Continuous Improvement in the Public School Context: Understanding How Educators Respond to Plan-Do-Study-Act Cycles

Autor/inn/en	Tichnor-Wagner, Ariel; Wachen, John; Cannata, Marisa; Cohen-Vogel, Lora
Titel	Continuous Improvement in the Public School Context: Understanding How Educators Respond to Plan-Do-Study-Act Cycles
Quelle	In: Journal of Educational Change, 18 (2017) 4, S.465-494 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1573-1812
DOI	10.1007/s10833-017-9301-4
Schlagwörter	Educational Improvement; Educational Innovation; Educational Research; Best Practices; Comparative Analysis; Case Studies; Urban Schools; School Districts; High School Students; Student Improvement; Program Implementation; Capacity Building + Suchen Sie Ihr Suchwort? Teaching improvement; Unterrichtsentwicklung; Instructional innovation; Bildungsinnovation; Bildungsforschung; Pädagogische Forschung; Case study; Fallstudie; Case Study; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School district; Schulbezirk; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin
Abstract	The last 5 years have witnessed growing support amongst government institutions and educational foundations for applying continuous improvement research (CIR) in school settings. CIR responds to the challenge of implementing effective educational innovations at scale by working with practitioners in local contexts to understand "what works, for whom, and under what conditions." CIR works to achieve system improvement through the use of plan-do-study-act (PDSA) cycles, which are multiple tests of small changes. This comparative case study of two urban school districts examined how innovation design teams took up PDSA in their work to improve high school student outcomes, and their perceptions of PDSA as an approach to innovation development, adaptation, and implementation. Findings revealed both possibilities and challenges for implementing PDSA. Nearly all participants reported the value in PDSA, and participants pointed to "connections to previous experiences" and "PDSA training" as helping to build capacity. However, we found mixed levels of enthusiasm for actually conducting PDSA cycles, and capacity constraints regarding time and data collection. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01