Getting Ideas into Action: Building Networked Improvement Communities in Education
Getting Ideas into Action: Building Networked Improvement Communities in Education
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DOI：
10.1007/978-94-007-1576-9_7
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发表时间：
2011-01-01
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影响因子：
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通讯作者：
Grunow, Alicia
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文献类型：
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作者：
Bryk, Anthony S.;Gomez, Louis M.;Grunow, Alicia
今天的学校面临着雄心勃勃的新的社会目标，旨在为更多的学生提供更好的学习。同时，我们要求我们的教育机构更有效地运作。越来越多的学者和政策组织认为，应对这些挑战需要从根本上重组研究和实践之间的联系。本章详细介绍了学者和实践者围绕实践改进的具体问题共同进行有纪律的探究的新方法。它描述了网络社区的社会组织，旨在从实践中系统地学习以改进它。嵌入在这种改进社区的日常工作中的是设计、工程和开发（DEED）的多个周期，这些周期产生了许多关于在不同情况下什么对谁有效的小测试。我们称之为改进研究。本章详细介绍了一套核心的结构化代理必要的形成这样的网络化改进社区（NIC）。我们说明了这些想法借鉴早期的设计经验，从一个新兴的NIC寻求解决异常高的失败率在社区大学发展数学。这些“发展”课程目前是机会的障碍，阻碍了获得职业培训证书和转入四年制院校。我们认为，研究和实践的适当安排可以重新构建机会方程。
Schools today confront ambitious new societal goals aiming at greater learning for more students. Simultaneously, we are demanding that our educational institutions operate more efficiently. A growing cadre of scholars and policy organizations argue that responding to these challenges requires a fundamental reorganization of the connections among research and practice. This chapter details new ways for scholars and practitioners to engage together in disciplined inquiry organized around specified problems of practice improvement. It describes the social organization of networked communities aimed at systematic learning from practice to improve it. Embedded within the day-to-day work of such improvement communities are multiple cycles of design, engineering, and development (DEED) that generate numerous small tests about what works for whom under different circumstances. We call this improvement research. The chapter details a core set of structuring agents necessary to form such networked improvement communities (NIC). We illustrate these ideas drawing on early design experiences from an emerging NIC seeking to address the extraordinary high failure rates in developmental mathematics in community colleges. These “developmental” courses currently operate as a barrier to opportunity, blocking access to both occupational training certification and transfer to 4-year institutions. We posit that research and practice properly arranged can reframe the opportunity equation.