Becoming the drivers of change: continuous improvement in a rural research–practice partnership

Author:

Andreoli Parker MorseORCID,Klar Hans W.ORCID

Abstract

PurposeThe purpose of this study is to examine how a school leadership team in a rural, high-poverty elementary school learned to lead continuous school improvement in a research–practice partnership.Design/methodology/approachThis case study draws on qualitative research methods, improvement science and Deming's notion of a system of profound knowledge to identify how members of the school leadership team understood and approached their school improvement work differently as a result of engaging in continuous improvement processes in a research–practice partnership.FindingsThe findings illustrate how engaging in continuous improvement processes in the research–practice partnership enhanced the leadership team members' capacities to prioritize and solve problems, incorporate multiple and diverse perspectives in problem-solving efforts and establish a culture of increased risk-taking and ownership of teaching and learning outcomes. In sum, the members of the leadership team became the drivers of their own change processes.Originality/valueThe findings provide insight into how leaders in rural, high-poverty schools can build capacity within their schools to meet the demand for increased student achievement by leading collaborative, continuous improvement processes grounded in improvement science in research–practice partnerships.

Publisher

Emerald

Subject

Public Administration,Education

Reference44 articles.

1. Learning to lead school improvement: an analysis of rural school leadership development;Journal of Educational Change,2019

2. Educational research: the hardest science of all;Educational Researcher,2002

3. Accelerating how we learn to improve;Educational Researcher,2015

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