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title: Breaking the “Adopt, Attack, Abandon” Cycle: A Case for Improvement Science in K–12 Education
created: 2022-07-15T15:51:00+00:00
modified: 2023-02-01T20:40:41+00:00
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abstract description: School reform efforts have collectively failed to find sustainable solutions to education's most pressing problems. Researchers and education practitioners have both vocalized these challenges. The difficulty of fitting proven reforms to local school contexts often leads to a cycle of “adopt, attack, and abandon.” This chapter discusses the potential power of improvement science to break the cycle in education. In doing so, the research aims to understand the school leader's perspective when improvement science processes were employed at their sites. The research examined three school cases, as principals used rapid cycles of evaluations, using the improvement science PDSA model. In addition to providing a better understanding of what factors facilitate or constrain the implementation of rapid cycles of evaluation in school sites, the research offers insight into how evaluators can use improvement science methods to adapt interventions or practices to local context.
author: Rohanna, Kristen
date: 2017
in publication: New Directions for Evaluation
volume: 2017
issue: 153
pages: 65-77
resource type: Research/Scholarly Media
status: Published Text
genre: Empirical
language: en
issn: 1534-875X
doi: ev.20233
url: https://onlinelibrary.wiley.com/doi/abs/10.1002/ev.20233
apa: Rohanna, K. (2017). Breaking the “Adopt, Attack, Abandon” Cycle: A Case for Improvement Science in K–12 Education. New Directions for Evaluation, 2017(153), 65–77. https://doi.org/10.1002/ev.20233
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year: 2017
date added: 7/14/2022 14:45
date modified: 7/14/2022 14:45
date accessed: 7/14/2022 14:45
short title: Breaking the “Adopt, Attack, Abandon” Cycle
catalog: Wiley Online Library
extra: _eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/ev.20233

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display title: Critical Perspectives on the Contexts of Improvement Research in Education

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display title: Critical Perspectives on Educational Innovation and Improvement Science