Overview

Teaching Improvement Science: A Pedagogical Guide is written for faculty who teach research or leadership courses and want to integrate IS into the curriculum. Specific pedagogies will be shared that provide insights into methods of attaining maximum student learning. Written by faculty in graduate leadership programs, common and unique pedagogical practices will contribute to knowledge-building around strategies to enhance one’s own instructional repertoire for teaching and learning improvement science.

Full Product Details

Author:   Robert Crow ,  Brandi Nicole Hinnant-Crawford ,  Dean T. Spaulding
Publisher:   Myers Education Press
Imprint:   Myers Education Press
Weight:   0.633kg
ISBN:  

9781975503741

ISBN 10:   1975503740
Pages:   256
Publication Date:   30 March 2021
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Hardback
Publisher's Status:   Active
Availability:   Temporarily unavailable  
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Table of Contents

Dedication Acknowledgments Introduction The Need for Curating a Repertoire of Improvement Science Pedagogies Dean T. Spaulding, Brandi Nicole Hinnant-Crawford, & Robert Crow Chapter 1. A Pedagogy for Introducing the Improvement Science Method: The Personal Improvement Project Robert Crow Chapter 2. Who Is Involved? Who Is Impacted? Teaching Improvement Science for Educational Justice Brandi Nicole Hinnant-Crawford, Ricardo Nazario y Colón, & Tacquice Wiggan Davis Chapter 3. Finding Problems, Asking Questions, and Implementing Solutions: Improvement Science and the EdD Jill Alexa Perry & Debby Zambo Chapter 4. Teaching the Design of Plan-Do-Study-Act Cycles Using Improvement Cases Chad R. Lochmiller Chapter 5. Embedding Improvement Science in One Principal Licensure Course: Principal Leadership for Equity and Inclusion Susan P. Carlile & Deborah S. Peterson Chapter 6 Embedding Improvement Science in Principal Leadership Licensure Courses: Program Designs Deborah S. Peterson, Susan P. Carlile, Maria Eugenia Olivar, & Cassandra Thonstad Chapter 7. The Essential Role of Context in Learning to Launch an Improvement Network Emma Parkerson, Kelly McMahon, & Barbara Shreve Chapter 8. From Learning to Leading: Teaching Leaders to Apply Improvement Science Through a School–University Partnership Segun C. Eubanks, Margaret McLaughlin,Jean L. Snell, & Charoscar Coleman Chapter 9. Empowering Incremental Change Within a Complex System: How to Support Educators to Integrate Improvement Science Principles Across Organizational Levels Jacqueline Hawkins & Monica Martens Chapter 10. Aligning Values, Goals, and Processes to Achieve Results Ryan Carpenter & Kathleen Oropallo Chapter 11. Toward a Scholarship of Teaching Improvement: Five Considerations to Advance Pedagogy LaRena Heath, Barbara Shreve, Louis M. Gomez, & Paul G. LeMahieu About the Authors Index NOTE: Table of contents subject to change up until publication date.

Reviews

Teaching Improvement Science in Educational Leadership: A Pedagogical Guide, edited by Spaulding, Crow and Hinnant-Crawford, explores ways to teach Improvement Science. It is the fourth book in Myers Education Press's Improvement Science in Education Series, wherein--in useful detail--several experts in Improvement Science offer a plethora of strategies to teach Improvement Science in higher education classrooms, in school districts and in professional organizations. For practitioners and scholars who are interested in transforming U.S. education for the better, this book is a critically important tool. --Kofi Lomotey, Bardo Distinguished Professor in Educational Leadership, Western Carolina University

""Teaching Improvement Science in Educational Leadership: A Pedagogical Guide, edited by Spaulding, Crow and Hinnant-Crawford, explores ways to teach Improvement Science. It is the fourth book in Myers Education Press's Improvement Science in Education Series, wherein--in useful detail--several experts in Improvement Science offer a plethora of strategies to teach Improvement Science in higher education classrooms, in school districts and in professional organizations. For practitioners and scholars who are interested in transforming U.S. education for the better, this book is a critically important tool.""--Kofi Lomotey, Bardo Distinguished Professor in Educational Leadership, Western Carolina University ""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)

Author Information

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. Robert Crow, PhD, is an associate professor of educational research at Western Carolina University. His expertise in assessment and evaluation has led to collaborations with other 4-year institutions, community colleges, PK-12 schools, and institutional accreditation agencies such as SACS-COC. Dr. Crow's research interests include assessment and evaluation of student learning and of learning environments. Brandi Hinnant-Crawford, PhD, is an Associate Professor of Educational Research at Western Carolina University. As a mixed-methods methodologist, she believes in the complementary nature of quantitative and qualitative research, and seeks to use research in transformative ways (such as with improvement science). Dr. Hinnant-Crawford's work has been published in diverse venues such as Urban Education, the Journal for Multicultural Education, and Black Theology. She holds a PhD from Emory University in Educational Studies, a master's degree in Urban Education Policy from Brown University, and bachelor's degrees in English and Communication (media concentration) from North Carolina State University. While she loves research and teaching, her first priority is being the mother of her seven-year-old twins, Elizabeth Freedom and Elijah Justice Crawford.

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