Books, articles & chapters

Book
Baker-Doyle, K.J. & Oyewole, K. Social Network Research in Educational Leadership: Critical Histories and Imagined Futures. Cambridge University Press. (Under contract)

Book
Baker-Doyle, K.J. Critical Network Literacy: Designing Humanizing Professional Development. Harvard Education Press.

Edited book
Yoon, S.A. & Baker-Doyle, K.J. (Eds.) Networked By Design: Interventions for Teachers To Develop Social Capital. Routledge.

Book
Baker-Doyle, K.J. Transformative Teachers: Teacher Learning and Leadership in a Connected World. Harvard Education Press.

Book
Baker-Doyle, K.J. The Networked Teacher: How New Teachers Build Social Networks for Professional Support. Teachers College Press.

Article
Shaabneh, N. et al. [Baker-Doyle, 2nd author]. “Kindred in Understanding”: The Importance of Culturally Sustaining Relationships for Teachers of Color to Navigate Challenging Times. Urban Education. (Online first) — DOI

Article
Baker-Doyle, K.J., Coba-Rodriguez, S., & Vaughan, A. ‘You don’t need the words to be in the book’: The cultivation of textual agency during families’ shared text experiences. Journal of Family Diversity in Education, 60(2), 77–99. — DOI

Article
Baker-Doyle, K.J. & Mawhinney, L. From a spark, a mighty flame: How germinal networks support teachers of color to promote change in activist organizations and beyond. Teachers College Record, 126(3), 110–138. — DOI

Article
Mawhinney, L. & Baker-Doyle, K.J. Nurturing “a specific kind of unicorn-y teacher”: How teacher activist networks influence the professional identity and practices of teachers of color. Equity & Excellence in Education, 1–16. — DOI

Article
Mawhinney, L., Baker-Doyle, K.J., & Rosen, S.M. ‘In it together’: Activist teachers of color networks combating isolation. Race Ethnicity and Education, 1–19. — DOI

Article
Baker-Doyle, K.J. & Yoon, S.A. The social side of teacher education: Implications of social network research for the design of professional development. International Journal of Educational Research, 101, 101563.

Article
Baker-Doyle, K.J. “We want transformation, not reformation”: Re-centering teacher education on equity and racial justice. Review of Education, Pedagogy, and Cultural Studies, 41(4–5), 211–217.

Article
Andrzejewski, C., Baker-Doyle, K.J., Glazier, J., & Reimer, K. (Re)framing vulnerability as social justice work: Lessons from hacking our teacher education. Review of Education, Pedagogy, and Cultural Studies, 41(4–5), 317–351.

Article
Baker-Doyle, K.J., Whitfield, L., & Hunt, M. Learning to fall forward: A study of teacher courage, equity, and freedom in the connected learning classroom. International Journal of Information and Learning Technology, 35(5), 310–328.

Article
Baker-Doyle, K.J. I, Pseudocoder: Reflections from a literacy teacher educator on teaching coding as critical literacy. Contemporary Issues in Technology and Teacher Education, 18(2), 255–270.

Article
Baker-Doyle, K.J. How can community organizations support urban transformative teacher leadership? Lessons from three successful alliances. Educational Forum, 81(4), 45–466.

Article
Petchauer, E. & Baker-Doyle, K.J. ‘Next thing you know, her hair turned green’: Absurdity and uncertainty in high-stakes teacher test space. Critical Studies in Education, 1–18.

Article
Baker-Doyle, K.J. & Petchauer, E. Rumor has it: Investigating teacher licensure exam networks. Teacher Education Quarterly, 43(3), 1–30.

Article
Baker-Doyle, K.J. & Gustavson, L. Permission-seeking as an agentive tool for transgressive teaching: An ethnographic study of teachers organizing for curricular change. Journal of Educational Change, 17(1), 51–84.

Article
Petchauer, E., Baker-Doyle, K.J., Mawhinney, L., & Ciarkowsky, B. Since feeling is first: Exploring the affective dimension of teacher licensure exams. Multidisciplinary Journal of Educational Research, 5(2), 167–195.

Article
Baker-Doyle, K.J. Stories in networks and networks in stories: A tri-modal model for mixed-methods social network research on teachers. International Journal of Research and Method in Education, 38(1), 72–82.

Article
Baker-Doyle, K.J. Go ask Alice: Uncovering the role of a university partner in an informal science curriculum support network. International Journal of Science Education Part B: Communication and Public Engagement, 3(3), 233–245.

Article
Baker-Doyle, K.J. The social networks of new teachers: Locating and building professional support. The New Educator, 8(1), 65–85.

Article
Baker-Doyle, K.J. & Yoon, S.A. In search of practitioner-based social capital: A social network analysis tool for understanding and facilitating teacher collaboration in a professional development program. Professional Development in Education, 37(1), 75–93.

Article
Baker-Doyle, K.J. Beyond the labor market paradigm: A social network perspective on teacher recruitment and retention. Education Policy Analysis Archives, 18(26), 1–17.

Chapter
Baker-Doyle, K.J., Carpenter, J., & Petchauer, E. Analyzing the postdigital social geographies of teacher-led networked organizing. In P. Marcelo-Martinez (Ed.), Docentes y redes sociales: Dinámicas de colaboración y aprendizaje en el entorno digital. Octaedro Editorial, pp. 57–94.

Chapter
Baker-Doyle, K.J. Critical network literacy for collaborative network design and practice in education. In A.J. Daly & Y. Liu (Eds.), The Relational Leader: Catalyzing Social Networks for Educational Change. Bloomsbury Publishing.

Chapter
Baker-Doyle, K.J., Woodard, R., & Phillips, N. Connected learning. Routledge Encyclopedia of Education.

Chapter
Baker-Doyle, K.J., Whitfield, L., & Miller, K. ‘The whole world is networked’: A study of connected learning in teacher education. In S.A. Yoon & K.J. Baker-Doyle (Eds.), Networked by Design. Routledge, pp. 24–44.

Chapter
Baker-Doyle, K.J. & Yoon, S.A. Toward intentional network design: Applying what we have learned from teachers' social capital interventions. In Networked by Design. Routledge, pp. 215–227.

Chapter
Yoon, S.A. & Baker-Doyle, K.J. From understanding teacher social networks to interventions that build social capital. In Networked by Design. Routledge, pp. 1–7.

Chapter
Baker-Doyle, K.J. ‘There was this moment when I realized…’ A framework for examining mindful moments in teaching. In K. Byrnes, J. Dalton, & E. Dorman (Eds.), Impacting Teaching and Learning. Rowman & Littlefield, pp. 105–117.

Chapter
Cook-Sather, A. & Baker-Doyle, K. Developing pre-service teachers' capacities for moral reasoning and imagination. In J. Clandinin (Ed.), The SAGE Handbook of Research on Teacher Education. SAGE, pp. 365–368.

Chapter
Baker-Doyle, K.J. Studying socio-political development through social network theory. In J. Connor & S.M. Rosen (Eds.), Contemporary Youth Activism. ABC-CLIO/Praeger, pp. 163–184.

Chapter
Baker-Doyle, K.J. No teacher is an island: How social networks shape teacher quality. In G. LeTendre & A.W. Wiseman (Eds.), Promoting and Sustaining a Quality Teaching Workforce. Emerald Press, pp. 367–383.

Chapter
Baker-Doyle, K.J. & Yoon, S.A. Making expertise transparent: Using technology to strengthen social networks in teacher professional development. In A.J. Daly (Ed.), Social Network Theory and Educational Change. Harvard Education Press, pp. 115–127.

Report / Article
Baker-Doyle, K.J. Teacher-led networks turn educators into first responders. Education Week. April 12, 2017.

Report / Article
Baker-Doyle, K.J. Three ways teachers are connecting to confront racism. Harvard Education Press Blog. February 2, 2017.

Report / Article
Baker-Doyle, K.J. Book review of Brian Carolan's Social Network Analysis and Education: Theory, Methods & Applications. Teachers College Record.

Report
Curran-Neild, R., Baker-Doyle, K., & Costelloe, S. Final evaluation of Accelerated Certificate for Teaching (ACT) Program, Year 3. Report for the Pennsylvania State Department of Education.

Report
Curran-Neild, R., Baker-Doyle, K., & Costelloe, S. Evaluation of Accelerated Certificate for Teaching (ACT) Program, Year 2. Report for the Pennsylvania State Department of Education.

Report
Curran-Neild, R., Baker-Doyle, K., Costelloe, S., Farley, E., & Connor, R. Evaluation of Accelerated Certificate for Teaching (ACT) Program, Year 1. Report for the Pennsylvania State Department of Education.