The Foundational Handbook on Improvement Research in Education
Rowman & Littlefield (Verlag)
978-1-5381-5234-8 (ISBN)
This ground-breaking text gathers the foremost researchers, scholars, and practitioners to describe and define the new and burgeoning field of improvement-focused educational research and practice. The handbook represents the breadth and depth of improvement-focused educational research and the diversity of improvement efforts underway, covering the historical and theoretical foundations of improvement, the varied contexts of and approaches to improvement, and the designs, strategies, and tools of continuous improvement.
Donald J. Peurach, University of Michigan professor of Educational Policy, Leadership, and Innovation, focuses his research, teaching, and outreach on the production, use, and management of knowledge in practice among social innovators and those they seek to serve. Peurach examines these issues in the context of large-scale educational improvement initiatives in public school districts and in school improvement networks, focusing continuous learning on improvement over time. With support from the National Science Foundation and the Spencer Foundation, he is collaborating with researchers from University of Michigan and Northwestern University to study efforts to redesign classrooms, schools, districts, and networks to function synergistically as instructionally-focused education systems. As a Senior Fellow of the Carnegie Foundation for the Advancement of Teaching, he collaborates with researchers and educational professionals to organize, expand, and advance the community of scholars engaged in the practice and study of improvement-focused educational research and practice. Jennifer Lin Russell is professor of Learning Sciences and Policy, Research Scientist at the Learning Research and Development Center, and Associate Director for Educational Research and Practice at the University of Pittsburgh. She is also a fellow with the Carnegie Foundation for the Advancement of Teaching. Her research examines policy and other educational improvement initiatives through an organizational perspective, and seeks to reshape the relationship between educational research and practice in order to accelerate improvement in the field. Her recent work examines two primary issues: (1) how schools create social and organizational structures that support reform; and (2) how inter-organizational collaborations can be structured for educational improvement. Lora Cohen-Vogel is Frank A Daniels, Jr. Distinguished professor and Director of Interprofessional Education and Practice at the University of North Carolina, Chapel Hill School of Education. With a focus on domestic education policy, Cohen-Vogel is interested in identifying the programs and practices that are successfully raising schooling outcomes for traditionally underserved students in the United States. Cohen-Vogel is currently a co-principal investigator of the Early Learning Project at UNC-Chapel Hill, a $4 million grant from the Institute of Education Sciences. In that project, she leads a team that is examining how policy coherence (or lack thereof) may mediate the effect of high quality PreK experiences on children’s later life outcomes. William R Penuel is professor of Educational Psychology, Learning Sciences and Human Development and Director of the National Center for Research in Policy and Practice at the University of Colorado, Boulder, as well as Principal Investigator at the Center for Education Policy Research, Harvard University. He works in partnership with school districts and state departments of education, and the research he conducts is in support of educational equity in three dimensions: (1) equitable implementation of the Next Generation Science Standards; (2) creating inclusive classroom cultures that attend to students’ affective experiences and where all students have authority for constructing knowledge together; and (3) connecting teaching to the interests, experiences, and identities of learners.
Introduction: Introducing Improvement Research in Education, Jennifer Lin Russell & William R. Penuel
SECTION 1: FOUNDATIONS OF IMPROVEMENT RESEARCH IN EDUCATION
Introduction to Section 1: Foundations of Improvement Research in Education, David Eddy-Spicer & William R. Penuel
Chapter 2: The Work of Improvement, June Ahn, Erica Van Steenis, & William R. Penuel
Chapter 3: Equitable Learning, Barry Fishman & Leslie Rupert Herrenkohl
Chapter 4: The Institution of Schooling, Sarah L. Woulfin & Carrie Allen
Chapter 5: Accomplishing Meaningful Equity, David Eddy-Spicer & Louis M. Gomez
Chapter 6: The Theory and Practice of Democracy and Community, William R. Penuel & Vanessa Roberts
SECTION 2: CONTEXTS OF IMPROVEMENT RESEARCH IN EDUCATION
Introduction to Section 2: Contexts of Improvement Research in Education, Amanda Datnow & Donald J. Peurach
Chapter 7: Classroom Teaching and Learning as the Focus for Improvement Research, Paul Cobb & Anne Garrison Wilhelm
Chapter 8: Networked Improvement in the US and England: A New Role for the Middle Tier, Joshua L. Glazer, Toby Greany, Megan Duff, & William Berry
Chapter 9: Community-Based Partnerships: Advancing Epistemic Rights through Improvement Research, Gerald Campano, María Paula Ghiso, & Ankhi Thakurta
Chapter 10: Democratizing Educational Innovation and Improvement: The Policy Contexts of Improvement Research in Education, Donald J. Peurach, Anna T. Foster, Angela M. Lyle, & Emily R. Seeber
Chapter 11: Critical Perspectives on the Contexts of Improvement Research in Education, Huriya Jabbar & Joshua Childs
SECTION 3: MAPPING IMPROVEMENT RESEARCH IN EDUCATION
Introduction to section 3: Mapping Improvement Research in Education, Marisa Cannata & Lora Cohen-Vogel
Chapter 12: Defining Shared Principles of Improvement Research in Education, Stacey Rutledge, Marisa Cannata, & Carla Wellborn
Chapter 13: 5S Framework for Defining Problems Addressed Through Improvement Research in Education, Brandi Hinnant-Crawford & Erin Anderson
Chapter 14: On Teams: Exploring Variation in the Social Organization of Improvement Research in Education, Lora Cohen-Vogel, Christopher Harrison, & Daniel Cohen-Vogel
Chapter 15: Model Variation in Inquiry Processes, Catherine Lewis, Erin Henrick, Shelley Friedkin, & Steven McGee
SECTION 04: MAPPING IMPROVEMENT RESEARCH IN EDUCATION
Section 04 Introduction: Designs, Tools, and Methods of Improvement Research in Education, Alan J. Daly & Jennifer Lin Russell
Chapter 16: Solidarity-driven Codesign: Evolving Methodologies for Expanding Engagement with Familial & Community Expertise, Ann M. Ishimaru & Megan Bang
Chapter 17: Critical Social Network Analysis as a Method for Examining How Power Mediates Improvement Efforts, Megan Hopkins, Hayley Weddle, Robbin Riedy, Anita Caduff, Lisa Matsukata, & Tracy Sweet
Chapter 18: Measurement for Improvement, Sola Takahashi, Kara Jackson, Jon Norman, Marsha Ing, & Andrew Krumm
Chapter 19: What do Campfires and Social Media have in Common? Improvement, Kaitlin Torphy Knake, Jordan Tait, & Kenneth Frank
Chapter 20: Data-Intensive Improvement: The Intersection of Data Science and Improvement Science, Andrew E. Krumm and Alex J. Bowers
CONCLUSION
Chapter 21: Conclusion: Building the Field of Improvement Research in Education, Donald J. Peurach & Lora Cohen-Vogel
| Erscheinungsdatum | 06.04.2022 |
|---|---|
| Verlagsort | Lanham, MD |
| Sprache | englisch |
| Maße | 189 x 263 mm |
| Gewicht | 1284 g |
| Themenwelt | Sozialwissenschaften ► Pädagogik |
| ISBN-10 | 1-5381-5234-7 / 1538152347 |
| ISBN-13 | 978-1-5381-5234-8 / 9781538152348 |
| Zustand | Neuware |
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