学习改进科学领导:连接专业发展到专业行动的条件

IF 1.3 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Mary-Louise Leger, Louis M. Gomez, Olivia E. Obeso
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引用次数: 0

摘要

背景:随着越来越多的教育从业者采用改进科学技术来解决实践问题,对具有领导改进工作的知识和能力的领导者的需求越来越大。为了确保领导者在学习日益普遍的学校改进框架方面得到支持,有必要更好地了解可能影响实践者如何在其学校环境中学习和领导改进科学的背景条件。目的:本研究论文的目的有两个:首先,了解在学习过程中、学习过程中和学习后的环境条件如何影响有抱负的和现任的领导者领导改进科学的努力。其次,该研究旨在探索更广泛的问题,即环境如何影响从业者将新知识转化为行动的能力。研究人员引入了“提高科学流利度”的概念,作为一种方法贡献,明确了有效学习和领导提高科学所需的能力。指导调查的研究问题是:“影响教育领导者提高科学流畅性发展的条件是什么?”研究设计:这项研究的重点是完成了为期10周的科学进步课程的参与者,这是南加州一所大型公立大学教育领导力预备课程的一部分。研究小组对17名学员进行了半结构化访谈,这些学员在毕业后符合在工作中回忆和使用课程概念的纳入标准。访谈录音、转录,并使用加权编码模式进行编码,以评估参与者在指导原则、工具和性格方面的科学流利程度的提高。研究小组对数据进行分析,以确定影响参与者应用和适应改进科学的条件,将其分为课程前的专业经验、课程内的经验和课程后的组织环境条件。对比案例被认为是为了增强分析的鲁棒性,并承认数据集中的潜在变化。结论/建议:研究结果提供了对挑战或支持将改进知识应用于行动的背景因素的见解,为设计和加强学校领导准备计划提供了启示,以培养有效的教育领导者,实现可持续的学校改进。该研究强调,组织角色和懈怠在塑造实践者的权威、实践和应用的机会以及获得持续培训和指导的机会方面发挥着至关重要的作用,最终影响他们在改进科学方面的流利程度。为了有效地支持将改进知识转化为行动,本文建议:(1)激活先验知识,为未来学习做准备;(2)关注学习问题的重要性及其与从业者角色的相关性,通过在专业背景下实践新知识为角色提供支持;(3)处理组织背景,创造有利于创新的环境;(4)通过持续的实践社区提供后续学习机会。该研究的结论是,改变实践不仅仅是意志和技能的问题,还需要在学习经历之前、期间和之后仔细关注更广泛的背景,以有效地支持实践中的创新。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Learning Improvement Science to Lead: Conditions that Bridge Professional Development to Professional Action
Background: As more education practitioners adopt techniques of improvement science to address problems of practice, there is an increasing demand for leaders with the knowledge and capacity to lead improvement efforts. However, little research explores how school leaders learn to lead improvement science in their school context or the challenges they may face in doing so. To ensure leaders are supported in learning increasingly common school improvement frameworks, there is a need to understand better the contextual conditions that may influence how practitioners come to learn and lead improvement science in their school contexts. Purpose: The purpose of this research paper is twofold: first, to understand how contextual conditions throughout a learner’s journey into, during, and after an educational leadership program could influence aspiring and current leaders’ efforts to lead improvement science. Second, the study aimed to explore the broader question of how context influences a practitioner’s ability to mobilize new knowledge into action. The researchers introduced the concept of “improvement science fluency” as a methodological contribution to specify the capabilities required to learn and lead improvement science effectively. The research question guiding the inquiry was: “What are the conditions that influenced the development of educational leaders’ improvement science fluency?” Research Design: The study focused on participants who completed a 10-week improvement science course as part of an educational leadership preparatory program at a large public university in Southern California. The research team conducted semistructured interviews with 17 participants who met the inclusion criteria of recalling and using the course concepts in their work since graduating from the program. Interviews were audio-recorded, transcribed, and coded using a weighted coding schema to assess participants’ improvement science fluency in guiding principles, tools, and dispositions. The research team analyzed the data to identify conditions that influenced participants’ application and adaptation of improvement science, categorized as professional experiences prior to the course, experiences within the course, and conditions in the organizational environment post-course. Contrasting cases were considered to enhance the robustness of the analysis and acknowledge potential variations within the dataset. Conclusions/Recommendations: The findings provided insights into the contextual factors that challenge or support the application of improvement knowledge to action, offering implications for designing and enhancing school leadership preparation programs to cultivate effective educational leaders for sustainable school improvement. The study emphasizes that organizational role and slack play a crucial role in shaping practitioners’ authority, opportunities for practice and application, and access to continued training and coaching, ultimately impacting their fluency in improvement science. To effectively support moving improvement knowledge to action, the paper recommends: (1) activating prior knowledge to prepare for future learning; (2) attending to the importance of the learning problem and its relevance to practitioners’ roles, scaffolding for role by providing support for practicing new knowledge within professional contexts; (3) addressing the organizational context to create an environment conducive to innovation; and (4) offering follow-up learning opportunities through sustained communities of practice. The study concludes that changing practice is not solely a matter of will and skill but requires careful attention to the broader context before, during, and after the learning experience to support innovations in practice effectively.
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来源期刊
Teachers College Record
Teachers College Record EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.20
自引率
0.00%
发文量
89
期刊介绍: Teachers College Record (TCR) publishes the very best scholarship in all areas of the field of education. Major articles include research, analysis, and commentary covering the full range of contemporary issues in education, education policy, and the history of education. The book section contains essay reviews of new books in a specific area as well as reviews of individual books. TCR takes a deliberately expansive view of education to keep readers informed of the study of education worldwide, both inside and outside of the classroom and across the lifespan.
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