Warrants for Action; an Agenda for Continuous Improvement Research in Education. (Record no. 17008)

000 -LEADER
fixed length control field 02516naa a2200241 i 4500
001 - CONTROL NUMBER
control field 17008
003 - CONTROL NUMBER IDENTIFIER
control field OCLRC
005 - DATE AND TIME OF LATEST TRANSACTION
control field 20260805085510.0
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 260805b |||||||| |||| 00| 0 eng d
040 ## - CATALOGING SOURCE
Original cataloging agency OCLRC
655 ## - INDEX TERM--GENRE/FORM
Genre/form data or focus term Journal articles
100 ## - MAIN ENTRY--PERSONAL NAME
Main Author Name Lora Cohen-Vogel
245 ## - TITLE STATEMENT
Article Title Warrants for Action; an Agenda for Continuous Improvement Research in Education.
700 ## - ADDED ENTRY--PERSONAL NAME
Additional Author Names Christopher Harrison
700 ## - ADDED ENTRY--PERSONAL NAME
Additional Author Names Allison Rose Socol
700 ## - ADDED ENTRY--PERSONAL NAME
Additional Author Names QI Chelsea Xing
700 ## - ADDED ENTRY--PERSONAL NAME
Additional Author Names Torrie Edwards and Carl Carson
520 ## - SUMMARY, ETC.
Summary, etc. Purpose: Recent reports by the National Academy of Sciences, Engineering, and Medicine have ignited a new wave of discourse regarding the future of education research and reinvigorated calls for education research to be more relevant to practice. An emerging research paradigm, continuous improvement research (CIR), responds to that debate by placing the pursuit of practice relevance at its core. This article seeks to understand how participants in the discourse surrounding the improvement research paradigm legitimize and justify their positions regarding its use and situate the method within the field of education re-search. <br/><br/>Research Methods/Approach: Through systematic searches of education research databases, reviews of key improvement research websites, and queries to scholars in the field, we draw on Cochran-Smith and Fries's warrants framework to analyze the discourse surrounding CIR as it plays out in articles, reports, presentations, and speeches. <br/><br/>Findings: We find that participants in the discourse surrounding improvement research in education rely on the political, evidentiary, and accountability warrants identified by Cochran-Smith and Fries, along with three novel claims, as they discuss CIR approaches and construct their arguments. <br/><br/>Implications: These findings make explicit the varied assumptions and claims that underlie arguments regarding CIR. Moreover, they underscore that decisions regarding research funding and support will likely not be made based on empirical considerations alone-but also on stakeholders' values-based assessments regarding which models best hold researchers accountable for results, ensure the public interest is served, and efficiently spend limited research dollars.
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM
Subject Entry Education research
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM
Subject Entry Improvement research
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM
Subject Entry Continuous improvement research
773 0# - HOST ITEM ENTRY
Control subfield nnam
Periodical / Journal / Magazine Title American Journal of Education
Publication Chicago, IL The University of Chicago Pres 2024
ISSN 0195-6744
Volume & Issue Vol. 130 No.4
Pages 519-553

No items available.