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title: Continuous Improvement and "High Leverage" Educational Problems
created: 2021-12-15T17:14:31+00:00
modified: 2022-08-06T23:46:58+00:00
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abstract description: Efforts to achieve integrity in the implementation of educational reforms and policies has long been considered a challenge in large part due to a failure to account for local context. In their efforts to achieve fidelity with policy and program goals, policymakers and implementers often neglect to account for the particularities of their organization and environment. A current approach, aimed at adaptation to local context in implementation, comes from improvement science and its practice of continuous improvement. Continuous improvement is a reform strategy in which implementers engage in an intentional and deliberate process of goal setting, enactment, and analysis that, in turn, informs the next cycle of implementation and improvement. Through this structured adaptation, implementers tailor policy and program goals with local conditions and constraints. Furthermore, while educational practitioners have been at the forefront of continuous improvement efforts and its emergence within the field for some time, only recently have researchers begun turning to the approach to implement high-leverage educational problems. “High leverage” refers to educational approaches that have been found in the field to have an impact on student academic, social-emotional, and behavioral outcomes or teacher activities. These are approaches in which there is broad consensus that, if implemented with integrity, there is a high likelihood that they will lead to high-quality, positive change. This article reviews empirical research that studied the implementation of high-leverage practices using continuous improvement strategies and identified seven high-leverage strategies on which there are studies of their implementation using a continuous improvement approach. Each section provides research that establishes the high-leverage practice, as well as improvement research on the high-leverage practice. The six topics are instructional leadership and collaboration, school turnaround, social…
author: Closson-Pitts, Brittany
author: Gilliam, Elizabeth
author: Rutledge, Stacey A.
author: Cannata, Marisa A.
date: 2020
in publication: Oxford Bibliographies: Education
publisher: Oxford University Press
resource type: Research/Scholarly Media
status: Published Text
genre: Bibliography
approach concept: continuous improvement
approach concept: data use
approach concept: turnaround
approach concept: Social Emotional Learning (SEL)
language: en
open access: No
peer: Yes
isbn: 978-0-19-975681-0
doi: https://doi.org/10.1093/OBO/9780199756810-0236
url: https://oxfordbibliographies.com/view/document/obo-9780199756810/obo-9780199756810-0236.xml
apa: Closson-Pitts, B., Gilliam, E., Rutledge, S., & Cannata, M. (2020). Continuous Improvement and “High Leverage” Educational Problems. In B. Closson-Pitts, E. Gilliam, S. Rutledge, & M. Cannata, Oxford Bibliographies: Education. Oxford University Press. https://doi.org/10.1093/obo/9780199756810-0236
class: ire:BookChapter

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title: Organizing Schools for Improvement: Lessons from Chicago
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title: Continuous Improvement in Schools: Understanding the Practice
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title: Improving Mathematics Instruction Through Lesson Study: A Theoretical Model and North American Case
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title: Strengthening Developmental Education Reforms: Evidence on Implementation Efforts From the Scaling Innovation Project
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title: Lesson Study: A Japanese Approach To Improving Mathematics Teaching and Learning
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http://core.miserver.it.umich.edu/omeka-s/api/resources/4879
title: Using Design-Based Research to Improve the Lesson Study Approach to Professional Development in Camden (London)
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http://core.miserver.it.umich.edu/omeka-s/api/resources/4880
title: Japanese Lesson Study: Teacher Professional Development through Communities of Inquiry
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http://core.miserver.it.umich.edu/omeka-s/api/resources/4881
title: Implementing Japanese Lesson Study in Foreign Countries: Misconceptions Revealed
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title: Reassessing the Principal's Role in School Effectiveness: A Review of Empirical Research, 1980-1995
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title: Teaching Versus Teachers as a Lever for Change: Comparing a Japanese and a U.S. Perspective on Improving Instruction
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title: Poco a Poco: Leadership Practices Supporting Productive Communities of Practice in Schools Serving the New Mainstream
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title: Using Research to Improve College Readiness: A Research Partnership Between the Los Angeles Unified School District and the Los Angeles Education Research Institute
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title: Creating a Culture of Data Use for Continuous Improvement: A Case Study of an Edison Project School
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title: Lesson Study: An Approach to Increase the Competency of Out-of-Field Mathematics Teacher in Building the Students Conceptual Understanding in Learning Mathematics
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title: Learning in Practice: Exploring the Use of Plan-Do-Study-Act Cycles to Support Professional Learning
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title: Lesson Study in Mathematics: Three Cases from Singapore
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title: How Leaders Can Support Teachers with Data-Driven Decision Making: A Framework for Understanding Capacity Building
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title: Co-Constructors of Data, Co-Constructors of Meaning: Teacher Professional Development in an Age of Accountability
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title: Involving Teachers in Data-Driven Decision Making: Using Computer Data Systems to Support Teacher Inquiry and Reflection
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title: Oxford Bibliographies [Special Series]: Continuous Improvement in Education
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http://core.miserver.it.umich.edu/omeka-s/api/resources/4876
title: OB Citations - Continuous Improvement and "High Leverage" Educational Problems
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