Improvement by Design

Cohen, David K.; Peurach, Donald J.; Glazer, Joshua L.; Gates, Karen E.; Goldin, Simona

doi:10.7208/chicago/9780226089416.001.0001

Cited by 64 publications

(53 citation statements)

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“…As a result, few LEAs developed coherent, system-wide instructional programs or coherent educational infrastructure to support such programs. By “educational infrastructure,” we mean the coordinated roles, structures, and resources that school systems design and use to support and coordinate instruction, maintain instructional quality, and enable instructional improvement (Cohen, Peurach, Glazer, Gates, & Goldin, 2013; Hopkins, Spillane, Jakopovic, & Heaton, 2013; Peurach & Neumerski, 2015; Woulfin, 2015).…”

Section: School System Formation and Environmentsmentioning

confidence: 99%

“…Some public systems seem to have done what institutional theorists would expect: accept consensus on outcomes but do little more, leaving it to teachers and others to make whatever connections to instruction they might (Hamilton, Stecher, & Yuan, 2012; Payne, 2008). Several thousand other LEAs took an unusual step: contract with school improvement agencies—Comprehensive School Reform Designs—so that these agencies could help high-poverty schools to build infrastructure and improve instruction (Cohen et al, 2013).…”

Section: The Dilemma Of System Organization and Reorganizationmentioning

confidence: 99%

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The Dilemmas of Educational Reform

Cohen

Spillane

Peurach

2017

Educational Researcher

Self Cite

104

103

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The environment of U.S. schools has changed dramatically over a quarter century as standards tied to test-based accountability and market competition became commonplace. We examine the issues that school systems face in this changing environment, to identify considerations for researchers interested in reform as educational system building. We highlight a central dilemma: Systems manage environmental pressures to become more coherent enterprises that focus on tested outcomes while managing the inherited differentiated organizations and environmental pressures which support these enterprises. We identify four activity domains that are defined by these competing pressure: consensus on outcomes; infrastructure to connect outcomes with instruction; recruitment that is aligned with outcomes; and competing environmental pressures.

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Section: School System Formation and Environmentsmentioning

confidence: 99%

Section: The Dilemma Of System Organization and Reorganizationmentioning

confidence: 99%

The Dilemmas of Educational Reform

Cohen

Spillane

Peurach

2017

Educational Researcher

Self Cite

104

103

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“…However, the initial impact of our PD was not sustained. We hypothesize that one pathway to catalyzing significant and long-term change is coherence between principals’ daily work, what is supported and advocated by the district, and ideas in the PD (Cohen et al, 2013; Kaufman & Stein, 2010). It is important to note that at the time of the study, the PD workshop occurred within the context of a school district with an instructional focus and middle school mathematics curriculum aligned with the tenets of high-quality mathematics instruction advocated by the PD.…”

Section: Conclusion: Revisiting Our Theoretical Goalmentioning

confidence: 99%

“…In this way, principals’ knowledge and actions for identifying, communicating, and pressing for high-quality tasks and instruction explored in the PD would be aligned with their daily work and valued by the district. The work of Cohen and colleagues (2013) provides evidence that schools need to improve their capability to implement reform initiatives coherently. In this article, we provide details and guidance on how that might look in the context of a district where principals are expected to serve as instructional leaders.…”

Section: Conclusion: Revisiting Our Theoretical Goalmentioning

confidence: 99%

“…Hence, frameworks and tools provide a means of articulating and communicating the vision of high-quality instruction. Clearly articulating a vision of reform helps to establish the coherence necessary to promote and sustain reform efforts across stakeholders (Cohen, Peurach, Glazer, Gates, & Goldin, 2013; Kaufman & Stein, 2010). Teachers, instructional coaches, and principals can use the frameworks as tools within the scope of their individual work (i.e., teachers plan lessons and reflect on instruction and learning; coaches plan professional learning experiences; principals observe lessons and provide feedback), come together to discuss what the frameworks indicated about the quality of instruction in the classroom or school, and identify next steps for instructional improvement (Boston, 2012; Boston & Steele, 2014).…”

Section: Introductionmentioning

confidence: 99%

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Investigating How to Support Principals as Instructional Leaders in Mathematics

Boston

Henrick

Gibbons

et al. 2016

Journal of Research on Leadership Education

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We present a framework for considering principals' knowledge and actions to support high-quality instruction in a specific content area (mathematics). Using design research, we engaged principals in professional development and assessed principals' ability to identify aspects of high-quality mathematical tasks and instruction through pre-post task sort analyses and classroom video analyses. Significant differences occurred in principals' identification of high-quality mathematics tasks and instruction, students' thinking, and teachers' actions. Subsequent data identified changes in principals' feedback to mathematics teachers; however, this change was not sustained in following years. We hypothesize necessary conditions for supporting principals as instructional leaders in specific content areas.

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Designing educational systems to support enactment of the Next Generation Science Standards

et al. 2018

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This article reports on a design-based implementation research (DBIR) project that addresses the question: How can classrooms be supported at scale to achieve the threedimensional learning goals of the Next Generation Science Standards? Inherent in this question are three key design challenges: (i) three-dimensional learning-the multidimensional changes in curriculum, assessment, and instruction required for three-dimensional learning; (ii) scale-the necessity of change at multiple scales in educational systems; and (iii) diversity-achieving rigor in our expectations with responsiveness to the enduring diversity of our students, classrooms, and schools. We discuss findings from the Carbon TIME project, which focuses on teaching carbon cycling and energy transformations at multiple scales. Findings focus on design and knowledge building in three interconnected contexts. (i) Assessment-understanding and assessing students' three-dimensional learning. Learning progression frameworks provide insight into students' reasoning and the basis for efficient and reliable classroom and large-scale assessments that have used automated scoring of constructed responses for over 80,000 tests. (ii) Classrooms-classroom discourse and learning communities. Six Carbon TIME units are based on an instructional model that scaffolds students' engagement with phenomena as questioners, investigators, and explainers. The units support substantial learning and reduce the achievement gap between high-pretest and lowpretest students, but with substantial differences among

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Improvement by Design

Cited by 64 publications

References 0 publications

The Dilemmas of Educational Reform

The Dilemmas of Educational Reform

Investigating How to Support Principals as Instructional Leaders in Mathematics

Designing educational systems to support enactment of the Next Generation Science Standards

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