Journal of East China Normal University(Educational Sciences) >
Educational Improvement Science: The Art of the Improving Organization
Accepted date: 2022-08-01
Online published: 2022-12-03
Advocating educational improvement science as an emerging transdisciplinary area, I reflect philosophically on the three major pathways through which the education mission has been realized in human history and discern the misuses and pitfalls of reform. I also examine the terms “reform” and “improve” and their synonyms both etymologically and in East-West cultural and political traditions, which are embodied in educational theorizations and practical implications. Based on these reflections, I propose the concept of neo-improvementalism, define educational improvement science, and systemically elaborate on its philosophical assumptions, disciplinary fundamentals, and theoretical frameworks. I identify and elucidate growability, developability, and improvability as the three key properties of education and construct disciplinary knowledge of educational improvement science through two main categories, namely, subject matter knowledge and profound knowledge. I then highlight three foundational characteristics of educational improvement science – namely, discipline-oriented, systems thinking, and evidence-based – and the building of professional improvement communities promoting institutional improvement capabilities. I conclude that educational improvement science is the art of the improving organization for classes, schools, and more broadly defined educational agencies, and that its birth signifies the respect and recognition of the disciplinary status and specialization of educational improvement. Finally, I call for the recognition of the significance of educational improvement science and research thereon, especially with respect to discipline-building and exploration based on local characteristics in a global vision, and the cultivation of new fronters of educational research and practices, which need to be enhanced through disciplinarization and scientificization.
Li Jun . Educational Improvement Science: The Art of the Improving Organization[J]. Journal of East China Normal University(Educational Sciences), 2022 , 40(12) : 1 -13 . DOI: 10.16382/j.cnki.1000-5560.2022.12.001
null | 蔡心心, 秦一鸣, 李军. (2020). 教育改进学的创建与中国探索: 知识基础与学科框架. 清华大学教育研究, (03), 25- 33. |
null | 陈唤春, 韩笑, 李军. (2020). 教育改进学的创建与中国探索: 实践与展望. 清华大学教育研究, (04), 28- 35. |
null | 韩笑, 陈唤春, 李军. (2020). 教育改进学的创建与中国探索: 方法论. 清华大学教育研究, (03), 34- 41+65. |
null | 李茂菊, 修旗, 李军. (2020). 教育改进学的创建与中国探索: 专业改进共同体. 清华大学教育研究, (04), 18- 27. |
null | 雷诺兹, 萨蒙斯, 范?达姆. (2020). 教育效能研究: 过去、现在和未来(孙河川, 许建美译). 教育研究, (10), 116- 133. |
null | 秦一鸣, 蔡心心, 李军. (2020). 教育改进学的创建与中国探索: 科学内涵与理论溯源. 清华大学教育研究, (03), 15- 24. |
null | 斯莱文, 张志强, 庄腾腾. (2021). 证据驱动的教育改革如何推动教育发展. 华东师范大学学报(教育科学版), (03), 14- 22. |
null | 陶行知. (2005a). 试验主义与新教育. 陶行知全集(卷一). 成都: 四川教育出版社. |
null | 陶行知. (2005b). 教育改进. 陶行知全集(卷二). 成都: 四川教育出版社. |
null | 夏征农. (1999). 辞海. 上海: 上海辞书出版社. |
null | 夏征农, 陈至立. (2015). 大辞海(第1卷, 语词卷2). 上海: 上海辞书出版社. |
null | 修旗, 李茂菊, 李军. (2020). 教育改进学的创建与中国探索: 问题与改进方案. 清华大学教育研究, (04), 10- 17. |
null | Bryk, A. S., Gomez, L. M., & Grunow, A. (2010). Getting ideas into action: building networked improvement communities in education. Retrieved from http://www.carnegiefoundation.org/spotlight/webinar-bryk-gomez-building-netowrked-imporvement-communities-in-education |
null | Bryk, A. S., Gomez, L. M., Grunow, A., & LeMahiue, P. G. (2015). Learning to improve: How America's schools can get better at getting better. Harvard Education Press. |
null | CIES. (2023). Improving education for a more equitable world. Retrieved from https://cies2023.org/meeting-theme. |
null | Cuban, L. (1990a). Reforming again, again, and again. Educational Researcher, 19 (1), 3- 13. |
null | Cuban, L. (1990b). A fundamental puzzle of school reform. In A. Lieberman (Ed. ), Schools as collaborative cultures: Creating the future now (pp. 71—77). Falmer Press. |
null | Deming, W. E. (2018). The new economics: For industry, government, education (3rd ed.). The MIT Press. |
null | Evidence-Based Medicine Working Group. (1992). Evidence-based medicine: A new approach to teaching the practice of medicine. Jama, 268 (17), 2420- 2425. |
null | Fullan, M. (2016). The new meaning of educational change (5th ed. ). Teachers College Press. |
null | Goodlad, J. I. (1975a). The uses of alternative views of educational change. Phi Delta Kappa. https://files.eric.ed.gov/fulltext/ED122413.pdf. |
null | Goodlad, J. I. (1975b). The dynamics of educational change: Toward responsive schools. McGraw-Hill. |
null | Goodlad, J. I. (1984). Improving the schools we have. In author, A place called school: Prospects for the future. McGraw-Hill Book Company. |
null | Goodlad, J. I. (1994). Educational renewal: Better teachers, better schools. Jossey-Bass Publishers. |
null | Goodman, J. (1995). Change without difference: School restructuring in historical perspective. Harvard Educational Review, 65 (1), 1- 29. |
null | Gray, J., Hopkins, D., Reynolds, D., Wilcox, B., Farrell, S., & Jesson, D. (1999). Improving schools: Performance and potential. Taylor & Francis Group. |
null | Hargreaves, A., & Shirley, D. L. (2012). The global fourth way: The quest for educational excellence. Corwin Press. |
null | Hopkins, D., & Reynolds, D. (2001). The past, present and future of school improvement: Towards the third age. British Educational Research Journal, 27 (4), 459- 475. |
null | Langley, G. J., Moen, R. D., Nolan, K. M., Nolan, T. W., Norman, C. L., & Provost, L. P. (2009). The science of improvement. In author, The improvement guide: A practical approach to enhancing organizational performance. Jossey-Bass. |
null | Li, J. (2020). Autonomy, governance and the Chinese University 3.0: A Zhong-Yong Model from comparative, cultural and contemporary perspectives. The China Quarterly, 244, 988-1012. http://dx.doi.org/10.1017/S0305741020001071 |
null | Li, J. (2021). Educational improvement for world-class teachers? A critical analysis of policy implementation in China. In X. D. Zhu & H. Song (Eds.), Envisioning teaching and learning of teachers for excellence and equity in education (pp. 69?85). Springer, https://doi.org/10.1007/978-981-16-2802-3_5 |
null | Lindblom, C. E. (1959, Spring). The science of “Muddling Through”. Public Administration Review, 19 (2), 79?88. |
null | Lipsey, M. W. (1993). Theory as method: Small theories of treatments. New Directions for Program Evaluations, 57, 5- 38. |
null | Merritt, R. L., & Coombs, F. S.. (1977). Politics and educational reform. Comparative Education Review, 21 (2-3), 247- 273. |
null | Mertens, D. M. (2019). Research and evaluation in education and psychology: Integrating diversity with quantitative, qualitative, and mixed methods. Sage publications. |
null | Reynolds, D. (1982). The search for effective schools. School Organisation, 2 (3), 215- 237. |
null | Reynolds, D. (1985). Studying school effectiveness. Falmer Press. |
null | Senge, P. (1990). The fifth discipline: The art and practice of the learning organization. Doubleday Currency. |
null | Shen, J. P.. (2020). The theory of bifurcated educational system and its implications for school improvement. International Journal of Leadership in Education, 1- 21. |
null | Slavin, R. E. (1989). PET and the Pendulum: Faddism in education and how to stop it. The Phi Delta Kappan, 70 (10), 752- 758. |
null | Slavin, R. E.. (2008). Evidence-based reform in education: Which evidence matters?. Educational Researcher, 37 (1), 47- 50. |
null | Teddlie, C., & Reynolds, D. L. (2000). Handbook of research on school effectiveness and improvement. Falmer. |
null | Townsend, T. (2007). International handbook of school effectiveness and improvement. Springer. |
/
〈 |
|
〉 |