Systemwide reform in districts under pressure

Abstract

Purpose -The purpose of this paper is to examine the way in which low-performing schools and their district define, acquire, use, and diffuse research-based evidence. Design/methodology/approach -The mixed methods case study builds upon the prior research on research evidence and social networks, drawing on social network analyses, survey data and interview data to examine how educators in low-performing schools and across the district use evidence (including which types and for what purposes), as well as the relationship between network structure and evidence use for school improvement. Findings -Educators had narrow definitions of, and skepticism about, evidence, which limited its acquisition and use for school improvement. The authors found a lack of diffusion of evidence within schools and districtwide as a result of sparse connections among and between educators. Evidence was used in an instrumental, yet superficial, manner leading to weak interpretation of evidence and resulting in limited understanding of underlying problems and available solutions.Research limitations/implications -The paper suggests the importance of using social network analyses to examine the diffusion of evidence, as well as the need to better understand how evidence is defined and used. Practical implications -It is necessary to pay greater attention to how educators acquire evidence, as well as the ways in which it is used to impact school-based decisions in low-performing schools and districts. Moreover, the work suggests the influence of the district office on school-level reform. Originality/value -The paper contributes to the research on low-performing schools and accountability policy by examining the larger districtwide context and integrates social network, survey, and interview data.

Translational Science: A Road Map for the Science of Reading

“…Studies can also be designed to examine the extent to which engagement strategies and processes were effective at changing knowledge, behaviors, and decision making related to reading practices in schools. For example, given research findings that teachers and principals access, perceive, and use research evidence to make decisions differently than district leaders and policymakers do (Coburn et al, 2009;Finnigan, Daly, & Che, 2013;Penuel et al, 2017), it would be advantageous to investigate which knowledge dissemination strategies are more or less effective for changing each stakeholder's knowledge related to implementing evidence-based reading interventions in schools. Finally, T3 and T4 studies informed by dissemination and implementation science research add value to research across the entire translational science spectrum, as data gathered from education stakeholders in these studies can be used to inform the iterative process of designing more effective practices, programs, and policies in diverse settings and for diverse learners (Douglas et al, 2015).…”

Commentary: Moving From Practice to Research, and Back

“…New research about school leaders (Finnigan, Daly, & Che, 2013) illustrates the importance of social networks and trust as principals seek ideas to improve their schools. This research suggests that leaders in the lowest-performing schools tend to be isolated from colleagues and administrators within the system, especially when it comes to sharing evidence to improve their practice.…”

Power, brokers, and agendas: New directions for the use of social network analysis in education policy

“…Many of the education studies using SNA have asked sociologically oriented questions, usually centered around exploring social capital and its ties to social networks. Prior studies have applied SNA to examine the role of social capital and interpersonal relationships in educational reform (e.g., Coburn & Russell, 2008;Daly & Finnigan, 2010, 2011Finnigan et al, 2013;Liou, 2016;Moolenaar et al, 2010). These studies, and many others, have provided critical insight into the role of advice-seeking, social capital, and trust within schools and districts, and how actors within given organizational contexts facilitate the enactment of specific reforms through network connections or positions.…”