Over many decades, educators have developed countless interventions and theories about how to create lasting change. Implementation research is the study of these efforts with a set of basic questions: What are we doing? Is it working? For whom? Where? When? How? And, Why? In other words, implementation research is an endeavor to understand if and how educational efforts are accomplishing their goals. This chapter describes the landscape of implementation research, tracing it back to its historical roots and connecting it to other fields with the aim of identifying common threads across diverse efforts. The authors survey where the field is today and highlight different perspectives on complex questions that have long troubled researchers. They outline some of the sticky issues ahead and make a case for shared conceptual clarity and clearly communicated and understood language that will help researchers understand how various bodies of implementation research work are related. The authors conclude by describing the opportunity presented to the education research community in this moment: to capitalize on and learn from historical and contemporary work in education and other fields, and to identify connections across theories and approaches and find ways to collectively move forward toward the shared goal of making education better.
This article describes research that focuses on the concern that researchers are unable to fully realize the potential value of their collective efforts because they do not have shared conceptual or operational tools for communicating assumptions, ideas, research strategies, or findings with others outside, or even within their disciplines. This research, through the lens of measuring implementation of educational programs, has taken steps toward bringing researchers' varied pictures of understanding into a coherent landscape. This article describes a conceptual framework for describing aspects of implementation, a conceptual framework for describing the factors that affect implementation, and tools for measuring each. It describes the challenges addressed in the development of these approaches, and the application of these approaches to current studies in education and other fields in the social sciences. In doing so, it demonstrates that meaningful communication between researchers and accumulation of knowledge across fields is possible, and necessary.
This material is based on work supported by the national science Foundation under grants 0628052, 0635598, 1008569, and 1109595. Any opinions, findings, conclusions, or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the national science Foundation. The authors are part of the research and evaluation group at the Center for elementary mathematics and science education (Cemse) at the University of Chicago. Cemse is committed to the sharing of knowledge and the creation of useful products and programs to make a positive difference for instruction throughout the nation.
Pressure ulcers (PUs) are a serious health care problem for nursing home residents and a key quality metric for regulators. Three initiatives were introduced at a 128‐bed facility to improve PU prevention. First, a Quality Assurance and Performance Improvement project and a Root Cause Analysis were conducted to improve the facility's wound care programme. Second, a digital wound care management solution was adopted to track wound management. Third, the role of skin integrity coordinator was created as a central point of accountability for wound care‐related activities and related performance metrics. Improvements in PU prevention were tracked using Centers of Medicare and Medicaid data, specifically (a) the percentage of long‐stay high‐risk residents with PUs and (b) the percentage of short‐stay residents with PUs that are new or have worsened. PU prevalence for long‐stay high‐risk residents was 12.99% (Q4 2016), and upon implementation of these initiatives, the facility saw continued reductions in PU prevalence to 2.9% (Q4 2017), while PUs for short‐stay residents were maintained at zero throughout this period. This study highlights the power of effective management combined with real‐time data analytics, as enabled by digital wound care management, to make significant improvements in health care delivery.
Background The Common Core Standards for Mathematics and Next Generation Science Standards were adopted by states with the goal of preparing students with knowledge and skills needed for college, careers, and citizenry. Adopting these standards necessitated considerable changes in instructional practice. While teacher leadership is known to be important for instructional change, there is little research that articulates the processes through which that influence occurs, and how contextual factors constrain or support those processes. This paper provides a case study of efforts in the Chicago Public Schools to promote widespread instructional change around standards reform through a teacher leader model using retrospective from 2013 to 2017 interviews with 16 math and science teacher leaders serving grades 6–12, along with quantitative analysis of district-wide data showing patterns of change and professional learning. It builds off prior research to articulate a framework of how teacher leaders promote instructional change. Findings There were five patterns of teacher leader action: inspiring others, sharing with colleagues, working in collaboration, advocating for change, and providing individual support, and an interplay between teacher actions and school-level contextual factors, with some contextual factors more important than others for different types of actions. In particular, sharing and collaborative work were facilitated in schools with designated collaboration time, trusting relationships, and colleagues who were also trained and knowledgeable about the new standards. The degree of collective efficacy the teacher leaders felt seemed to be driven mostly by the presence of other knowledgeable change agents in the school. Conclusions and implications The study adds to the existing literature on teacher leadership by articulating the mechanisms through which teachers exert influence around instructional improvement of their school peers and providing examples of each. Further, the study illustrates how these mechanisms are facilitated or constrained by the larger school context. Together, the articulation of mechanisms and contexts, along with illustrative examples, provides a guide for supporting instructional change through teacher leadership in schools and districts.
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