PRESENTING SUPERB RESEARCH THAT ADVANCES THE FIELD OF EDUCATION

Improvement Science in Education and Beyond Series

The Educational Leader's Guide to Improvement Science

Data, Design and Cases for Reflection

Paperback
February 2019
9781975500955
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  • Publisher
    Myers Education Press
  • Published
    27th February
  • ISBN 9781975500955
  • Language English
  • Pages 230 pp.
  • Size 6" x 9"
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$42.95
Hardback
February 2019
9781975500948
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  • Publisher
    Myers Education Press
  • Published
    28th February
  • ISBN 9781975500948
  • Language English
  • Pages 230 pp.
  • Size 6" x 9"
  • Request Exam Copy
$149.95
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May 2019
9781975500962
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  • Publisher
    Myers Education Press
  • Published
    23rd May
  • ISBN 9781975500962
  • Language English
  • Pages 230 pp.
  • Size 6" x 9"
$149.95
E-Book
May 2019
9781975500979
More details
  • Publisher
    Myers Education Press
  • Published
    23rd May
  • ISBN 9781975500979
  • Language English
  • Pages 230 pp.
  • Size 6" x 9"
  • Request E-Exam Copy
$42.95

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.

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

Foreword

SECTION ONE – The Science of Improvement Science

Chapter 1Considering Improvement Science in Educational Leadership by Robert Crow

Chapter 2Tools 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 6The 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 9Leveraging 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 12Learning 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 16Applying 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

Robert Crow

Robert Crow is an Assistant Professor of Educational Research at Western Carolina University. He earned his PhD in Educational Psychology & Research while studying at the University of South Carolina. He regularly teaches Methods in Improvement Science in his institution’s doctor of education program. His research interests include improvement science and scholar-practitioner identity development in doctoral education. He currently chairs the improvement science special interest group for the Carnegie Project on the Education Doctorate consortium and is active in creating and maintaining the Rural Improvement in School Leadership networked improvement community housed on the Carnegie Foundation’s Networked Improvement Learning System (NILS) platform.

Brandi Nicole Hinnant-Crawford

Brandi Nicole Hinnant-Crawford is an Assistant Professor of Educational Research at Western Carolina University. She holds bachelors degrees in English and Communication from North Carolina State University, a masters in Urban Education Policy from Brown University, and a PhD in Educational Studies from Emory University. Brandi has studied and worked in K-12 and higher education policy for the last 10 years, doing research, evaluation, and policy analysis with entities as varied as the University System of Georgia and Syracuse City School District. Her research agenda employs justice framework where she intentionally seeks to expose policies and practices related to exploitation, domination, and marginalization; her broad interest include multicultural education, teacher activism, African American activism, improvement science, and education policy.

Dean T. Spaulding

Dean T. Spaulding is the Vice President and Director of Grant Writng and Program Evaluation with Z Score Inc. He is also former chair of the Teaching Evaluation SIG for the American Evaluation Association. Dr. Spaulding has conducted research for New York State Department of Education, New York State Department of Public Health, and the New York State Office of Mental Health (OMH). He has had experience serving as external evaluator on technology-related projects such as state and federal technology catalyst grants PT3: Preparing Tomorrow’s Teachers to Use Technology and several Title III Technology Literacy Challenge Grants. He currently serves as external evaluator on a National Science Foundation and a Howard Hughes Foundation grant. Dr. Spaulding is one of the authors of Methods in Educational Research: From Theory to Practice (2010, 2nd edition), Jossey-Bass Wiley, and the author of Program Evaluation in Practice: Core Concepts and Examples for Discussion and Analysis (2014, 2nd edition) Jossey-Bass Wiley. He is also the co-author of Action Research for School Leaders (2012) Pearson, Instructional Coaches and the Instructional Leadership Team (2012) Corwin, and What Does Your School Data Team Sound Like? Strategies to Improve the Conversation Around Data (August, 2018) Corwin.