Improvement Science in Education

“Though other books and publications exist that present and discuss improvement science (many of which are cited throughout the series), the Improvement Science in Education series exhibits the most comprehensive coverage of improvement science currently available. Crow, Hinnant-Crawford, and Spaulding have curated a collection of books that showcases the breadth and depth of improvement science appealing to a variety of audiences, regardless of backgrounds, expertise, and readiness levels. . . Certainly, improvement science is a challenging undertaking, but this series empowers those ready and willing to try.”

Review by Christopher Benedetti for Impacting Education: Journal on Transforming Professional Practice, Vol. 8 No. 3 (2023)

“This is an important book for educators who seek to use scientific means for solving all kinds of problems—particularly problems of educational equity. It addresses problems of practice, from instructional problems to organizational problems, and the nature of problems in general. As described by Hinnant-Crawford, improvement science will serve as a useful framework to undergird our continuous improvement efforts to alleviate inequities in education.”

Gloria Ladson-Billings, PhD, President, National Academy of Education Fellow, American Academy of Arts & Sciences; Professor Emerita, University of Wisconsin, Madison

“Hinnant-Crawford has made clear the link between equity, justice, and improvement science. By focusing on the systems-level, improvement science empowers educational leaders to actively change the structures that perpetuate inequities for our children. This book offers a distinct set of tools for practitioners who strive to champion equity and justice as drivers of change.”

Jill Alexa Perry, PhD, Executive Director, Carnegie Project on the Education Doctorate (CPED); Associate Professor of the Practice, University of Pittsburgh

“This book has arrived at exactly the right time for anyone who aspires to establish and nurture ‘improvement science’ as an essential foundation to better meet the needs of all students.”

Lydia Dobyns, President and CEO of New Tech Network

List of Tables and Figures

Acknowledgements

SECTION ONE
Introduction—A Primer on Improvement Science

Chapter 1. Research, Science, and Education

Chapter 2. What is Improvement Science? Why do you need it?

SECTION TWO
What is the Exact Problem I’m Trying to Solve?

Chapter 3. Collaborating to Define Problems: Definitions with Stakeholder Voices

Chapter 4. Discerning Variation: Fluctuation in Processes and Outcomes

SECTION THREE
What Change Might I Introduce and Why?

Chapter 5. Using a Wide-Angle Lens: Seeing the System Producing Your Outcomes

Chapter 6. Developing Theories to Drive Improvement

Chapter 7. Operationalizing Your Theory with Practical Measurement

Chapter 8. Planning, Doing, Studying, and Acting: Improvement Methodology

Chapter 9. Accelerating Improvements with Networks

Chapter 10. Improvement Science in Education

Epilogue. Why Does a Black Girl Endorse Improvement Science?

Appendix. Glossary

Brandi Nicole Hinnant-Crawford

Dr. Brandi Nicole Hinnant-Crawford is an Associate Professor of Educational Leadership at Clemson 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.