Continuous Improvement in the Public School Context: Understanding How Educators Respond to Plan–Do–Study–Act Cycles
Item
Title
Continuous Improvement in the Public School Context: Understanding How Educators Respond to Plan–Do–Study–Act Cycles
Abstract/Description
The last 5 years have witnessed growing support amongst government institutions and educational foundations for applying continuous improvement research (CIR) in school settings. CIR responds to the challenge of implementing effective educational innovations at scale by working with practitioners in local contexts to understand “what works, for whom, and under what conditions.” CIR works to achieve system improvement through the use of plan–do–study–act (PDSA) cycles, which are multiple tests of small changes. This comparative case study of two urban school districts examined how innovation design teams took up PDSA in their work to improve high school student outcomes, and their perceptions of PDSA as an approach to innovation development, adaptation, and implementation. Findings revealed both possibilities and challenges for implementing PDSA. Nearly all participants reported the value in PDSA, and participants pointed to connections to previous experiences and PDSA training as helping to build capacity. However, we found mixed levels of enthusiasm for actually conducting PDSA cycles, and capacity constraints regarding time and data collection.
Author/creator
Date
In publication
Volume
18
Issue
4
Pages
465-494
Resource type
Research/Scholarly Media
Resource status/form
Published Text
Scholarship genre
Empirical
IRE Approach/Concept
Featured case/project
Primary national context
Open access/full-text available
Yes
Peer reviewed
Yes
ISSN
1573-1812
Grant funding
Institute of Education Sciences
Grant number
Other related resources/entities
Citation
Tichnor-Wagner, A., Wachen, J., Cannata, M., & Cohen-Vogel, L. (2017). Continuous Improvement in the Public School Context: Understanding How Educators Respond to Plan–Do–Study–Act Cycles. Journal of Educational Change, 18(4), 465–494. https://doi.org/10.1007/s10833-017-9301-4
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