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Improvement Science Across the Disciplines
Driving Improvement in Healthcare, Business, and Social Services

Improvement Science Across the Disciplines: Driving Improvement in Healthcare, Business, and Social Services examines the way improvement science is employed outside of the traditional field of business. This book provides a multidisciplinary examination from the fields of education, nursing, social work, and criminal justice—and explores the universality of improvement methodologies in fields of service. Contributing authors will use an improvement lens to describe addressing problems of practice in their respective disciplines.

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9781975503871
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9781975503864
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9781975503888
$150.00
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9781975503895
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Improving Together
Case Studies of Networked Improvement Science Communities

Improving Together: Case Studies of Networked Improvement Science Communities examines a range of network improvement communities who are using improvement science to examine problems of practice. Operating in varying contexts, NICs provide a platform for communication and other forms of data sharing in order to create meta-findings on a particular phenomenon. The text focus on not only the use of IS in each context/node, but also processes of building and launching networks and considers how particular media and infrastructure are used to share knowledge within the network.

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9781975503833
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9781975503840
$150.00
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9781975503857
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Improvement Science
Methods for Researchers and Program Evaluators

Improvement Science: Methods for Researchers and Program Evaluators moves beyond traditional research methods textbooks by responding to people working in improvement science and program evaluation. This book is tailored to the need for specific improvement research methodologies and frameworks collected and presented in an edited volume written by research faculty associated with or teaching in leadership programs.

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9781975503796
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9781975503802
$150.00
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9781975503819
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Resisting Divide-and-Conquer Strategies in Education: Pathways and Possibilities examines the ways in which divide-and-conquer strategies operate in the American public education system. In U.S. education, these mechanisms are endemic and enduring, if not always evident. Coordinated, strategic, well-funded, politically-viable campaigns continue to stoke fear, othering, villainization, and dehumanization of minoritized groups, pushing false and problematic narratives that inhibit progress toward social justice. Weaponizing hegemony and leveraging misinformation, reactionary agents and institutions seek to suppress truth, block access to democratic participation, and dismantle education and other sites of emancipatory possibility through the strength of divide-and-conquer mechanisms, pitting relatively disempowered groups against one another to preserve the dominant social order.

Readers of this book will encounter conceptual and critical interrogations of divide and conquer. The text will help facilitate inquiry and engagement into how divide and conquer operates and how it can be resisted. It looks at the history of the phenomenon, as well as its current state, especially as it relates to education. What insights and lessons might we learn from a focused examination of divide and conquer, and what strategies of resistance are both possible and necessary for challenging it?

This text is designed for undergraduate and graduate classrooms in education and social sciences. Part I, Ideology and Sociopolitical Contexts, dissects how divide-and-conquer mechanisms operate ideologically and sociopolitically. Part II, Policies and Practices, focuses on how divide-and-conquer mechanisms shape exclusionary U.S. educational policies and practices. Part III, Resistance and Liberation, documents efforts of liberatory communicative, curricular, and pedagogical possibilities. Each chapter concludes with a set of critical questions for reflection and engagement.

Perfect for courses such as: Foundations of Education; Schools and Society; Schooling in America; History of Education; Philosophy of Education; Sociology of Education; Social Studies; Critical Theory in Education

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9781975505967
$42.95
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9781975505974
$155.00
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9781975505981
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All In
Community Engaged Scholarship for Social Change
Edited by Ana Antunes and Joy Howard

All In: Community Engaged Scholarship for Social Change is the first volume of the book series URBAN Matters. The URBAN Matters Book Series is one of the three prongs of the not-for profit organization URBAN Matters, which also includes a blog and virtual talks. The goal of the series, beyond engaging with the chapters in this book, is for readers to find their way into the different spaces that the organization has created to support scholars and activists who share commitments to just education and just research as a means to creating a more socially just world. This initial volume is an extension of over a decade-long collaboration among scholars, activists, educators, and youth across the United States engaged in work with the Urban Research Based Action Network (URBAN). It is a natural outgrowth of work from a network dedicated to building the field of community engaged activist scholarship. URBAN is made up of activist scholars from diverse fields (e.g., sociology, urban planning, education) who live and work in different contexts (e.g., east coast, west coast, Midwest, urban and even rural settings). They come from higher education spaces, non-profits, community organizations and grassroots organizing.

In All In: Community Engaged Scholarship for Social Change, authors at various stages of their academic and professional careers, and in very different geographical contexts and community settings, provide unique examples of the ethos of the network. Readers will be able to envision tangible examples of public scholarship for social justice and be inspired to begin, to continue and to extend their own projects within various communities. Contributors featured in this volume were invited to write about their work based on presentations they gave at the All In Conference in Santa Cruz, CA in 2022. This conference was the largest URBAN-sponsored gathering to date with 440 attendees and was co-sponsored by The Institute for Social Transformation at the University of California, Santa Cruz. The focus of the convening was on critical public scholarship and its role in working towards social justice.

The book is divided into three sections: Teaching and Curriculum as Activism, Community Based Research as Social Justice, and Policy and/or Networking as Justice Work.

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9781975505936
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9781975505943
$155.00
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9781975505950
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Written by scholars from three generations of qualitative methodologists, Qualitative Research Design and Methods: An Introduction situates qualitative research within the history of the field and integrates this history within discussions of specific research designs. This novel approach allows readers to come to know the genealogy of the field and how previous generations of scholars have informed what we know today as qualitative research. The text reflects these more traditional as well as emerging qualitative research approaches, providing a theoretically grounded approach to designing and implementing qualitative research studies. While some introductory research texts focus on the specific methods of qualitative research with little attention to the role of theory, this book forefronts theory in qualitative research. The authors speak to students new to qualitative research with clear discussions of theory and theoretical concepts and how those notions must be considered throughout all aspects of research design, implementation, and representation of findings. Each chapter integrates discussion of theory. In addition, the book highlights the role of ethics in the same way with a chapter at the beginning as well as discussions of ethics threaded throughout each of the design chapters.

Qualitative Research Design and Methods is THE introductory textbook for students taking introductory masters and doctoral courses in qualitative research. Instructors in those classes will appreciate the straightforward language and concepts provided by the authors.

Perfect for courses such as: Introduction to Qualitative Research and Qualitative Research Design

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9781975505660
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9781975505677
$150.00
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9781975505684
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Reclaiming the Education Doctorate
A Guidebook for (re)Designing EdD Programs

Reclaiming the Education Doctorate: A Guidebook for (re)Designing EdD Programs is a practical guide for those seeking to (re)design a professional practice doctorate program in education that prepares Scholarly Practitioners. To tackle the comprehensive change process necessary for (re)designing the EdD, this book will guide the reader with an improvement lens that looks at the roots of the confusion of the EdD, the system that created it, and the framework that helped to reclaim it.

Readers will be guided through a backward mapping (re)design process that begins with defining graduate outcomes, maps through the milestones and courses, ends with rethinking the admissions process. Along the way, readers will learn how to design and integrate a dissertation in practice into the curriculum, consider best practices for their program (re)design, and view examples of successful programs. Additionally, to support readers in their (re)design efforts, each chapter will offer exercises, tools, and resources that will guide the process. The book will prove to be an invaluable resource for anyone developing or revising their EdD program.

After the opening chapter that explains the mission statement of Reclaiming the Education Doctorate, Jill Perry structures chapters to deal with the full range of issues that impact EdD programs, including:

  • Roots of the EdD Problem
  • Aim: The Professional Practice Doctorate Driving Change
  • Backward mapping: beginning with the end
  • The heart of the program: Curriculum
  • The beginning: Admitting Candidates
  • Measuring Impact
  • Leading Change

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9781975504915
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9781975504922
$150.00
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9781975504939
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Transformative Autoethnography for Practitioners
Change Processes and Practices for Individuals and Groups

A 2023 SPE Outstanding Book Award Winner

Can transformation be the primary goal of autoethnographic research? In this book, the authors present a compelling case that this is indeed possible. Since autoethnography first appeared as a nascent approach to social inquiry, much has been written about it as a useful addition to the field of qualitative research methods. Over the years, its usage has been extended across various disciplines including the humanities, human services, social sciences, leadership studies, engineering, education, counseling, and even medical education. Notably, the primary function of autoethnography to advance our understanding around sociocultural phenomena has been increasingly paired with a parallel function of the many ways in which this research method can also contribute to practice. However, though its contribution to scholarship is well documented, less has been written about its practical usage as the focal point of inquiry. Yet there is growing evidence that one of the emerging strengths of autoethnography is its transformative capabilities. In Transformative Autoethnography for Practitioners, Hernandez, Chang and Bilgen turn the spotlight on autoethnography as a tool for practitioners where the primary goal is to solve real world problems by facilitating transformational change at the individual, group and/or organizational levels. They draw on existing scholarship as well as their collective work and expertise to provide a Transformative Autoethnographic Model (TAM) for use by practitioners who are intent on effecting such changes in their respective contexts.

The book contains seven chapters. Chapters One through Three provide the theoretical grounding for a transformative autoethnography model. Chapter One begins with a broad overview of autoethnographic research and the unique characteristics of this method that makes it especially suited for effecting transformational learning. In chapters Two and Three, the authors provide a quick review of the literature relevant to individual autoethnography and collaborative autoethnography respectively. Each chapter discussion is centered around explicating the transformative elements of the method as well as how it is able to effect change at the individual, group, and organizational level. Chapters Four through Six focus on the praxis of transformative autoethnography. In Chapter Four, the transformative autoethnography model (TAM) is presented in detail and templates are provided for its application. Chapters Five and Six show the application of the TAM in a variety of settings. The book ends with a final chapter discussion on the continuing evolution of autoethnographic explorations, as well as future applications for the TAM model in a fast changing digital landscape.

Perfect for courses such as: Research Methods in the Social Sciences | Qualitative Research Methods | Narrative Research | Advanced Qualitative Research Methods | Coaching and Consulting | Leading Change

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9781975504878
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9781975504885
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9781975504892
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Transformative Critical Service-Learning
Theory and Practice for Engaging Community College and University Learners in Building an Activist Mindset

A 2023 SPE Outstanding Book Honorable Mention

Transformative Critical Service-Learning
offers hands-on tools for implementing, reflecting on, and assessing critical service-learning in classrooms and community spaces. Answering a need from practitioners for a practical tool for making sense of critical service-learning, the authors introduce the Critical Service-Learning Implementation Model as a way to encourage conversations among stakeholders. Materials include specific criteria to examine, examples of application and context, and ways to incorporate the model into reflective practices. Valuing partnerships, reflection, and analysis of power dynamics, the research and strategies offered here provide an entry point for faculty new to critical service-learning, while also offering new ideas and tools for long-time practitioners. Chapters offer particular attention to strategies for engaging students, syllabus development, and reflective cycles. Additionally, the authors offer a model for faculty development in the area of critical service-learning at the institutional level, including suggestions for faculty and administrators interested in increasing engagement with social justice and community spaces.

As institutions of higher education are focusing more on the ways in which they can meet the needs of the communities surrounding their campuses, The Carnegie Foundation’s Elective Classification for Community Engagement provides a special-purpose designation for higher education institutions with commitments in the area of community engagement. Universities must commit to institutional change in order to improve the outcomes for the communities surrounding the campus. The classification framework represents best practices in the field and encourages continuous improvement through periodic re-classification. Service-learning has been identified as one of the more effective methods for engaging undergraduate and graduate students in community engaged scholarship, which facilitates development of critical inquiry, understanding needs assessment, and deep reflection on inequality. The authors intend this book to benefit university faculty endeavoring to begin or develop service-learning courses, higher education administrators who want to train and engage university faculty in adopting a more community engaged teaching model, and P-12 teachers, who often serve as community partners with higher education institutions to facilitate justice-oriented approaches to teaching their diverse students.

Perfect for courses such as: Critical Thinking and Communication/Service-Learning │ Service-Learning Capstone │ Pathways to Effective Community Engagement │ School and Community Collaboration │ Teaching to Transform Society │ Food, Environment, and Sustainability │ Race and the Right to Vote in the US │ Education and Society │ Environmental Education │ Race, Place, and Memory

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9781975504991
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9781975505004
$150.00
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9781975505011
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A 2021 SPE Outstanding Book Award Winner

American public education has been under assault for the last few decades as a “broken” system that needs a complete overhaul. In large part, these opinions are offered by people and organizations who know little about schools. But who are these influencers? This book is about conservative philanthropies, the organizations and individuals within their networks, and the strategies they use to shape educational policy and practice in K-12 and higher education. Each chapter examines a philanthropy, philanthropic network, or corporation focused on pushing an agenda of individualism, privatization, and conservative ideologies. Based in extensive research, including the tax filings of specific philanthropic foundations, the authors demonstrate how the philanthropic elite work within federal, state, and local governmental contexts to influence policy and practice. Within a global context of increasing wealth inequality, the authors question the motivations of these privileged few to withhold tax dollars from the US treasury where duly elected representatives can determine how tax dollars are used to benefit society. By allowing these philanthropic organizations tax exemptions under the guise of assumed benevolence, are citizens giving up their ability to hold these organizations accountable for how the money is spent? This book, aimed at a general audience of educators, provides the in-depth knowledge necessary to understand and resist private control of public policies and institutions.
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9781975503000
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9781975502997
$160.00
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9781975503017
$160.00
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9781975503024
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