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Educational Improvement Science: The Art of the Improving Organization

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Title: Educational Improvement Science: The Art of the Improving Organization
Language: English
Authors: Jun Li (ORCID 0000-0002-4443-4551)
Source: ECNU Review of Education. 2024 7(3):714-737.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 24
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Descriptors: Educational Improvement, Interdisciplinary Approach, Educational Policy, Professional Development, Global Approach, Evidence Based Practice, Educational Change, Social History, Cultural Influences, Educational Philosophy
ISSN: 2096-5311
2632-1742
Abstract: Purpose: To advocate educational improvement science (EIS) as an emerging transdisciplinary field, I reflect on the three major pathways of educational advancement in human history, discern the misuses and pitfalls of reform, and theorize how education can be improved to better serve its mission. Design/Approach/Methods: Employing a multiperspectival approach, I critically re-examine educational reforms and improvements worldwide and conceptualize the emerging transdisciplinary field through an extensive literature review, etymological analysis, international comparisons, and socio-historical,-cultural and-philosophical reflections. Findings: In this paper, I advance the concept of neo-improve mentalism for EIS by elucidating its philosophical assumptions, disciplinary fundamentals, and theoretical frameworks through historical and comparative lenses. I identify and construct disciplinary knowledge of EIS comprising two categories, namely, subject matter knowledge and profound knowledge, adopted from improvement science. I then highlight three methodological approaches of EIS and the building of professional improvement communities empowering individual and institutional improvement capabilities. I propose that EIS is the art of the improving organization for classes, schools, and/or more broadly defined educational agencies. Originality/Value: This study recognizes the significance of EIS and research thereon, especially discipline-building and exploration based on local characteristics in a global vision, and the cultivation of new frontiers of educational research and practices.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1438091
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Educational Improvement Science: The Art of the Improving Organization
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  Data: <searchLink fieldCode="AR" term="%22Jun+Li%22">Jun Li</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4443-4551">0000-0002-4443-4551</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22ECNU+Review+of+Education%22"><i>ECNU Review of Education</i></searchLink>. 2024 7(3):714-737.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
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  Data: Purpose: To advocate educational improvement science (EIS) as an emerging transdisciplinary field, I reflect on the three major pathways of educational advancement in human history, discern the misuses and pitfalls of reform, and theorize how education can be improved to better serve its mission. Design/Approach/Methods: Employing a multiperspectival approach, I critically re-examine educational reforms and improvements worldwide and conceptualize the emerging transdisciplinary field through an extensive literature review, etymological analysis, international comparisons, and socio-historical,-cultural and-philosophical reflections. Findings: In this paper, I advance the concept of neo-improve mentalism for EIS by elucidating its philosophical assumptions, disciplinary fundamentals, and theoretical frameworks through historical and comparative lenses. I identify and construct disciplinary knowledge of EIS comprising two categories, namely, subject matter knowledge and profound knowledge, adopted from improvement science. I then highlight three methodological approaches of EIS and the building of professional improvement communities empowering individual and institutional improvement capabilities. I propose that EIS is the art of the improving organization for classes, schools, and/or more broadly defined educational agencies. Originality/Value: This study recognizes the significance of EIS and research thereon, especially discipline-building and exploration based on local characteristics in a global vision, and the cultivation of new frontiers of educational research and practices.
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      – Text: English
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      – SubjectFull: Educational Policy
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      – SubjectFull: Professional Development
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      – SubjectFull: Evidence Based Practice
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      – SubjectFull: Social History
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      – SubjectFull: Educational Philosophy
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