Purpose

The purpose of this study is to examine how a school leadership team in a rural, high-poverty elementary school learned to lead continuous school improvement in a research–practice partnership.

Design/methodology/approach

This case study draws on qualitative research methods, improvement science and Deming's notion of a system of profound knowledge to identify how members of the school leadership team understood and approached their school improvement work differently as a result of engaging in continuous improvement processes in a research–practice partnership.

Findings

The findings illustrate how engaging in continuous improvement processes in the research–practice partnership enhanced the leadership team members' capacities to prioritize and solve problems, incorporate multiple and diverse perspectives in problem-solving efforts and establish a culture of increased risk-taking and ownership of teaching and learning outcomes. In sum, the members of the leadership team became the drivers of their own change processes.

Originality/value

The findings provide insight into how leaders in rural, high-poverty schools can build capacity within their schools to meet the demand for increased student achievement by leading collaborative, continuous improvement processes grounded in improvement science in research–practice partnerships.

中文翻译：

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成为变革的驱动力：农村研究与实践伙伴关系的不断改进

目的

这项研究的目的是研究农村高贫困小学的学校领导小组如何通过研究与实践的伙伴关系来领导学校的持续改进。

设计/方法/方法

本案例研究借鉴了定性研究方法，改进科学和戴明的深层知识体系的概念，以确定学校领导团队的成员如何通过参与研究中的持续改进过程来不同地理解和处理他们的学校改进工作，实践伙伴关系。

发现

研究结果表明，在研究实践实践中参与持续改进过程如何增强领导团队成员确定优先级和解决问题的能力，在解决问题的努力中纳入多种多样的观点，并树立增加承担风险和承担责任的文化教学成果。总之，领导团队的成员成为了他们自己的变革过程的驱动力。

创意/价值

这些发现提供了对农村高贫困学校领导者如何通过领导基于研究与实践合作关系的改进科学的协作，持续改进过程来满足其对提高学生成绩的需求的能力的洞见。