Adopting a new curriculum framework using an improvement science approach: A case study of a university laboratory school
Presentation Type
Oral Presentation
Category
Social Sciences/Humanities
Abstract/Artist Statement
Professional learning that supports teachers' depth of knowledge surrounding pedagogy has demonstrated development of teacher leadership in the field (Collinson, 2012; Poekert et al., 2016). Oftentimes change implementation is not sustainable, insincere, and surface level (Frost, 2012). Learning Forward, a professional learning association, (n.d.), states that professional learning includes the knowledge and skills needed for student success in school. These learning opportunities should be “sustained (not stand-alone, 1-day, or short-term workshops), intensive, collaborative, job-embedded, data-driven, and classroom-focused…” (Learning Forward, n.d., para. 4).
The purpose of this study (in progress) is to understand the concurrent, multi-level experiences of new curriculum implementation by teachers, co-teachers, graduate students, and the school Director. Specifically, the study aims to understand experiences associated with the newly adopted Project Based Learning (PBL) curriculum framework and GOLD assessment system.
The study uses Plan-Do-Study-Act cycles through an Improvement Science Approach (Park, et al, 2013) to rapidly evaluate components of new curricular implementation . As a parallel component, the study additionally seeks to understand the unique attitudes and beliefs associated with implementation by use of the Stages of Concern Questionnaire. Additionally, interviews will be conducted to further understand implementation experiences of LAB School personnel..
Findings from this study will support a deeper understanding of the holistic elements associated with change implementation in an educational setting.
Mentor Name
Allison Wilson
Adopting a new curriculum framework using an improvement science approach: A case study of a university laboratory school
UC 332
Professional learning that supports teachers' depth of knowledge surrounding pedagogy has demonstrated development of teacher leadership in the field (Collinson, 2012; Poekert et al., 2016). Oftentimes change implementation is not sustainable, insincere, and surface level (Frost, 2012). Learning Forward, a professional learning association, (n.d.), states that professional learning includes the knowledge and skills needed for student success in school. These learning opportunities should be “sustained (not stand-alone, 1-day, or short-term workshops), intensive, collaborative, job-embedded, data-driven, and classroom-focused…” (Learning Forward, n.d., para. 4).
The purpose of this study (in progress) is to understand the concurrent, multi-level experiences of new curriculum implementation by teachers, co-teachers, graduate students, and the school Director. Specifically, the study aims to understand experiences associated with the newly adopted Project Based Learning (PBL) curriculum framework and GOLD assessment system.
The study uses Plan-Do-Study-Act cycles through an Improvement Science Approach (Park, et al, 2013) to rapidly evaluate components of new curricular implementation . As a parallel component, the study additionally seeks to understand the unique attitudes and beliefs associated with implementation by use of the Stages of Concern Questionnaire. Additionally, interviews will be conducted to further understand implementation experiences of LAB School personnel..
Findings from this study will support a deeper understanding of the holistic elements associated with change implementation in an educational setting.