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Title
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Section II Introduction: Contexts of Improvement Research in Education
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Abstract/Description
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Having established the foundations of improvement research in education in section I, this section elaborates the multiple, interdependent contexts in and through which improvement research is enacted and on which it focuses, with specific attention to ways in which these interdependent contexts have potential to reshape the educational experiences and outcomes of students. The section will examine interdependencies among four such contexts, along with key actors in each of these contexts:
• Classrooms, and the teachers and students who collaborate in day-to-day instructional work.
• Organizations (schools, districts, and networks), and the leaders responsible for organizing and managing them both as contexts and objects of improvement.
• Communities, and the parents, families, and advocates who champion them.
• Policy contexts, and the government agencies, philanthropies, professional associations, and others that establish conditions for improvement.
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[Quoted from p. 133]
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Date
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2022
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Editor
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Peurach, Donald J.
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Russell, Jennifer Lin
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Cohen-Vogel, Lora
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Penuel, William R.
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Publisher
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Rowman & Littlefield Publishers
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IRE Approach/Concept
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Policy
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Middle-Tier Organization (MTO)
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Instructional Improvement
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Community-Based Research
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Democracy
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Equity
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Open access/full-text available
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en
No
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ISBN
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978-1-5381-5234-8
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Citation
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Datnow, A., & Peurach, D. J. (2022). Introduction to Section 2: Contexts of Improvement Research in Education. In D. J. Peurach, J. L. Russell, L. Cohen-Vogel, & W. R. Penuel (Eds.), The Foundational Handbook on Improvement Research in Education. Rowman & Littlefield Publishers. https://rowman.com/ISBN/9781538152348/The-Foundational-Handbook-on-Improvement-Research-in-Education
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