At the Nexus of Improvement Science and Teaching

LeMahieu, Paul G.; Edwards, Ann R.; Gomez, Louis M.

doi:10.1177/0022487115602125

Cited by 15 publications

(11 citation statements)

References 2 publications

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“…As presented in the introductory section of this issue (LeMahieu, Edwards, & Gomez, 2015), improvement science is guided by six principles (Bryk et al, 2015): (a) Make the work problem-specific and user-centered, (b) variation is the core problem to address, (c) see the system that produces the current outcomes, (d) that which cannot be measured cannot be improved at scale, (e) anchor practice improvement in disciplined inquiry, and (f) accelerate improvements through networked communities. These principles provide the conceptual framework for the design of the professional development system for Pathways faculty.…”

Section: The Tools Of Improvement Sciencementioning

confidence: 99%

Designing for Improvement in Professional Development for Community College Developmental Mathematics Faculty

Edwards

Sandoval

McNamara

2015

Journal of Teacher Education

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More than 60% of the nation's 14 million community college students are required to complete at least one developmental mathematics class before enrolling in college-credit courses; however, 80% of them do not successfully complete any collegelevel mathematics course within 3 years. To address this problem, the Community College Pathways initiative was launched in 2009. A core element is the Pathways Faculty Support Program, professional development aimed at supporting faculty to develop knowledge, beliefs, skills, and practices for teaching Pathways courses. In fall 2014, a redesign of the program used improvement science methods to design an infrastructure for responsive, flexible professional development that is sensitive to varying and changing conditions, with mechanisms for identifying, designing, and testing ideas for improvement. Specifically, our team employed a user-centered design process that foregrounds the needs and work processes of Pathways faculty and a measurement system that drives the continuous improvement of the program.

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Section: The Tools Of Improvement Sciencementioning

confidence: 99%

Designing for Improvement in Professional Development for Community College Developmental Mathematics Faculty

Edwards

Sandoval

McNamara

2015

Journal of Teacher Education

Self Cite

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“…Because research and reports suggest there is an increased number of educational organizations using improvement science (LeMahieu et al, 2015), we are interested in examining if a formalized policy conversation was present in tandem with practice. We aimed to learn the degree to which states promoted an improvement science approach to educational improvement in formalized education policy.…”

Section: A Proposed Typology Of States' Improvement Science Focus In ...mentioning

confidence: 99%

A proposed typology of improvement science in state ESSA plans

Cunningham

Osworth

2023

EPAA

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This study aims to illustrate how states include an improvement science approach to educational improvement in their Every Student Succeeds Act (ESSA) state plan. Through a qualitative content analysis of 52 state ESSA plans, we propose an introductory organizational typology to categorize states based on their explicit inclusion of improvement science-related terminology in their plan. Our typology included three categories: Non-Presence, Emergent Presence, and Presence. Our findings suggest that states varied in how much improvement science language was included in their state plans. Findings also show there is little evidence of geographic diffusion of improvement science policy. This research connects a practice to policy gap highlighting educational stakeholders including educational professionals are increasingly using improvement science to address pressing problems of practice in their contexts in service of making the educational system more equitable; however, improvement science language is rarely included through the formalized state ESSA plans.

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“…Improvement science (e.g. Bryk et al, 2015;LeMahieu et al, 2015) and equity coaching (Aguilar, 2020) guided our NIC's design, methodology and interpretation of the cyclical revisions to resolve problems of practice.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…More recently, scholars have drawn on improvement science in the field of education (LeMahieu et al, 2015), where researchers form NICs with district leaders, teachers and other stakeholders to facilitate change within school systems (Biag and Sherer, 2021;Daniel et al, 2020). Turns toward improvement science allow researchers to privilege variation and context as important sources of learning (Lewis, 2015).…”

Section: Learning To Support Coaching For Equitymentioning

confidence: 99%

Learning to expand our communities to support coaching for equity: a collaboration of seven university-based teacher preparation programs

Ries,

Holyoke,

Dunham

et al. 2023

IJMCE

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Purpose There is an urgent need for teacher preparation programs to equip teachers to teach in innovative and transformative ways, meeting the needs of diverse learners. Coaching is an instrumental tool for supporting change and development, especially in contexts with decentralized teacher preparation guidelines.Design/methodology/approach This multicase study examines cross-institutional programmatic innovations for coaching teacher candidates (TCs) and centering equity using improvement science and equity coaching. The authors explore the networked improvement community’s (NIC’s) examination of problems of practice through plan–do–study–act cycles in three coaching contexts within and across seven institutions.Findings Qualitative methods revealed that adapting coaching protocols can center equity and build equity-focused practices. This work highlights revisions to coaching within and across teacher preparation programs (TPPs), which the authors hope inspires extending equity-centered coaching and improvement science to new contexts. This cross-case analysis revealed program innovations for coaches, digital technologies and alignment.Practical implications This study addresses ongoing challenges faced by TPPs in the United States, including TCs' understandings of equity in teaching and decentralized teacher preparation that results in varied and incongruent understandings about quality teaching. This study builds on previous scholarship that examines shifts in coaching practices by disrupting silos in TPPs as examined innovations.Originality/value The paper offers a unique view of cross-institutional collaboration in coaching to improve transformative teaching experiences in teacher preparation field experiences.

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At the Nexus of Improvement Science and Teaching

Cited by 15 publications

References 2 publications

Designing for Improvement in Professional Development for Community College Developmental Mathematics Faculty

Designing for Improvement in Professional Development for Community College Developmental Mathematics Faculty

A proposed typology of improvement science in state ESSA plans

Learning to expand our communities to support coaching for equity: a collaboration of seven university-based teacher preparation programs

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