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Using a Systems Perspective of Value Creation to Analyze, Critique, and Extend Frameworks for Teacher Professional Development.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Using a Systems Perspective of Value Creation to Analyze, Critique, and Extend Frameworks for Teacher Professional Development./
作者:	deLeeuw, Sarah M.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
面頁冊數:	500 p.
附註:	Source: Dissertations Abstracts International, Volume: 82-01, Section: A.
Contained By:	Dissertations Abstracts International82-01A.
標題:	Teacher education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27963758
ISBN:	9798662422407

Using a Systems Perspective of Value Creation to Analyze, Critique, and Extend Frameworks for Teacher Professional Development.
deLeeuw, Sarah M.

Using a Systems Perspective of Value Creation to Analyze, Critique, and Extend Frameworks for Teacher Professional Development. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 500 p.

Source: Dissertations Abstracts International, Volume: 82-01, Section: A.

Thesis (Ph.D.)--George Mason University, 2020.

This item must not be sold to any third party vendors.

Decades of research indicate that professional learning initiatives targeting teachers of grades K-12 in the United States have been largely unsuccessful; they have neither changed teacher practice nor improved student learning. Those that may have been successful for some teachers under certain circumstances have not led to sustainable success that could be implemented with the same success across contexts, and therefore, the new knowledge gained could not be scaled to the system level. These data suggest that there has been a longstanding problem of a lack of knowledge about how to effect improvements consistently and to scale reform via traditional professional learning experiences. A new approach to improving education, called the Networked Improvement Model, addresses this problem by describing an organized system for professional learning that captures teachers' practical knowledge, refines it, and transforms it into a collective knowledge base. Even more, there is increasing evidence that by harnessing the power of networks combined with the discipline of improvement science, this new approach not only is capable of systematically improving how the field of education can improve itself by increasing the quality of learning of teachers, it can also accelerate improvement of the whole profession. However, albeit the compelling new theory, there was not an explicit visual theoretical framework for the new model. Operationalizing the techniques of a variant of Best Fit Framework Synthesis referred to as meta-frameworks, this research synthesis produced an explicit framework for the new model that captured both its design components and the processes within it that create value for the first time. The purpose of this study was to better understand how the Networked Improvement Model defines a new design for professional development of teachers that has the promise to improve learning reliably over diverse contexts and populations, and more specifically, how specific design changes can be introduced in this new model to optimize value. The evidence representing the Networked Improvement Model was taken from a collection of publications that was aggregated on the principal website for the new initiative and curated by the Carnegie Foundation, the developer of the Networked Improvement Model. Of the 37 publications included in the collection, 17 met the inclusion criteria. Themes from the literature were systematically coded against definitions established for each of the constructs that comprised the a priori model, which comprised three existing frameworks on the topics of learning organization, innovation, and value creation. Results demonstrated that the Framework for the Learning Organization was a good fit for accommodating themes from the new model and providing the skeleton for an explicit visual structure for it. Themes evident in the Networked Improvement Model favored themes in the Framework for the Learning Organization, particularly in the category of Organizational Architecture and the subcategory of Theory, Methods, and Tools. Results also demonstrated that the embedded frameworks for value creation from innovation and learning afforded more granularity for understanding the intricacies within the value creation processes; however, the literature on the new model was not as robust in these areas. In fact, there were many "holes" in the available evidence on the Networked Improvement Model, especially evident by the lack of themes abstracted onto the embedded value creation frameworks. Additionally, the construct of Motivation emerged as a salient theme in the evidence on the new model, thus warranting the addition of the construct of Intrinsic Motivation to the final expanded framework. Last, results indicated that evidence from the small subset of Exemplars tended to limit focus on the Learning Organization, Results, and Innovations in Infrastructure.The final framework that resulted from this study portrays both the design components of a new form of professional learning for teachers of grades K-12 in the United States as well as a multidimensional system of value creation, that when in sync, makes it possible for practitioners to benefit from the expertise of their colleagues and for the field to benefit from successful local improvements by fostering connections that increase in scale across boundaries-from the classroom, to the organization, to the system-level. While the Networked Improvement Model is recognized as an innovation in and of itself for providing the platform and methods for accelerating learning by aggregating new knowledge and diffusing it across the whole profession, the Intrinsic Motivation of teachers to learn and improve was recognized as key to exploiting the power of this innovation. Conclusions were organized according to the two goals of this synthesis which were: to better understand the design of an innovative professional development system based on the Networked Improvement Model and to better understand how and why that system works to create systemic value across varied circumstances that ultimately has the. (Abstract shortened by ProQuest).

ISBN: 9798662422407Subjects--Topical Terms:

3172312
Teacher education.
Subjects--Index Terms:

Absorptive capacity

Using a Systems Perspective of Value Creation to Analyze, Critique, and Extend Frameworks for Teacher Professional Development.
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520 $a Decades of research indicate that professional learning initiatives targeting teachers of grades K-12 in the United States have been largely unsuccessful; they have neither changed teacher practice nor improved student learning. Those that may have been successful for some teachers under certain circumstances have not led to sustainable success that could be implemented with the same success across contexts, and therefore, the new knowledge gained could not be scaled to the system level. These data suggest that there has been a longstanding problem of a lack of knowledge about how to effect improvements consistently and to scale reform via traditional professional learning experiences. A new approach to improving education, called the Networked Improvement Model, addresses this problem by describing an organized system for professional learning that captures teachers' practical knowledge, refines it, and transforms it into a collective knowledge base. Even more, there is increasing evidence that by harnessing the power of networks combined with the discipline of improvement science, this new approach not only is capable of systematically improving how the field of education can improve itself by increasing the quality of learning of teachers, it can also accelerate improvement of the whole profession. However, albeit the compelling new theory, there was not an explicit visual theoretical framework for the new model. Operationalizing the techniques of a variant of Best Fit Framework Synthesis referred to as meta-frameworks, this research synthesis produced an explicit framework for the new model that captured both its design components and the processes within it that create value for the first time. The purpose of this study was to better understand how the Networked Improvement Model defines a new design for professional development of teachers that has the promise to improve learning reliably over diverse contexts and populations, and more specifically, how specific design changes can be introduced in this new model to optimize value. The evidence representing the Networked Improvement Model was taken from a collection of publications that was aggregated on the principal website for the new initiative and curated by the Carnegie Foundation, the developer of the Networked Improvement Model. Of the 37 publications included in the collection, 17 met the inclusion criteria. Themes from the literature were systematically coded against definitions established for each of the constructs that comprised the a priori model, which comprised three existing frameworks on the topics of learning organization, innovation, and value creation. Results demonstrated that the Framework for the Learning Organization was a good fit for accommodating themes from the new model and providing the skeleton for an explicit visual structure for it. Themes evident in the Networked Improvement Model favored themes in the Framework for the Learning Organization, particularly in the category of Organizational Architecture and the subcategory of Theory, Methods, and Tools. Results also demonstrated that the embedded frameworks for value creation from innovation and learning afforded more granularity for understanding the intricacies within the value creation processes; however, the literature on the new model was not as robust in these areas. In fact, there were many "holes" in the available evidence on the Networked Improvement Model, especially evident by the lack of themes abstracted onto the embedded value creation frameworks. Additionally, the construct of Motivation emerged as a salient theme in the evidence on the new model, thus warranting the addition of the construct of Intrinsic Motivation to the final expanded framework. Last, results indicated that evidence from the small subset of Exemplars tended to limit focus on the Learning Organization, Results, and Innovations in Infrastructure.The final framework that resulted from this study portrays both the design components of a new form of professional learning for teachers of grades K-12 in the United States as well as a multidimensional system of value creation, that when in sync, makes it possible for practitioners to benefit from the expertise of their colleagues and for the field to benefit from successful local improvements by fostering connections that increase in scale across boundaries-from the classroom, to the organization, to the system-level. While the Networked Improvement Model is recognized as an innovation in and of itself for providing the platform and methods for accelerating learning by aggregating new knowledge and diffusing it across the whole profession, the Intrinsic Motivation of teachers to learn and improve was recognized as key to exploiting the power of this innovation. Conclusions were organized according to the two goals of this synthesis which were: to better understand the design of an innovative professional development system based on the Networked Improvement Model and to better understand how and why that system works to create systemic value across varied circumstances that ultimately has the. (Abstract shortened by ProQuest).
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