As a field, education has largely failed to learn from experience. Time after time, promising education reforms fall short of their goals and are abandoned as other promising ideas take their place. In Learning to Improve, the authors argue for a new approach. Rather than “implementing fast and learning slow,” they believe educators should adopt a more rigorous approach to improvement that allows the field to “learn fast to implement well.”
Using ideas borrowed from improvement science, the authors show how a process of disciplined inquiry can be combined with the use of networks to identify, adapt, and successfully scale up promising interventions in education. Organized around six core principles, the book shows how “networked improvement communities” can bring together researchers and practitioners to accelerate learning in key areas of education. Examples include efforts to address the high rates of failure among students in community college remedial math courses and strategies for improving feedback to novice teachers.
Learning to Improve offers a new paradigm for research and development in education that promises to be a powerful driver of improvement for the nation’s schools and colleges.
|Publisher:||Harvard Education Press|
|Product dimensions:||6.00(w) x 8.90(h) x 0.60(d)|
About the Author
Anthony S. Bryk is the president of the Carnegie Foundation for the Advancement of Teaching. Louis M. Gomez holds the MacArthur Chair in Digital Media and Learning in the Graduate School of Education & Information Studies at the University of California, Los Angeles, and is a senior partner at Carnegie. Alicia Grunow is a senior partner and co-director of the Center for Networked Improvement at Carnegie. Paul G. LeMahieu is the senior vice president for programs at Carnegie and the former superintendent of education for the state of Hawaii.
Table of Contents
Preface ixIntroduction 1 A Better Way
- Make the Work Problem-Specific and User-Centered 21
- Focus on Variation in Performance 35
- See the System That Produces the Current Outcomes 57
- We Cannot Improve at Scale What We Cannot Measure 87
- Use Disciplined Inquiry to Drive Improvement 113
- Accelerate Learning Through Networked Communities 141
- Living Improvement 171
Glossary 195Appendix 203 Responses to Some Frequently Asked QuestionsNotes 211Acknowledgments 243About the Authors 247Index 251