Ask Why and Anticipate Challenges: Improvement Science at Work

Autor/inn/en	Cunningham, Kathleen M. W.; Anderson, Erin
Titel	Ask Why and Anticipate Challenges: Improvement Science at Work
Quelle	In: Learning Professional, 43 (2022) 5, S.52-55 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2476-194X
Schlagwörter	Teacher Collaboration; Educational Improvement; Educational Change; Questioning Techniques; Discussion; Problem Solving + Suchen Sie Ihr Suchwort? Lehrerkooperation; Teaching improvement; Unterrichtsentwicklung; Bildungsreform; Befragungstechnik; Fragetechnik; Diskussion; Problemlösen
Abstract	Education professionals face myriad problems of practice, especially in the face of current trauma, injustice, and other stressors. To address those challenges, educators should work collaboratively to target the sources, not just the symptoms, of the problems. Asking why can begin to surface root causes, which may be related to systems, structures, and processes. This article encourages educators to tackle pressing problems of practice using improvement science, a process for solving complex, persistent challenges by learning deeply about a problem and the systems that produce it, and then designing steps to address it (Carnegie Foundation for the Advancement of Teaching, 2020). It requires interrogating the context, system, and elements within the system that might be leading to the current results. Taking time to understand the problem by asking why, honoring the input of the user (i.e. those experiencing the problem), and testing incremental change ideas are three critical components to keep in mind. (ERIC).
Anmerkungen	Learning Forward. 504 South Locust Street, Oxford, OH 45056. Tel: 800-727-7288; Fax: 513-523-0638; e-mail: office@learningforward.org; Web site: https://learningforward.org/the-learning-professional/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01