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Learning to Improve: How America’s Schools Can Get Better at Getting Better
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As a field, education has largely failed to learn from experience. Time after time, promising education reforms fall short of their goals and are abandoned as other promising ideas take their place. In Learning to Improve, the authors argue for a new approach. Rather than “implementing fast and learning slow,” they believe educators should adopt a more rigorous approach to
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Kindle Edition, 274 pages
Published
March 1st 2015
by Harvard Education Press
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This book serve as a tool-kit for jumpstarting improvement work in districts and schools. It's accessible and firmly lay outs productive protocols and guidelines. It was a bit jargony at times that may be difficult for some educators and central office personnel to digest but it's an invaluable resource for introducing improvement science to education communities and providing reliable implementation methods for tangible, measure-able and inclusive change.
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More required reading for graduate school, but I would say this was my favorite book of them all. In a very practical way, the authors outline how we can use specific tools to make improvement science an integral part of consistent education reform in a lasting way. Now if only our education leaders could implement these strategies!

May 26, 2015
Bri (readingknitter.com)
rated it
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For more, check out girlwithabookblog.com!
Learning to Improve: How America's Schools Can Get Better at Getting Better is a book written by a group of researchers (Anthony S. Bryk, Louis M. Gomez, Alicia Grunow, and Paul G. LeMahieu) and is the culmination, in their own words, of "learning from six years of pragmatic activity at The Carnegie Foundation for the Advancement of Teaching." One of my supervisors gave me this book when I was put on a new project at work doing some tasks with the New Yo ...more
Learning to Improve: How America's Schools Can Get Better at Getting Better is a book written by a group of researchers (Anthony S. Bryk, Louis M. Gomez, Alicia Grunow, and Paul G. LeMahieu) and is the culmination, in their own words, of "learning from six years of pragmatic activity at The Carnegie Foundation for the Advancement of Teaching." One of my supervisors gave me this book when I was put on a new project at work doing some tasks with the New Yo ...more

Wasn't expecting to like this much, as I assumed it would contain a lot of the reform-y, system-change-y myopia I rail against in my own book.
I was quite wrong.
I mean, I have a number of issues with this work overall, but I must hand it to Bryk & associates: they get and honor a lot of the education enterprise's issues better than most--and their approach (with a bit more evidence basis, of course) is worth fully working out. It has much more potential than many of the reform mandates operatin ...more
I was quite wrong.
I mean, I have a number of issues with this work overall, but I must hand it to Bryk & associates: they get and honor a lot of the education enterprise's issues better than most--and their approach (with a bit more evidence basis, of course) is worth fully working out. It has much more potential than many of the reform mandates operatin ...more

This wasn't terrible, I didn't even write any angry notes in the margins.
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