Statewide School Redesign: Integrating Design Thinking and the Four Disciplines of Execution as a Continuous School Improvement Process

Autor/inn/en	Liang, Jia; Mitchell, Tamra; Scott, Jay
Titel	Statewide School Redesign: Integrating Design Thinking and the Four Disciplines of Execution as a Continuous School Improvement Process
Quelle	In: Journal of Cases in Educational Leadership, 24 (2021) 1, S.15-27 (13 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Liang, Jia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1555-4589
DOI	10.1177/1555458920975462
Schlagwörter	Educational Change; School Restructuring; Educational Improvement; Case Studies; Design; School Districts; State Programs; Vignettes; Change Agents; Theory Practice Relationship; Educational Principles; Change Strategies; State Departments of Education; Creative Thinking; Innovation; Teacher Leadership; Instructional Leadership; Empathy; Principals; High School Teachers; Student Needs; High School Students; Kansas + Suchen Sie Ihr Suchwort? Bildungsreform; Schulreformplan; Schulumwandlung; Teaching improvement; Unterrichtsentwicklung; Case study; Fallstudie; Case Study; School district; Schulbezirk; Regierungsprogramm; Theorie-Praxis-Beziehung; Bildungsprinzip; Lösungsstrategie; Kultusministerium; Kreatives Denken; Lehrerfunktionsstelle; Instruction; Leadership; Bildung; Erziehung; Führung; Empathie; Principal; Schulleiter; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Student; Students; Schüler; Schülerin; Studentin
Abstract	Sixty-six school districts and more than 150 schools in the state of Kansas are participating in the Kansans Can Redesign Project. In this article, we present a case study of using Design Thinking as a systemic process to structure continuous school improvement. The collage of real-life scenarios presented in our case shows the integration of Design Thinking and the Four Disciplines of Execution and highlights the nuances and delicacies involved in the process as the major change agents work together and engage theory-to-practice applications of design thinking for change. Also illustrated in the case are the struggles and successes experienced by schools as they venture into the unfamiliar terrains of the design thinking process and enact on the integrated principles to school redesign. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01