Author: Brandi Nicole Hinnant-CrawfordPublish On: 2020-07-10
The book first explores the philosophical and methodological foundations of improvement science, juxtaposing it with traditional forms of research so that clear distinctions can be drawn.
Author: Brandi Nicole Hinnant-Crawford
Publisher: Stylus Publishing, LLC
Improvement Science in Education: A Primer provides a comprehensive overview of improvement science as a framework to guide continuous improvement and reconceptualizes improvement by centering equity and justice as the purpose of improvement. This Primer is designed to introduce improvement science, a methodology with origins in manufacturing, engineering and healthcare, to educational audiences. The book first explores the philosophical and methodological foundations of improvement science, juxtaposing it with traditional forms of research so that clear distinctions can be drawn. Chapters in the latter half of the book introduce the principles of improvement, give guidance and tools for operationalizing the principles in practice, and conclude with questions to ensure you are improving with equity in mind. Constantly reminding readers to think about who is involved and impacted, the Primer makes improvement science accessible to novices and adds critical dimensions for experienced practitioners to consider.
This text concentrates on the elements faculty, students, and administrators need; specific models where improvement science frameworks enhance the reliability and validity of improvement or quality enhancement efforts.
Author: Robert Crow
Category: Educational productivity
The Educational Leader's Guide to Improvement Science: Data, Design and Cases for Reflection is a collection illustrating applied organizational problem-solving using methods of improvement science in educational leadership. Early chapters introduce improvement science and then the reader is led through a logical sequence of inquiry, presented with cases of educational dilemma matched with principles of improvement science and provided examples of research methodology applied in context. Because improvement science research is so quickly becoming a signature pedagogy and core subject area of inquiry in the field of educational leadership, the literature is still scant in its coverage of improvement science models; it is the purpose of this publication to fill the void by providing concrete examples, through case studies, of instances where improvement research methods and analyses can be embedded to enhance and strengthen efforts at organizational improvement. This text concentrates on the elements faculty, students, and administrators need; specific models where improvement science frameworks enhance the reliability and validity of improvement or quality enhancement efforts.
Author: Christina A. ChristiePublish On: 2017-04-24
This is the 153rd issue in the New Directions for Evaluation series from Jossey-Bass. It is an official publication ofthe American Evaluation Association.
Author: Christina A. Christie
Publisher: John Wiley & Sons
Category: Political Science
While improvement science has experienced a surge of interest over the past 30 years, applications of it are rare in the evaluation literature. This issue promotes the cross-fertilization of ideas, techniques, and tools between evaluation and improvement science. There are at least four areas where this cross-fertilization is particularly relevant: learning from error, examining variation, appreciating context, and focusing on systems change. This volume considers: the conceptual similarities and distinctions between improvement science and evaluation; the intellectual foundations, methods, and tools that collectively comprise improvement science; and case chapters that offer an inspiring review of state-of-the-art improvement science applications. Cutting across all of these applications is a shared grounding in systems thinking, a determination to capture and better understand variation and contextual complexity, as well as a sustained commitment to generative learning about projects and programs—all issues of great concern to evaluators. The issue offers producers and users of evaluations the potential benefits of a closer engagement with improvement science. This is the 153rd issue in the New Directions for Evaluation series from Jossey-Bass. It is an official publication ofthe American Evaluation Association.
This book serves as the guide for education leaders who wish to have the know-how for developing the knowledge, skills and dispositions relative to the field of improvement science--the education leader's signature problem-solving ...
Author: Dean T. Spaulding
Publisher: Improvement Science in Educati
Teaching Improvement Science in Educational Leadership: A Pedagogical Guide presents the reader with a range of pedagogies from a variety of viewpoints and approaches. The book provides a holistic picture for how one might develop stakeholder competency and capacity with improvement science as a signature problem-solving methodology for educational leaders. And while there are books that provide foundational knowledge on the field of improvement science (including the list of titles from Myers Education Press), this book differs in that it presents varying approaches for teaching others about improvement science. For those who want to develop the methodology but who need resources, the book provides the illustrations, examples, and other concrete applications so that those involved in teaching the subject matter can connect foundational knowledge of improvement to the applied context. This book serves as the guide for education leaders who wish to have the know-how for developing the knowledge, skills and dispositions relative to the field of improvement science--the education leader's signature problem-solving methodology.
As a guide, the book is an extremely valuable resource that supports faculty, students, and practitioners in the application of Improvement Science to pressing educational problems in a structured, disciplined way.
Author: Jill Alexa Perry
The Improvement Science Dissertation in Practice provides a narrative and illustration about the purpose and features comprising the Dissertation in Practice and how this culminating experience is well suited to using Improvement Science as a signature methodology for preparing professional practitioners. This methodology, when combined with the Dissertation in Practice experience in EdD programs, reinforces practitioner learning about and skills for leadership and change. As a guide, the book is an extremely valuable resource that supports faculty, students, and practitioners in the application of Improvement Science to pressing educational problems in a structured, disciplined way.
Rather than “implementing fast and learning slow,” the authors believe educators should adopt a more rigorous approach to improvement that allows the field to “learn fast to implement well.” The authors focus on six principles that ...
Author: Anthony S. Bryk
Publisher: Harvard Education Press
As a field, education has largely failed to learn from experience. Time after time, promising education reforms fall short of their goals and are abandoned as other promising ideas take their place. In Learning to Improve, the authors argue for a new approach. Rather than “implementing fast and learning slow,” they believe educators should adopt a more rigorous approach to improvement that allows the field to “learn fast to implement well.” Using ideas borrowed from improvement science, the authors show how a process of disciplined inquiry can be combined with the use of networks to identify, adapt, and successfully scale up promising interventions in education. Organized around six core principles, the book shows how “networked improvement communities” can bring together researchers and practitioners to accelerate learning in key areas of education. Examples include efforts to address the high rates of failure among students in community college remedial math courses and strategies for improving feedback to novice teachers. Learning to Improve offers a new paradigm for research and development in education that promises to be a powerful driver of improvement for the nation’s schools and colleges.
Author: United States. Congress. House. Committee on Science. Subcommittee on TechnologyPublish On: 1999
Hearing Before the Committee on Science, House of Representatives, One
Hundred Sixth Congress, First Session, April 28 ... in support of Florida's agenda
for the continuous improvement of mathematics , science , and technology education .
Author: United States. Congress. House. Committee on Science. Subcommittee on Technology
"This book presents a series of case studies of schools and other educational organizations that are successfully putting continuous improvement techniques into practice"--
Author: Anthony S. Bryk
Publisher: Harvard Education Press
Improvement in Action, Anthony S. Bryk's sequel to Learning to Improve, illustrates how educators have effectively applied the six core principles of continuous improvement in practice. The book highlights relevant examples of rigorous, high-quality improvement work in districts, schools, and professional development networks across the country. The organizations featured in the book have addressed, with remarkable results, long-standing inequitable educational outcomes in high school graduation rates, college readiness, and absenteeism. The cases emphasize the measures the educators took and the thinking that motivated their actions. Bryk describes how improvers, working in different contexts and confronting different problems, used select principles, tools, and methods to make improvement come to life. Brief analytic reflections are embedded throughout the narratives, and each chapter concludes with an analysis of a set of larger lessons illuminated by the organization's story. Taken as a set, these examples offer readers valuable insights about the actual dynamics of doing improvement work. Improvement in Action, paired with Learning to Improve, provides readers with a comprehensive understanding of the practice, method, and theory of large-scale continuous improvement in education.
Author: United States. Congress. House. Committee on Appropriations. Subcommittee on HUD-Independent AgenciesPublish On: 1980
Given the adjustments in the Science Education Current Plan caused by the
transfers to the Department of Education , the percent change between ...
Science Education Resources Improvement Science Education Development &
Author: United States. Congress. House. Committee on Appropriations. Subcommittee on HUD-Independent Agencies
Author: National Research Council (U.S.). National Committee on Science Education Standards and AssessmentPublish On: 1994
With distributed leadership and coordinated changes in practice among all who
have some responsibility for science education reform , advances in science education can rapidly accumulate and produce recognizable improvement in the
Author: National Research Council (U.S.). National Committee on Science Education Standards and Assessment
This book is tailored to the need for specific improvement research methodologies and frameworks collected and presented in an edited volume written by research faculty associated with or teaching in leadership programs.
Author: Robert Crow
Improvement Science: Methods for Researchers and Program Evaluators moves beyond traditional research methods textbooks by responding to people working in improvement science and program evaluation. This book is tailored to the need for specific improvement research methodologies and frameworks collected and presented in an edited volume written by research faculty associated with or teaching in leadership programs.
The practices presented in the book are being used in schools and districts that seek to improve science teaching at scale, and a wide range of science subjects and grade levels are represented.
Author: Mark Windschitl
Publisher: Harvard Education Press
2018 Outstanding Academic Title, Choice Ambitious Science Teaching outlines a powerful framework for science teaching to ensure that instruction is rigorous and equitable for students from all backgrounds. The practices presented in the book are being used in schools and districts that seek to improve science teaching at scale, and a wide range of science subjects and grade levels are represented. The book is organized around four sets of core teaching practices: planning for engagement with big ideas; eliciting student thinking; supporting changes in students’ thinking; and drawing together evidence-based explanations. Discussion of each practice includes tools and routines that teachers can use to support students’ participation, transcripts of actual student-teacher dialogue and descriptions of teachers’ thinking as it unfolds, and examples of student work. The book also provides explicit guidance for “opportunity to learn” strategies that can help scaffold the participation of diverse students. Since the success of these practices depends so heavily on discourse among students, Ambitious Science Teaching includes chapters on productive classroom talk. Science-specific skills such as modeling and scientific argument are also covered. Drawing on the emerging research on core teaching practices and their extensive work with preservice and in-service teachers, Ambitious Science Teaching presents a coherent and aligned set of resources for educators striving to meet the considerable challenges that have been set for them.
John Parkinson encourages teachers to reflect on their current teaching practice and guides them to improving their teaching and, consequently, their pupils learning.
Author: John Parkinson
Publisher: Psychology Press
Improving Secondary Science Teaching has been written to help teachers both new and experienced reflect on their current practice and consider how to improve the effectiveness of their teaching. The book examines each of the common teaching methods used in science in relation to pupils' learning and provides guidance on management issues and procedures. With underlying themes such as pupils' interest in science and their motivation to learn; how pupils learn science; the type of science currently being taught in school; and the value of educational research; the book includes chapters on: the improvement process planning for progression and continuity promoting pupils' learning dealing with differences making use of information from assessment learning about the nature of science This timely book will be of interest to practising science teachers, particularly those who are working to improve the management of science departments or their own teaching practice. It will also be a valuable resource for science education researchers and students on higher degree courses in science education.
Author: Susan Loucks-HorsleyPublish On: 2009-11-24
"This third edition represents the gold standard of resources for those working in the field of professional development.
Author: Susan Loucks-Horsley
Publisher: Corwin Press
The classic guide for designing robust science and mathematics professional development programs! This expanded edition of one of the most widely cited resources in the field of professional development for mathematics and science educators demonstrates how to design professional development experiences for teachers that lead to improved student learning. Presenting an updated professional development (PD) planning framework, the third edition of the bestseller reflects recent research on PD design, underscores how beliefs and local factors can influence PD design, illustrates a wide range of PD strategies, and emphasizes the importance of: Continuous program monitoring Combining strategies to address diverse needs Building cultures that sustain learning
Our approach is the improvement of everyday science teaching under ordinary
conditions, without using any special or predeveloped teaching plans and
materials. This approach is based on the premise that teachers' professional ...
Author: Chen-Yung Lin
Publisher: Emerald Group Publishing
The chapters in this book will focus on pre-service and in-service science teacher education, because both are equally important. With case studies for China, Japan, Korea and Taiwan topics include: Professional Development of Chemistry Teachers in the New Curriculum, Using Classroom Observation to Assist Teacher Professional Development and Science Teacher Education and Science as Inquiry: Promises and Dilemmas.
Teachers matter in school development is the premise of Professional Development and School Improvement, a book based on case studies from the European-funded project EUDIST (European Development of Innovative Science Teaching).
Author: Manfred Lang
Publisher: Studien Verlag, Austria
Teachers matter in school development is the premise of Professional Development and School Improvement, a book based on case studies from the European-funded project EUDIST (European Development of Innovative Science Teaching). The authors, from Austria, Germany, Spain, Ireland, and Sweden, present their national experiences and results from qualitative studies of educational planning in Curriculum Workshops and related science teacher professional development. In a cross-case study a European/Canadian writing team elaborates different aspects of European reform and teachers' chances to raise their voice in this process. Manfred Lang is a senior researcher in the Department of Educational Research at the Leibniz Institute for Science Education, Kiel (Germany).