Purpose This paper is one of seven in this volume that aims to elaborate different approaches to quality improvement in education. It delineates a methodology called Lean for Education. Design/methodology/approach The paper presents the origins, theoretical foundations, core concepts and a case study demonstrating an application in US education, specifically dealing with the problem of improving technology supports and services for instructional purposes in a school district system. Findings An approach borrowed from manufacturing, Lean is aimed at creating and delivering the greatest value to the clients or “customers” in education systems while consuming the fewest resources and eliminating waste. Simultaneously, the method engages the organization in continuous problem solving, learning and making quality improvements with Plan-Do-Check-Act cycles. The core concepts that organize the Lean for Education approach are: continuous improvement and respect for people (Emiliani, 2005). Originality/value Few theoretical treatments and demonstration cases are currently available on commonly used models of quality improvement in other fields that might have potential value in improving education systems internationally, such as large grade kindergarten-to-12 education systems in the USA. This paper fills this gap by elucidating one promising approach. The paper also derives value as it permits a comparison of the Lean for Education method with other quality improvement approaches treated in this volume.
Purpose This paper is second of seven in this volume elaborating different approaches to quality improvement in education. It delineates a methodology called design-based implementation research (DBIR). The approach used in this paper is aimed at iteratively improving the quality of classroom teaching and learning practices in defined problem areas through collaborations among researchers, practitioners and other education stakeholders. Design/methodology/approach The paper describes the origins of the approach in US education, along with its foundations, core principles and a case application of DBIR in practice. The case focuses on the specific problem of teaching science and genetics in primary and secondary schools in a district. Findings The guiding principles of DBIR are: a focus on persistent problems of classroom educational practice; iterative and collaborative design and testing of innovations through partnerships between researchers and practitioners, involving multiple stakeholders’ perspectives; a concern with developing theory related to both implementation processes and classroom learning outcomes, using systematic inquiry; and development of the capacity of both researchers and practitioners to sustain changes in educational systems. Originality/value Few theoretical treatments and demonstration cases are currently available in US education that examine common models of quality improvement, particularly DBIR. By engaging practitioners with researchers in designing, testing and implementing reforms meaningfully, DBIR shows promise in offering significant on-the-ground benefits. This paper adds value by allowing readers to compare the DBIR method with the other improvement approaches explicated in this volume.
Purpose This paper is one of seven in this volume, each elaborating different approaches to quality improvement in education. The purpose of this paper is to delineate a methodology called positive deviance. Design/methodology/approach The paper presents the origins, theoretical foundations, core principles and a case study demonstrating an application of positive deviance in US education, specifically dealing with the problem of high school dropout prevention in a California school district. Findings The six phases of this “asset-based” improvement approach are: define the organizational or community problem and desired outcomes; determine common practices relevant to the problem; discover uncommon but successful behaviors and strategies that solve the problem (the positive deviants), through inquiry and observation; design an action learning initiative based on findings; discern (monitor) progress of the initiative by documenting and evaluating regularly; and disseminate results through sharing, honoring and amplifying success stories. Originality/value Few theoretical treatments and demonstration cases are currently available on commonly used models of quality improvement from business, manufacturing and other fields that have potential value in improving education systems internationally. This paper fills this gap by elucidating one promising approach. By facilitating a comparison of the positive deviance approach to other quality improvement approaches treated in this volume, the paper provides added value.
Can districtwide portfolio assessment yield reliable scores? How can content and scoring be standardized? How can such assessment be integrated with instruction? What are the costs?
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