Master class - Getting ideas into action

21 May 2014, 9.30 AM - 21 May 2014, 9.30 AM

Integrating research and practice in networked improvement communities in education with Professor Anthony Bryk

Applications to Ruth Deakin-Crick. This master class is intended for those undertaking research in schools and involved in change programmes. Please state your reasons for applying, including how this will add value to your research.

Only 25 places available. Cost £95 pp.

Part of the Learning Inquiry summer events programme, Professor Anthony Bryk (President of the Carnegie Foundation for the Advancement of Teaching) is one of America's most noted educational researchers.

9:30am - 4pm, Systems Centre, Knowledge Exchange Suite, Merchant Venturers Building.

This public lecture is organised by the Graduate School of Education, in association with the Cabot Institute, International Centre for Infrastructure Futures, the Southern Educational Leadership Trust, the Hampshire Teaching Schools Alliance and Bath Spa University.

Professor Anthony Bryk will be facilitating a Master class for leading practitioners in the Design-Educational Engineering and Development (DEED) approach to school improvement. This improvement research allows systems to address shared complex problems with all stakeholders, rapidly prototyping improvements and harnessing the emerging collective intelligence to facilitate organisational learning. The Master class will communicate the key ideas of DEED as an improvement science and will provide opportunities for participants to explore its application to particular complex issues drawn from education.

Download a copy of the poster (PDF, 1,062kB).

Abstract

The current educational research and development infrastructure fails to connect to enduring, complex problems of improvement in our nation’s schools and colleges. An all too well known sample of such problems include ethnically based gaps in attainment; lack of progress across transitions; engagement and aspiration, particularly of socially disadvantaged groups; sustainable models of school improvement in an increasingly fragmented system and systems leadership capable of evaluating wider outcomes of schooling. Educational problems like these continuing to be vexing even though they have gained public policy attention and stimulated an extraordinary array of activity within the research and practitioner community. A small but growing cadre of scholars and policy organizations have coalesced around an argument that the social organization of the research infrastructure is badly broken and a very different alternative is needed. Schools need to transition from the bureaucratic industrial-age structures in which they were created a hundred years ago into modern learning and improvement organizations that are suitable to the needs of today. To do so will be excruciatingly difficult, because it will require a change in mind-set, creation of new infrastructure, and changing patterns of authority and power. But this change is what is required if we truly seek to achieve our goal of educating all students to high levels. The Carnegie Foundation for the Advancement of Teaching has argued a more problem centred approach that joins academic research, clinical practice and commercial expertise in sustain programmes of Design-Educational Engineering and Development (DEED). This improvement research allows us to develop shared understanding of complex problems, cull and synthesize the best of what we know from scholarship and practice, rapidly develop and test prospective improvements, deploy what we learn about what works in schools and classrooms, and add to our knowledge to continuously improve the performance of the system.

Biography

Professor Anthony Bryk is the ninth president of the Carnegie Foundation for the Advancement of Teaching, where he is leading work on transforming educational research and development, more closely  joining researchers and practitioners to improve teaching and learning. Formerly, he held the Spencer Chair in Organizational Studies in the School of Education and the Graduate School of Business at Stanford University from 2004 until assuming Carnegie's presidency in September 2008. He came to Stanford from the University of Chicago where he was the Marshall Field IV Professor of Urban Education in the sociology department, and where he helped found the Center for Urban School Improvement, which supports reform efforts in the Chicago Public Schools. He also created the Consortium on Chicago School Research, a federation of research groups that have produced a range of studies to advance and assess urban school reform. He is a member of the National Academy of Education and was appointed by President Obama to the National Board for Education Sciences in 2010. In 2011, he was elected as a member of the American Academy of Arts and Sciences. He is one of America's most noted educational researchers. His 1993 book,Catholic Schools and the Common Good, is a classic in the sociology of education. His deep interest in bringing scholarship to bear on improving schooling is reflected in his later volume, Trust in Schools, and in the most recent book,Organizing Schools for Improvement: Lessons from Chicago (Chicago Press, 2009.) Bryk (Bryk, Sebring et al. 2010)holds a B.S. from Boston College and an Ed.D. from Harvard University.

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