-
Title
-
Continuous Improvement and "High Leverage" Educational Problems
-
Abstract/Description
-
Efforts to achieve integrity in the implementation of educational reforms and policies has long been considered a challenge in large part due to a failure to account for local context. In their efforts to achieve fidelity with policy and program goals, policymakers and implementers often neglect to account for the particularities of their organization and environment. A current approach, aimed at adaptation to local context in implementation, comes from improvement science and its practice of continuous improvement. Continuous improvement is a reform strategy in which implementers engage in an intentional and deliberate process of goal setting, enactment, and analysis that, in turn, informs the next cycle of implementation and improvement. Through this structured adaptation, implementers tailor policy and program goals with local conditions and constraints. Furthermore, while educational practitioners have been at the forefront of continuous improvement efforts and its emergence within the field for some time, only recently have researchers begun turning to the approach to implement high-leverage educational problems. “High leverage” refers to educational approaches that have been found in the field to have an impact on student academic, social-emotional, and behavioral outcomes or teacher activities. These are approaches in which there is broad consensus that, if implemented with integrity, there is a high likelihood that they will lead to high-quality, positive change. This article reviews empirical research that studied the implementation of high-leverage practices using continuous improvement strategies and identified seven high-leverage strategies on which there are studies of their implementation using a continuous improvement approach. Each section provides research that establishes the high-leverage practice, as well as improvement research on the high-leverage practice. The six topics are instructional leadership and collaboration, school turnaround, social-emotional learning, professional development, and use of data.
-
Date
-
2020
-
In publication
-
Oxford Bibliographies: Education
-
Publisher
-
Oxford University Press
-
IRE Approach/Concept
-
continuous improvement
-
data use
-
turnaround
-
Social Emotional Learning (SEL)
-
Language
-
en
-
Open access/full-text available
-
en
No
-
Peer reviewed
-
en
Yes
-
ISBN
-
978-0-19-975681-0
-
Citation
-
Closson-Pitts, B., Gilliam, E., Rutledge, S., & Cannata, M. (2020). Continuous Improvement and “High Leverage” Educational Problems. In B. Closson-Pitts, E. Gilliam, S. Rutledge, & M. Cannata, Oxford Bibliographies: Education. Oxford University Press. https://doi.org/10.1093/obo/9780199756810-0236
Oxford Bibliographies: Continuous Improvement in Education [Special Series]
Comments
No comment yet! Be the first to add one!