Innovating at the Nexus of Impact and Improvement
Leading Educational Improvement Networks
Bibliographic Data
| ID | 9733255 |
|---|---|
| Authors | Donald J Peurach (0000-0002-6108-4397, University of Michigan, Ann Arbor, MI, corresponding author) |
| Year | 2016 |
| Volume | 45 |
| Issue | 7 |
| Pages | 421-429 |
| Publication date | 2016-10-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational Researcher (JOURNAL) |
| Journal identifiers | ISSN: 0013-189X • E-ISSN: 1935-102X |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/0013189x16670898 |
| OpenAlex | W2522102901 |
| Language | EN |
| Citations received | 23 |
| References cited | 24 |
In late 2015, the passage of the Every Student Succeeds Act strengthened federal commitment to the use of evidence in educational innovation, focusing squarely on increasing the impact of innovation on educational outcomes. Concurrently, articles published in Educational Researcher examined new potential to increase the success of educational innovation through researcher-practitioner collaboration, focusing squarely on continuous improvement grounded in problems of practice. This essay examines how impact and improvement play out in the leadership of network-based improvement initiatives. Integrating critical scholarship with analysis of 20 i3-funded networks, the argument is that the practical challenges of network leaders vary inversely with system-level innovation infrastructure, which currently provides strong support for evaluating impact but weak support for continuous improvement. Thus, additional potential to increase the success of educational innovation is argued to lie in strengthening system-level innovation infrastructure to support the simultaneous pursuit of impact and improvement
Argument (complex analysis · Nexus (standard · Political science · Public relations · Scholarship · Sociology · Educational Assessment and Improvement · Engineering · Evaluation and Performance Assessment · Teacher Education and Leadership Studies
Subtle Webs
“What the Hell Is This, and Who the Hell Are You?” Role and Identity Negotiation in Research-Practice Partnerships
Exploring epistemic fluency and professional learning in multi-stakeholder collaboration
Working toward transformation
Improvement science and school leadership
A Modular Approach to the Formation of Competencies of Bachelors of Teacher Education
Governing roles? Integrating philanthropic foundations with governance boards in German educational collaborative networks
Leading professional networks
Principles of Collaborative Education Research With Stakeholders
Early Impact of Teacher Leaders in a Networked Improvement Community on Middle School Mathematics Performance
Research-practice partnerships “On the Ground”
Lost in translation? Can the use of theories of action be effective in helping teachers develop and scale up research-informed practices
Continuous Improvement in Urban Districts
In the NIC of Time
Introduction to Themed Issue
Compass-Aim
Introduction to New Frontiers in Scaling Up Research
Bringing Scientific-Professional Learning Communities into Practice
Partnering for Improvement
The Design of an Information System to Support Network Development
Catalyzing Scientific-Professional Learning Communities
Considering Interest and Action
From the Field
Handbook of Education Policy Research
The Allure of Order
Assistance and Accountability in Externally Managed Schools
Research–Practice Partnerships in Education
Hate Speech and Academic Freedom in the Academy
Wallace Foundation Distinguished Lecture
Research News and Comment
Theme Issue
Organizing Research and Development at the Intersection of Learning, Implementation, and Design
Aera Distinguished Lecture
Design-Based Research
| Unique citing works | 23 |
|---|---|
| Citations per year | 2,56 |
| Citation span | 2017 - 2026 (10) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 23 |