysis. Advance online publication. https://doi.org/10.3102/01623737231188366
Shirrell, M., Bristol, T. J., & Britton, T. A. (2023). The effects of student-teacher ethnoracial matching on exclusionary student discipline for Asian American, Black, and Latinx students: Evidence from New York City. Educational Evaluation and Policy Analysis. Advance online publication. https://doi.org/10.3102/01623737231175461
Shirrell, M., Glazer, J. L., Duff, M., & Freed, A. D. (2023). The winds of changes: How research alliances respond to and manage shifting field-level logics. American Educational Research Journal, 60(6), 1221-1257. https://doi.org/10.3102/00028312231193401
Glazer, J. L., Shirrell, M., Duff, M., & Freed, A. D. (2023). Beyond boundary spanning: Theory and learning in research-practice partnerships. American Journal of Education, 129(2), 2650295. https://doi.org/10.1086/723061
Shirrell, M. (2021). On their own? The work related social networks and turnover of new teachers. American Journal of Education, 127(3), 399-439. https://doi.org/10.1086/713828
Thessin, R., Shirrell, M., & Richardson, T. (2020). How do principal supervisors engage with leadership teams in high-needs schools?Planning and Changing, 49(3/4), 173-201.
Shirrell, M., & Spillane, J. P. (2020). Opening the door: Physical infrastructure, school leaders’ work-related social interactions, and sustainable educational improvement. Teaching and Teacher Education, 88. https://doi.org/10.1016/j.tate.2019.05.012
Bristol, T. J., & Shirrell, M. (2019). Who is here to help me? The work-related social networks of staff of color in two mid-sized districts. American Educational Research Journal, 56(3), 868-898. https://doi.org/10.3102/0002831218804806
Shirrell, M., Hopkins., M., & Spillane, J. P. (2019). Educational infrastructure, professional learning, and chances in teachers' instructional practices and beliefs. Professional Development in Education, 45(4), 599-613. https://doi.org/10.1080/19415257.2018.1452784
Spillane, J. P., Shirrell, M., & Adhikari, S. (2018). Constructing ‘experts’ among peers: Test data, educational infrastructure, and teachers’ interactions about teaching. Educational Evaluation and Policy Analysis, 40(4), 586-612. https://doi.org/10.3102/0162373718785764
Shirrell, M. (2018). The effects of subgroup-specific accountability on teacher turnover and attrition. Education Finance and Policy, 13(3), 333-368. https://doi.org/10.1162/edfp_a_00227
Spillane, J. P., Shirrell, M., & Sweet, T. M. (2017). The elephant in the schoolhouse: The role of propinquity in school staff interactions about teaching. Sociology of Education, 90(2), 149-171. https://doi.org/10.1177/0038040717696151
Spillane, J. P., & Shirrell, M. (2017). Breaking up isn't hard to do: Exploring the dissolution of teachers' and school leaders' work-related ties. Educational Administration Quarterly, 53(4), 616-648. https://doi.org/10.1177/0013161X17696557
Shirrell, M., & Reininger, M. (2017). School working conditions and changes in student teachers’ planned persistence in teaching. Teacher Education Quarterly, 44(2), 49-78. https://www.jstor.org/stable/90010518
Shirrell, M. (2016). New principals, accountability, and commitment in low-performing schools. Journal of Educational Administration, 54(5), 558-574. https://doi.org/10.1108/JEA-08-2015-0069
Spillane, J. P., Shirrell, M., & Hopkins, M. (2016). Designing and deploying a Professional Learning Community (PLC) organizational routine: Bureaucratic and collegial structures in tandem. Les Dossiers des Sciences de l'Education, 35, 97-122. https://doi.org/10.4000/dse.1283
Shirrell, M., Bristol, T. J., & Britton, T. A. (2023). The effects of student-teacher ethnoracial matching on exclusionary student discipline for Asian American, Black, and Latinx students: Evidence from New York City. Educational Evaluation and Policy Analysis. Advance online publication. https://doi.org/10.3102/01623737231175461
Shirrell, M., Glazer, J. L., Duff, M., & Freed, A. D. (2023). The winds of changes: How research alliances respond to and manage shifting field-level logics. American Educational Research Journal, 60(6), 1221-1257. https://doi.org/10.3102/00028312231193401
Glazer, J. L., Shirrell, M., Duff, M., & Freed, A. D. (2023). Beyond boundary spanning: Theory and learning in research-practice partnerships. American Journal of Education, 129(2), 2650295. https://doi.org/10.1086/723061
Shirrell, M. (2021). On their own? The work related social networks and turnover of new teachers. American Journal of Education, 127(3), 399-439. https://doi.org/10.1086/713828
Thessin, R., Shirrell, M., & Richardson, T. (2020). How do principal supervisors engage with leadership teams in high-needs schools?Planning and Changing, 49(3/4), 173-201.
Shirrell, M., & Spillane, J. P. (2020). Opening the door: Physical infrastructure, school leaders’ work-related social interactions, and sustainable educational improvement. Teaching and Teacher Education, 88. https://doi.org/10.1016/j.tate.2019.05.012
Bristol, T. J., & Shirrell, M. (2019). Who is here to help me? The work-related social networks of staff of color in two mid-sized districts. American Educational Research Journal, 56(3), 868-898. https://doi.org/10.3102/0002831218804806
Shirrell, M., Hopkins., M., & Spillane, J. P. (2019). Educational infrastructure, professional learning, and chances in teachers' instructional practices and beliefs. Professional Development in Education, 45(4), 599-613. https://doi.org/10.1080/19415257.2018.1452784
Spillane, J. P., Shirrell, M., & Adhikari, S. (2018). Constructing ‘experts’ among peers: Test data, educational infrastructure, and teachers’ interactions about teaching. Educational Evaluation and Policy Analysis, 40(4), 586-612. https://doi.org/10.3102/0162373718785764
Shirrell, M. (2018). The effects of subgroup-specific accountability on teacher turnover and attrition. Education Finance and Policy, 13(3), 333-368. https://doi.org/10.1162/edfp_a_00227
Spillane, J. P., Shirrell, M., & Sweet, T. M. (2017). The elephant in the schoolhouse: The role of propinquity in school staff interactions about teaching. Sociology of Education, 90(2), 149-171. https://doi.org/10.1177/0038040717696151
Spillane, J. P., & Shirrell, M. (2017). Breaking up isn't hard to do: Exploring the dissolution of teachers' and school leaders' work-related ties. Educational Administration Quarterly, 53(4), 616-648. https://doi.org/10.1177/0013161X17696557
Shirrell, M., & Reininger, M. (2017). School working conditions and changes in student teachers’ planned persistence in teaching. Teacher Education Quarterly, 44(2), 49-78. https://www.jstor.org/stable/90010518
Shirrell, M. (2016). New principals, accountability, and commitment in low-performing schools. Journal of Educational Administration, 54(5), 558-574. https://doi.org/10.1108/JEA-08-2015-0069
Spillane, J. P., Shirrell, M., & Hopkins, M. (2016). Designing and deploying a Professional Learning Community (PLC) organizational routine: Bureaucratic and collegial structures in tandem. Les Dossiers des Sciences de l'Education, 35, 97-122. https://doi.org/10.4000/dse.1283
Under Review or In Preparation
Shirrell, M., & Saha, A. (Under review). All dressed up with no place to go? National Board certification and teacher leadership.
Britton, T. A., Bristol, T. J., & Shirrell, M. (In preparation). Student-teacher ethnoracial matching and postsecondary access: Evidence from New York City.
Shirrell, M. (In preparation). The rise (and fall?) of professionalism: Logics of work in popular discourse about teachers, 1990-2019.
Shirrell, M., & Saha, A. (Under review). All dressed up with no place to go? National Board certification and teacher leadership.
Britton, T. A., Bristol, T. J., & Shirrell, M. (In preparation). Student-teacher ethnoracial matching and postsecondary access: Evidence from New York City.
Shirrell, M. (In preparation). The rise (and fall?) of professionalism: Logics of work in popular discourse about teachers, 1990-2019.
Book Chapters
Hopkins, M., Spillane, J. P., & Shirrell, M. (2018). Designing educational infrastructures for improvement: Instructional coaching and professional learning communities. In S. A. Yoon & K. J. Baker-Doyle (Eds.), Networked by design: Interventions for teachers to develop social capital. New York: Routledge.
Spillane, J. P., Hopkins, M., Sweet, T., & Shirrell, M. (2017). The social side of capability: Supporting classroom instruction and enabling its improvement through social capital development. In E. Quintero (Ed.), Teaching in context: The social side of education reform (pp. 95-112). Cambridge, MA: Harvard Education Press.
Spillane, J. P., Hopkins, M., Sweet, T., & Shirrell, M. (2017). The social side of capability: Supporting classroom instruction and enabling its improvement through social capital development. In E. Quintero (Ed.), Teaching in context: The social side of education reform (pp. 95-112). Cambridge, MA: Harvard Education Press.
Other Publications
Ortiz-Licon, F. I., & Bristol, T. J. [contributors: Britton, T., & Shirrell, M.] (2022). Latino teachers matter: A new study reveals how important they really are. Con Ganas We Can Blog, Latinos for Education.
Shirrell, M. (2022). Students are suspended less when their teacher has the same race or ethnicity. The Conversation.
Bristol, T. J., Shirrell, M., & Britton, T. (2021). How does student-teacher matching affect suspensions for students of color? Brown Center Chalkboard, Brown Center on Education Policy, Brookings Institution.
Shirrell, M. (2021). Are new teachers still ‘on their own’?” AJE Forum: Forum of the American Journal of Education.
Shirrell, M. (2019). [Review of the book Demoralized: Why teachers leave the profession they love and how they can stay, by Doris A. Santoro]. Teachers College Record.
Spillane, J. P., & Shirrell, M. (2018). The schoolhouse network: How school buildings affect teacher collaboration. Education Next, 18(2), 68-73.
Shirrell, M., Spillane, J. P., Hopkins, M., & Sweet, T. (2018). The social side of capability: Improving educational performance by attending to teachers’ and school leaders’ interactions about instruction. Shanker Blog, Albert Shanker Institute.
Shirrell, M. (2017). Subgroup-specific accountability, teacher job assignments, and teacher attrition: Lessons for states. Shanker Blog, Albert Shanker Institute.
Shirrell, M. (2022). Students are suspended less when their teacher has the same race or ethnicity. The Conversation.
Bristol, T. J., Shirrell, M., & Britton, T. (2021). How does student-teacher matching affect suspensions for students of color? Brown Center Chalkboard, Brown Center on Education Policy, Brookings Institution.
Shirrell, M. (2021). Are new teachers still ‘on their own’?” AJE Forum: Forum of the American Journal of Education.
Shirrell, M. (2019). [Review of the book Demoralized: Why teachers leave the profession they love and how they can stay, by Doris A. Santoro]. Teachers College Record.
Spillane, J. P., & Shirrell, M. (2018). The schoolhouse network: How school buildings affect teacher collaboration. Education Next, 18(2), 68-73.
Shirrell, M., Spillane, J. P., Hopkins, M., & Sweet, T. (2018). The social side of capability: Improving educational performance by attending to teachers’ and school leaders’ interactions about instruction. Shanker Blog, Albert Shanker Institute.
Shirrell, M. (2017). Subgroup-specific accountability, teacher job assignments, and teacher attrition: Lessons for states. Shanker Blog, Albert Shanker Institute.