The DOI matches its Crossref record; 37 of the 37 references it cites were found in a registry or an index.
What Is Improvement Science? Do We Need It in Education?
Abstract
The theory and tools of “improvement science” have produced performance improvements in many organizational sectors. This essay describes improvement science and explores its potential and challenges within education. Potential contributions include attention to the knowledge-building and motivational systems within schools, strategies for learning from variations in practice, and focus on improvement (rather than on program adoption). Two examples of improvement science in education are examined: the Community College Pathways Networked Improvement Community and lesson study in Japan. To support improvement science use, we need to recognize the different affordances of experimental and improvement science, the varied types of knowledge that can be generalized, the value of practical measurement, and the feasibility of learning across boundaries.
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Design Experiments in Educational Research
Cobb, P., Confrey, J., diSessa, A., Lehrer, R., & Schauble, L. (2003) · Educational Researcher · doi:10.3102/0013189x032001009 · Cited by 3,548
The Teaching Gap: Best Ideas from the World's Teachers for Improving Education in the Classroom
(2000) · Journal of Curriculum Studies · doi:10.1080/00220270050167215 · Cited by 2,546
Boundary Crossing and Boundary Objects
Akkerman, S. F., & Bakker, A. (2011) · Review of Educational Research · doi:10.3102/0034654311404435 · Cited by 2,361
Chen, H.-T. (1990) · Medical Entomology and Zoology · Cited by 1,227
Classroom lessons: integrating cognitive theory and classroom practice
(1995) · Choice Reviews Online · doi:10.5860/choice.32-2863 · Cited by 1,175
Guided Discovery in a Community of Learners
Brown, A. L., & Campione, J. C. (1994) · Classroom Lessons · doi:10.7551/mitpress/1861.003.0016 · Cited by 1,152
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Organizing Research and Development at the Intersection of Learning, Implementation, and Design
Penuel, W. R., Fishman, B. J., Haugan Cheng, B., & Sabelli, N. (2011) · Educational Researcher · doi:10.3102/0013189x11421826 · Cited by 757
Adams-Budde, M., Crave, J., & Hegedus, T. (2012) · International Review of Education · doi:10.1007/s11159-012-9320-6 · Cited by 726
Learning to improve: how America's schools can get better at getting better
(2015) · Choice Reviews Online · doi:10.5860/choice.191214 · Cited by 717
Cited by
Learning to Improve: How America’s Schools Can Get Better at Getting Better
Y., M. (2015) · Harvard Educational Review · doi:10.17763/1943-5045-85.4.675a · Cited by 466
Change theory and theory of change: what’s the difference anyway?
Reinholz, D. L., & Andrews, T. C. (2020) · International Journal of STEM Education · doi:10.1186/s40594-020-0202-3 · Cited by 266
Bridging the gap between research and practice: Predicting what will work locally
Joyce, K. E., & Cartwright, N. (2020) · American Educational Research Journal · doi:10.3102/0002831219866687 · Cited by 169
Implementation of a collaborative data use model in a United States context
Jimerson, J. B., Garry, V., Poortman, C. L., & Schildkamp, K. (2021) · Studies in Educational Evaluation · doi:10.1016/j.stueduc.2020.100866 · Cited by 21
Metadata
- Authors
- Lewis, C.
- Venue
- Educational Researcher
- Published
- 2015-01
- Volume
- 44
- Issue
- 1
- Pages
- 54-61
- ISSN
- 0013-189X (ISSN-L)
- 1935-102X
- OpenAlex
- W2156304704
- Cited by
- 286
- References
- 37
- FWCI
- 45.03
- Type
- journal article
- Language
- en
- Open access
- closed
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