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The Educational Leader’s Guide to Improvement Science: Data, Design and Cases for Reflection is a collection illustrating applied organizational problem-solving using methods of improvement science in educational leadership. Early chapters introduce improvement science and then the reader is led through a logical sequence of inquiry, presented with cases of educational dilemma matched with principles of improvement science and provided examples of research methodology applied in context. Because improvement science research is so quickly becoming a signature pedagogy and core subject area of inquiry in the field of educational leadership, the literature is still scant in its coverage of improvement science models; it is the purpose of this publication to fill the void by providing concrete examples, through case studies, of instances where improvement research methods and analyses can be embedded to enhance and strengthen efforts at organizational improvement. This text concentrates on the elements faculty, students, and administrators need; specific models where improvement science frameworks enhance the reliability and validity of improvement or quality enhancement efforts.
Perfect for courses such as: Introduction to Improvement Science, Seminar/Practicum in Educational Leadership, Introduction to Program Evaluation, Educational Research for Administrators, Action Research for School Practitioners, Educational Research, School Improvement, and Teacher Leadership.
SECTION ONE – The Science of Improvement Science
Chapter 1 – Considering Improvement Science in Educational Leadership by Robert Crow
Chapter 2 – Tools for Today’s Educational Leaders: The Basic Tool Box by Dean T. Spaulding & Brandi Nicole Hinnant-Crawford
Chapter 3 - Practical Measurement in Improvement Science –by Brandi Nicole Hinnant-Crawford
SECTION TWO – Contextualizing Improvement Science in Higher Education
Chapter 4 - Crossing the Streams: Improvement Science, Educational Development and Systems Theory in Higher Education by Amy B. Chan Hilton & Laura Cruz
Chapter 5 - Navigating the Improvement Journey with an Equity Compass by Manuelito Biag
Chapter 6 – The UCEA’s Program Design Network: Roles and Opportunities for Professional Learning Using Improvement Science by Kathleen M.W. Cunningham, Michelle D. Young, David Eddy Spicer
Chapter 7 - Developing Stewards of the Practice: Understanding the Role of Improvement Science in EdD Programs by Jill A. Perry & Debbie Zambo
Chapter 8 - Preparing School Leaders to Effectively Lead School Improvement Efforts: Improvement Science by Deborah S. Peterson & Susan P. Carlile
Chapter 9 – Leveraging Improvement Science to Include Culture Shift by Richard J. Corman
Chapter 10 - Redesign of the Licensure Field-Based Experience Using Improvement Science by Susan P. Carlile & Deborah S. Peterson
Chapter 11- Unravelling Gateway Course Complexity by Brandon Smith
Chapter 12 – Learning to Improve While Improving Assessment of Family Medicine Residents on an OB/GYN Rotation by Brook Hubner, Cecil Robinson & Michael Lawson
SECTION THREE - Contextualizing Improvement Science in K-12 Education
Chapter 13 - Growth and Grading: Overcoming “Grades Don’t Matter” in Middle School by Cassandra Thonstad
Chapter 14 - Using Improvement Science in Professional Learning Communities: From Theory to Practice by Ryan Carpenter & Deborah S. Peterson
Chapter 15 - Implementing Professional Learning Communities: Improvement Required by Jacqueline Hawkins, Gary Henry, Kristi Santi & Keith Butcher
Chapter 16 – Applying the Plan-Do-Study-Act Framework to Building a Social-Emotional Student Support Framework by Ken Facin & Patrick Dailey
Chapter 17 - Conclusion – Dean T. Spaulding & Brandi Nicole Hinnant-Crawford
"Educators spend a great deal of time having to think about and justify their actions related to continuous improvement initiatives within their programs and district. Often, these introspective investigations occur without the theoretical or foundational supports necessary to help guide these inquiries, leaving the participants grappling at artifacts and data, with no cohesive way to utilize that content for continuous improvement. The Educational Leader’s Guide to Improvement Science: Data, Design and Cases for Reflection edited by Robert Crow, Brandi Nicole Hinnant-Crawford, and Dean T. Spaulding will provide an indispensable resource for practitioners and researchers as they address the effective utilization of data to guide their improvement science initiatives. This readable and useful text provides informational support for novice as well as expert improvement scientists as they learn and apply the terms and concepts related to the field. A generous utilization of figures and graphs provide effective visuals that make the relationships between concepts more approachable and understandable. Cases situated around realistic educational contexts provide opportunities for the reader to interrogate the topics in a meaningful fashion, thus leading to new understandings of the way improvement science can be utilized within their individual programs." (Full review can be found in the August 2020 issue of School Administrator.)Mark E. Deschaine, PhD, Associate Professor of Educational Leadership, Department of Leadership and Counselor Education, School of Education, University of Mississippi
"Across educational sectors, we strive to make our make our curricula rigorous and relevant for students; The Educational Leader’s Guide to Improvement Science challenges educational leaders to be rigorous in our analysis of problems and relevant as we implement context-specific solutions. While introducing improvement science as a methodology, The Guide gives leaders a handbook of tools with examples for authentic utilization. Additionally, the contributors illustrate the applicability of the method in micro and macro settings, making it a useful tool for everyone from aspiring leaders to CEOs. It is evident that improvement science methodology has the great potential for accelerating improvement, and those serious about transforming education should read this book."Sharon L. Contreras, PhD, Superintendent, Guilford County Schools
"Crow, Hinnant-Crawford and Spaulding's book on the intersection of school leadership and improvement science is an essential resource for those transforming the education doctorate as well as for those preparing to lead schools. The book features a dozen chapters by practitioners of improvement science as well as chapters showcasing the promise of this important pedagogy. Both novices and experienced practitioners will find much to enhance their use of improvement science."David Imig, Senior Fellow, Carnegie Foundation; Chair, Carnegie Project on the Education Doctorate Board; Professor of the Practice at the University of Maryland