{"title":"从改进到关系管理:在学校改进网络中创建和使用数据工件的案例研究","authors":"Anna E. Premo, Jennifer Lin Russell, Megan Duff","doi":"10.1080/09243453.2023.2280257","DOIUrl":null,"url":null,"abstract":"ABSTRACTImprovement networks are a relatively recent phenomenon in US education that create interorganizational networks of educators working together to improve specific educational problems. A shared emphasis of these networks is the use of data to support the improvement process, but little is known about their data use in practice. This study takes an in-depth look at the 800+ data artifacts created and used in a single focal network’s 3rd year, applying a mixed methods case study design. The findings show that while data artifacts are predominantly created to support the improvement process, they are frequently used for relationship management as network hub members navigate the sociopolitical dynamics typical of a complex change effort – if they are used at all. The study has implications for practitioners as they decide what data artifacts to create and use, as well as for researchers’ theory building about productive data use in improvement efforts.KEYWORDS: Improvement networksimprovement sciencecontinuous improvementdata use Disclosure statementNo potential conflict of interest was reported by the authors.Ethical approvalEthical approval was obtained for this project from the University of Pittsburgh’s IRB: STUDY18120016.Data availability statementData not available – participant consent: The participants of this study did not give written consent for their data to be shared publicly, so due to the sensitive nature of the research, supporting data are not available.Notes1 The Networks for School Improvement Initiative was launched by the Gates foundation in 2018 to support organizations bringing together and serving as intermediaries for networks of middle and high schools. These networks work together to improve high school graduation and college success rates for their Black and Latino students and students experiencing poverty through the use of continuous improvement methods, proven indicators of future student outcomes, and unwavering commitment to equity (Bill & Melinda Gates Foundation, Citationn.d.). To date, the initiative has supported the formation and operation of over 40 networks for school improvement.2 The first and second authors of this study were both researchers in the focal network’s hub team, which afforded access to network information and special insight into network functioning. The first author was a graduate research assistant who joined the focal network in its 3rd year and continued as a network member through the end of the network’s 5th and final year. The second author was involved with the network from its initiation, serving as a faculty member affiliated with one of the research centers.3 Network hubs engage in a number of key processes associated with organizing and operating a high-functioning networked improvement community. The Carnegie Foundation for the Advancement of Teaching has a framework for describing these hub functions, such as site-level improvement routines and capacity building.4 For 63 artifacts (8% of the sample), we felt that there was a strong secondary intended use and included that secondary use into a Combined Intended Use variable for our analyses. While the inclusion of the secondary intended use did more accurately reflect the complex nature and tensions of the focal network’s multi-stakeholder environment, it did not significantly impact the results of our analyses.Additional informationFundingThe study was supported by a grant from the Bill & Melinda Gates Foundation. The findings and opinions expressed here are those of the authors, not the foundation.Notes on contributorsAnna E. PremoAnna E. Premo is a doctoral candidate in the Learning Sciences and Policy program and graduate research assistant in the Learning Research and Development Center at the University of Pittsburgh. Her research interests include organizational learning, data and measurement use, and research–practice partnerships, and she strives to reframe complex organizational change and transformation as learning processes. Premo began her career as a researcher in international development, receiving a Fulbright to conduct research in South Africa shortly upon completion of her master’s degree. She later transitioned to strategy and transformation consulting in sales, delivery, and operational roles. Most recently, she served as the Global Head of Business Transformation for the banking industry in a multinational technology services and consulting company. She holds an MCP in international development and an SB in urban studies and planning from the Massachusetts Institute of Technology.Jennifer Lin RussellJennifer Lin Russell is a professor of leadership, policy, and organizations, whose research focuses on organizing educational systems for improvement. She examines policy and other educational improvement initiatives through an organizational perspective and seeks to reshape the relationship between educational research and practice in order to accelerate improvement in the field. Russell recently served as professor of educational foundations, organizations, and policy at the University of Pittsburgh, where she was chair of her department and associate director for educational research and practice at the Learning Research and Development Center. She received her PhD in education: policy, organization, measurement, and evaluation from the University of California, Berkeley in 2007. She also holds an MA in curriculum and instruction from the University of San Francisco and a BA in political science and urban studies from Northwestern University.Megan DuffMegan Duff is a postdoctoral researcher on the Measuring Network Health Project at Peabody College, Vanderbilt University. Her research uses mixed methods, qualitative, and quantitative approaches to examine the implementation of policies aimed at school and system improvement with a particular emphasis on creating more equitable educational opportunities in urban school systems. Her recent work focuses on two primary concerns: (1) how policy implementation is mediated by local contexts and (2) whether and how policies can accelerate educational improvement through interorganizational collaboration. Duff holds a PhD and MA in education policy from Teachers College, Columbia University, a MS in middle school education from Bank Street College of Education, and a BA in English from Columbia College, Columbia University. In addition, she has worked as a Middle School English teacher and teacher leader in New York City traditional and charter schools.","PeriodicalId":47698,"journal":{"name":"School Effectiveness and School Improvement","volume":null,"pages":null},"PeriodicalIF":2.8000,"publicationDate":"2023-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"From improvement to relationship management: a case study of data artifact creation and use in a school improvement network\",\"authors\":\"Anna E. Premo, Jennifer Lin Russell, Megan Duff\",\"doi\":\"10.1080/09243453.2023.2280257\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"ABSTRACTImprovement networks are a relatively recent phenomenon in US education that create interorganizational networks of educators working together to improve specific educational problems. A shared emphasis of these networks is the use of data to support the improvement process, but little is known about their data use in practice. This study takes an in-depth look at the 800+ data artifacts created and used in a single focal network’s 3rd year, applying a mixed methods case study design. The findings show that while data artifacts are predominantly created to support the improvement process, they are frequently used for relationship management as network hub members navigate the sociopolitical dynamics typical of a complex change effort – if they are used at all. The study has implications for practitioners as they decide what data artifacts to create and use, as well as for researchers’ theory building about productive data use in improvement efforts.KEYWORDS: Improvement networksimprovement sciencecontinuous improvementdata use Disclosure statementNo potential conflict of interest was reported by the authors.Ethical approvalEthical approval was obtained for this project from the University of Pittsburgh’s IRB: STUDY18120016.Data availability statementData not available – participant consent: The participants of this study did not give written consent for their data to be shared publicly, so due to the sensitive nature of the research, supporting data are not available.Notes1 The Networks for School Improvement Initiative was launched by the Gates foundation in 2018 to support organizations bringing together and serving as intermediaries for networks of middle and high schools. These networks work together to improve high school graduation and college success rates for their Black and Latino students and students experiencing poverty through the use of continuous improvement methods, proven indicators of future student outcomes, and unwavering commitment to equity (Bill & Melinda Gates Foundation, Citationn.d.). To date, the initiative has supported the formation and operation of over 40 networks for school improvement.2 The first and second authors of this study were both researchers in the focal network’s hub team, which afforded access to network information and special insight into network functioning. The first author was a graduate research assistant who joined the focal network in its 3rd year and continued as a network member through the end of the network’s 5th and final year. The second author was involved with the network from its initiation, serving as a faculty member affiliated with one of the research centers.3 Network hubs engage in a number of key processes associated with organizing and operating a high-functioning networked improvement community. The Carnegie Foundation for the Advancement of Teaching has a framework for describing these hub functions, such as site-level improvement routines and capacity building.4 For 63 artifacts (8% of the sample), we felt that there was a strong secondary intended use and included that secondary use into a Combined Intended Use variable for our analyses. While the inclusion of the secondary intended use did more accurately reflect the complex nature and tensions of the focal network’s multi-stakeholder environment, it did not significantly impact the results of our analyses.Additional informationFundingThe study was supported by a grant from the Bill & Melinda Gates Foundation. The findings and opinions expressed here are those of the authors, not the foundation.Notes on contributorsAnna E. PremoAnna E. Premo is a doctoral candidate in the Learning Sciences and Policy program and graduate research assistant in the Learning Research and Development Center at the University of Pittsburgh. Her research interests include organizational learning, data and measurement use, and research–practice partnerships, and she strives to reframe complex organizational change and transformation as learning processes. Premo began her career as a researcher in international development, receiving a Fulbright to conduct research in South Africa shortly upon completion of her master’s degree. She later transitioned to strategy and transformation consulting in sales, delivery, and operational roles. Most recently, she served as the Global Head of Business Transformation for the banking industry in a multinational technology services and consulting company. She holds an MCP in international development and an SB in urban studies and planning from the Massachusetts Institute of Technology.Jennifer Lin RussellJennifer Lin Russell is a professor of leadership, policy, and organizations, whose research focuses on organizing educational systems for improvement. She examines policy and other educational improvement initiatives through an organizational perspective and seeks to reshape the relationship between educational research and practice in order to accelerate improvement in the field. Russell recently served as professor of educational foundations, organizations, and policy at the University of Pittsburgh, where she was chair of her department and associate director for educational research and practice at the Learning Research and Development Center. She received her PhD in education: policy, organization, measurement, and evaluation from the University of California, Berkeley in 2007. She also holds an MA in curriculum and instruction from the University of San Francisco and a BA in political science and urban studies from Northwestern University.Megan DuffMegan Duff is a postdoctoral researcher on the Measuring Network Health Project at Peabody College, Vanderbilt University. Her research uses mixed methods, qualitative, and quantitative approaches to examine the implementation of policies aimed at school and system improvement with a particular emphasis on creating more equitable educational opportunities in urban school systems. Her recent work focuses on two primary concerns: (1) how policy implementation is mediated by local contexts and (2) whether and how policies can accelerate educational improvement through interorganizational collaboration. Duff holds a PhD and MA in education policy from Teachers College, Columbia University, a MS in middle school education from Bank Street College of Education, and a BA in English from Columbia College, Columbia University. 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引用次数: 0
摘要
摘要改进网络是美国教育中一个相对较新的现象,它创造了教育者共同努力改善特定教育问题的组织间网络。这些网络的共同重点是使用数据来支持改进过程,但对其在实践中的数据使用知之甚少。本研究采用混合方法案例研究设计,深入研究了单一焦点网络创建和使用的800多个数据工件。研究结果表明,虽然数据工件主要是为了支持改进过程而创建的,但它们经常被用于关系管理,因为网络中心成员在复杂变革工作的典型社会政治动态中导航——如果它们被使用的话。该研究对决定创建和使用哪些数据工件的实践者以及研究人员在改进工作中关于生产性数据使用的理论构建具有启示意义。关键词:改进网络改进科学持续改进数据使用披露声明作者未报告潜在利益冲突。本项目已获得匹兹堡大学伦理委员会的伦理批准:STUDY18120016。数据可用性声明数据不可用-参与者同意:本研究的参与者没有书面同意公开分享他们的数据,因此由于研究的敏感性,支持数据不可用。注1“学校改善网络倡议”由盖茨基金会于2018年发起,旨在支持组织聚集在一起,并作为初中和高中网络的中介机构。这些网络共同努力,通过使用持续改进的方法、经过验证的未来学生成绩指标和坚定不移的公平承诺,提高黑人和拉丁裔学生和贫困学生的高中毕业率和大学成功率(比尔和梅林达·盖茨基金会,Citationn.d)。迄今为止,该计划已支持40多个学校改善网络的成立和运作本研究的第一和第二作者都是焦点网络中心团队的研究人员,他们提供了访问网络信息和对网络功能的特殊见解。第一作者是一名研究生研究助理,他在焦点网络的第三年加入,并在网络的第五年也是最后一年结束时继续作为网络成员。第二名作者从网络建立之初就参与其中,是其中一个研究中心的教员网络集线器参与与组织和操作高功能网络改进社区相关的许多关键过程。卡内基教学促进基金会有一个描述这些中心功能的框架,比如站点级别的改进程序和能力建设对于63个工件(8%的样本),我们认为有一个强大的次要预期用途,并将次要用途包含到我们分析的组合预期用途变量中。虽然次要预期用途的纳入确实更准确地反映了焦点网络的多利益相关者环境的复杂性和紧张性,但它并没有显著影响我们的分析结果。本研究由比尔和梅林达·盖茨基金会资助。这里所表达的发现和观点是作者的,不是基础的。作者简介anna E. Premo是匹兹堡大学学习科学与政策项目的博士候选人,也是学习研究与发展中心的研究生研究助理。她的研究兴趣包括组织学习,数据和测量的使用,以及研究与实践的伙伴关系,她努力将复杂的组织变革和转型重新定义为学习过程。她的职业生涯始于国际发展研究,在完成硕士学位后不久,她就获得了富布赖特奖学金,在南非进行研究。后来,她转行担任销售、交付和运营方面的战略和转型咨询。最近,她在一家跨国技术服务和咨询公司担任银行业业务转型的全球主管。她拥有麻省理工学院国际发展硕士学位和城市研究与规划学士学位。Jennifer Lin Russell是领导、政策和组织学教授,她的研究重点是组织教育系统以促进改进。
From improvement to relationship management: a case study of data artifact creation and use in a school improvement network
ABSTRACTImprovement networks are a relatively recent phenomenon in US education that create interorganizational networks of educators working together to improve specific educational problems. A shared emphasis of these networks is the use of data to support the improvement process, but little is known about their data use in practice. This study takes an in-depth look at the 800+ data artifacts created and used in a single focal network’s 3rd year, applying a mixed methods case study design. The findings show that while data artifacts are predominantly created to support the improvement process, they are frequently used for relationship management as network hub members navigate the sociopolitical dynamics typical of a complex change effort – if they are used at all. The study has implications for practitioners as they decide what data artifacts to create and use, as well as for researchers’ theory building about productive data use in improvement efforts.KEYWORDS: Improvement networksimprovement sciencecontinuous improvementdata use Disclosure statementNo potential conflict of interest was reported by the authors.Ethical approvalEthical approval was obtained for this project from the University of Pittsburgh’s IRB: STUDY18120016.Data availability statementData not available – participant consent: The participants of this study did not give written consent for their data to be shared publicly, so due to the sensitive nature of the research, supporting data are not available.Notes1 The Networks for School Improvement Initiative was launched by the Gates foundation in 2018 to support organizations bringing together and serving as intermediaries for networks of middle and high schools. These networks work together to improve high school graduation and college success rates for their Black and Latino students and students experiencing poverty through the use of continuous improvement methods, proven indicators of future student outcomes, and unwavering commitment to equity (Bill & Melinda Gates Foundation, Citationn.d.). To date, the initiative has supported the formation and operation of over 40 networks for school improvement.2 The first and second authors of this study were both researchers in the focal network’s hub team, which afforded access to network information and special insight into network functioning. The first author was a graduate research assistant who joined the focal network in its 3rd year and continued as a network member through the end of the network’s 5th and final year. The second author was involved with the network from its initiation, serving as a faculty member affiliated with one of the research centers.3 Network hubs engage in a number of key processes associated with organizing and operating a high-functioning networked improvement community. The Carnegie Foundation for the Advancement of Teaching has a framework for describing these hub functions, such as site-level improvement routines and capacity building.4 For 63 artifacts (8% of the sample), we felt that there was a strong secondary intended use and included that secondary use into a Combined Intended Use variable for our analyses. While the inclusion of the secondary intended use did more accurately reflect the complex nature and tensions of the focal network’s multi-stakeholder environment, it did not significantly impact the results of our analyses.Additional informationFundingThe study was supported by a grant from the Bill & Melinda Gates Foundation. The findings and opinions expressed here are those of the authors, not the foundation.Notes on contributorsAnna E. PremoAnna E. Premo is a doctoral candidate in the Learning Sciences and Policy program and graduate research assistant in the Learning Research and Development Center at the University of Pittsburgh. Her research interests include organizational learning, data and measurement use, and research–practice partnerships, and she strives to reframe complex organizational change and transformation as learning processes. Premo began her career as a researcher in international development, receiving a Fulbright to conduct research in South Africa shortly upon completion of her master’s degree. She later transitioned to strategy and transformation consulting in sales, delivery, and operational roles. Most recently, she served as the Global Head of Business Transformation for the banking industry in a multinational technology services and consulting company. She holds an MCP in international development and an SB in urban studies and planning from the Massachusetts Institute of Technology.Jennifer Lin RussellJennifer Lin Russell is a professor of leadership, policy, and organizations, whose research focuses on organizing educational systems for improvement. She examines policy and other educational improvement initiatives through an organizational perspective and seeks to reshape the relationship between educational research and practice in order to accelerate improvement in the field. Russell recently served as professor of educational foundations, organizations, and policy at the University of Pittsburgh, where she was chair of her department and associate director for educational research and practice at the Learning Research and Development Center. She received her PhD in education: policy, organization, measurement, and evaluation from the University of California, Berkeley in 2007. She also holds an MA in curriculum and instruction from the University of San Francisco and a BA in political science and urban studies from Northwestern University.Megan DuffMegan Duff is a postdoctoral researcher on the Measuring Network Health Project at Peabody College, Vanderbilt University. Her research uses mixed methods, qualitative, and quantitative approaches to examine the implementation of policies aimed at school and system improvement with a particular emphasis on creating more equitable educational opportunities in urban school systems. Her recent work focuses on two primary concerns: (1) how policy implementation is mediated by local contexts and (2) whether and how policies can accelerate educational improvement through interorganizational collaboration. Duff holds a PhD and MA in education policy from Teachers College, Columbia University, a MS in middle school education from Bank Street College of Education, and a BA in English from Columbia College, Columbia University. In addition, she has worked as a Middle School English teacher and teacher leader in New York City traditional and charter schools.
期刊介绍:
School Effectiveness and School Improvement presents information on educational effectiveness, practice and policy-making across primary, secondary and higher education. The Editors believe that the educational progress of all students, regardless of family background and economic status, is the key indicator of effectiveness and improvement in schools. The journal strives to explore this idea with manuscripts that cover a range of subjects within the area of educational effectiveness at the classroom, school or system level, including, but not limited to: •Effective pedagogy •Classroom climate •School ethos and leadership •School improvement and reform programmes •Systemwide policy and reform