Literaturnachweis - Detailanzeige
| Autor/in | Rice, Erik |
|---|---|
| Institution | Stanford Center for Opportunity Policy in Education (SCOPE) |
| Titel | Design Thinking: A Process for Developing and Implementing Lasting District Reform. Knowledge Brief |
| Quelle | (2011), (4 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Expertise; Strategic Planning; Educational Change; Leadership; Principals; Program Implementation; Change Strategies; Organizational Change; Educational Planning; Alignment (Education); Barriers; Innovation; Leadership Effectiveness; Educational Policy; Design; Productive Thinking; Program Development |
| Abstract | Traditionally, challenges such as how to sustain district reform, how to build a leadership pipeline, how to create an integrated project, or how to best intervene with struggling students would be resolved with a team of "experts" developing a solution in isolation of the stakeholders involved. By contrast, design thinking centers on the knowledge and experiences of those on the front lines--in the same spirit as student-centered learning, differentiation, and other user-centered approaches in education. Rice suggests that to best impact systemic challenges, design thinking should be practiced as part of an aligned set of focused priorities across schools and districts. To nurture a culture of innovation, district leadership should thoughtfully integrate design thinking into already-existing appropriate structures including strategic planning forums, curriculum development sessions, and teacher and principal leadership development. (As Provided). |
| Anmerkungen | Stanford Center for Opportunity Policy in Education. Barnum Center 505 Lasuen Mall, Stanford, CA 94305. Tel: 650-725-8600; Fax: 650-736-1682; e-mail: scope@stanford.edu; Web site: http://edpolicy.stanford.edu/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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