Who Is Involved? Who Is Impacted? Teaching Improvement Science for Educational Justice
Item
Title
Who Is Involved? Who Is Impacted? Teaching Improvement Science for Educational Justice
Abstract/Description
In this chapter, we show current and future pedagogues how to integrate improvement science and educational justice as instructional outcomes. Grounded in Paulo Freire's notion of critical pedagogy, we argue improvement science can be a critical pragmatic approach to inquiry or critical praxis if taught in a way that prioritizes justice and liberation in both processes and outcomes. We introduce the four-part Teaching Improvement Science for Educational Justice (TISEJ) framework, which includes explicit instruction, anticipation, preparation, and facilitation. The chapter provides examples of materials, activities, and assignments in each phase of the framework.
Date
In publication
Pages
17-42
Publisher
Myers Education Press
Resource type
Research/Scholarly Media
Resource status/form
Published Text
Scholarship genre
Methodological
Theoretical
IRE Approach/Concept
Open access/full-text available
No
Citation
Hinnant-Crawford, B. N., Nazario y Colón, R., & Davis, T. W. (2021). Who Is Involved? Who Is Impacted? Teaching Improvement Science for Educational Justice. In D. T. Spaulding, R. Crow, & B. N. Hinnant-Crawford (Eds.), Teaching Improvement Science in Educational Leadership (pp. 17–42). Myers Education Press. https://styluspub.presswarehouse.com/browse/book/9781975503758/Teaching-Improvement-Science-in-Educational-Leadership
Item sets
Linked resources
Filter by property
| Title | Alternate label | Class |
|---|---|---|
 Teaching Improvement Science in Educational Leadership: A Pedagogical Guide |
Book |
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