Using Improvement Science Methodology to Address Inequities in Education

• In Event: Marriott Roundtable Session Three
  In Roundtable Session: Equity and Improvement: Designing, Leading, and Learning (Table 2)

Abstract

Education research has begun to recognize the importance of attending to systemic inequity as a way to identify school improvement efforts. However, the vast majority of current research does not engage those at the center of education issues in a meaningful way. Improvement Science (IS) could act as a link between research and dynamic changes in practice. In this paper, we argue that researcher-practitioner partnerships using IS framed by relational trust and critical theory have the greatest opportunity for effective use of applied research in school improvement that also addresses systemic inequities. The conceptual framework combining critical theory and relational trust calls for building theory in Networked Improvement Communities through the use of empathy interview as the primary design mechanism.

Authors

• Alyssa Nestler, Western Regional Educator Network
  Presenting Author

• Alyssa E. Leraas, Lane ESD
  Presenting Author