Book Notes & Thoughts: The Making of Pro-Life Activists, by Ziad Munson

prolife

This book might seem out of my general topic area, but after hearing Hahrie Han speak at the Carnegie Summit last year (in which she mentioned this book) and reading her book about organizing social movements, I wanted to dig a little deeper into how social movements mobilize and sustain their work.

Bryk, Gomez, & Grunow’s 2011 paper Getting Ideas into Action is probably THE foundational piece of my graduate school inquiries (and likely the rest of my career). They describe improvement science in networked improvement communities as sustained, collective action. This is a phrase that I continue to circle and turn over. I like the pragmatic focus of understanding why people to do what they do, particularly things that have collective momentum and/or impact, but I also see how difficult this is. We have such a deeply held belief that “the more you know” will make change, but over and over again, we find that people have their own minds and act in unpredictable ways.

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Reorienting the Search

Lost amidst journal articles, textbooks, and ideas, I decided to go back to the personal statement I wrote to get started on this graduate school journey, hoping it would help me find direction.

Pursuing research in education is my opportunity to circle these big questions, square my experiences, and dig deeper.

My vision for education was that we need to cultivate hopeful individuals, who think deeply and creatively, who develop their strengths and pursue their passions, who feel safe to take risks, who work effectively across cultures, and see opportunity in change. It is these aspirations that give direction to our actions.

What professional, social, and administrative support structures do teachers need to be innovative in their practice? How can a system-wide framework be designed to inspire personal investment? How do great leaders envision, design, and introduce large-scale initiatives when there is resistance? Is cultivating passionate and engaged teachers enough to shift an institution, school district, or nation towards change?

How do practitioners identify the problems that they need to solve? What tools do they use to solve them? What do they do with their solutions and how does that scale to the rest of the district? How do you study a multi-level, systemic process? How can schools change to meet the needs of their students, constituents, and society? How does this scale?

My commitment and passion for education is fundamental to who I am, and it is precisely this love that drives me to improve it. The world can be a better place if we are intentional in our actions, aware of our environment, and seek joy in learning and play. Living this at all levels – students, teachers, and administrators – will cultivate agency. After all, life is about possibility. If we see education as a set of rules that do not work or even include us, why bother? But if we live learning as a way to discover and transform, the possibilities are endless.

Book Notes & Thoughts: Organization Theory

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Over the last few days, I read a textbook. And if I’m honest, I loved it. Graduate school continues to feel like a privilege and a luxury, to learn about ideas that I find interesting, do engaging and meaningful work with teachers and other researchers, and try my best to write in a way that captures my thinking.

I remember a high school English teacher telling me that the easiest (and therefore worst) way to write a summary is to do so chronologically: “And then, and then, and then.” It’s the easiest to write, because it’s also the easiest way to understand. This is what I needed to wrap my head around organization theory, which I want to use for the conceptual framework for my dissertation.

This book, Organization Theory, by Mary Jo Hatch, gave me an entry point into the scope of study, both chronologically (from classical, modern, symbolic/interpretive, to post-modern) and topically (core concepts, decision making, power, politics, change, and learning). Not only did this give me an entry point into this field, but it also allowed me to see where my interests are. What does thinking about schools through the lens allow me to see, understand, and say? And of course, how do I limit my view by seeing it through these theories?

Classical period, 1900 onward; Modern, 1950s onward; Symbolic/Interpretive, 1980s onward; Post-Modern, 1990s onward. Theory = a system of ideas; Social theory = a perspective on reality. Continue reading

Carnegie Summit, 2017: Pre-Conference

This is my favorite week of the year. For the third time, I’m excited to attend the Carnegie Summit. This is a place where people are talking about things the same way I want to. I’m inspired by the work people do and the amazing results they have improving the lives of their students and teachers.

For the first time I’ll be attending a pre-conference session on “Using Data for Improvement”. With our work this spring, I’ve found that the hardest thing is for teachers to use measurements! It’s been tough to find practical measures that teachers feel is a good enough responder to what they are trying to accomplish. For example, I suggested using the amount of time a student talks in response to a question. This was dismissed as misleading: students could be concise and clear or longwinded and obtuse, but the amount of time did not for sure reflect quality. I’m hoping to get lots of examples of what schools have used and perhaps some principles or logic about how to come up with them.

The keynotes this year are Tony Bryk, Becky Margiotta & Joe McCannon, Peter Senge, and Jeff Duncan-Andrade.

Other sessions I’m interested to attend:

  • How do we improve? A comparison between three approaches to improving quality
  • Building a science of improvement
  • Tracking networks through social network analysis
  • Developing ideas for change: Where do good ideas come from?
  • How improvement science advances outcomes and opportunity
  • Seeing the system from the user’s point of view through journey maps

Of course in the middle of all of this I am also midway through a first draft of my dissertation proposal. Hopefully this will be inspiration for some evening productivity!

 

The next 500m

A little over a year ago, I wrote about managing the second 500m of a crew race. Catch – send. Catch – send. There were moments that weren’t pretty, and work that I’m glad is done, but I made it through. I’m into the third 500m now, and it’s time for a power 10: 10 strokes as hard as I can pull.

It’s spring break. Campus is quiet, undergrads are off to Florida or Mexico, other grad students are working from home, and I’m in the office, frantically writing a first draft of my dissertation proposal. In two weeks, I need to have an executive summary for the Clark Seminar, which I’m honored to have been selected to. Next week, I’m off to another Carnegie Summit to present a poster about our PiPNIC work. So this week is it.

The third 500m is when you started to feel the send. You feel the glide of the boat under you, the water beside the boat smooths out, and there is a crisp snap against the oarlocks. The power 10 feels good: a sense of power, possibility, and strength.

I’m starting to see connections between what I thought was an interesting idea and the good work happening in schools. I use words like epistemology and distributed cognition and (at least I think) I know what they mean. I have definitely developed an appreciation for the time it takes to develop from an idea to a study.

Focus on the rhythm, keep the course, send each pull.

Book Notes & Thoughts: Going to Scale with New School Designs: Reinventing high school

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As part of our personalized learning in practice study, we visited, studied, and worked with a number of small district charter schools across Wisconsin. We talked a lot about High Tech High and Big Picture Schools. When I found this book (again, perusing the education stacks), it was in the area that I am thinking about: scale, design, and new models for learning. Reading it gave me a window into how to do education research at an organizational level.

Going to Scale with New School Designs: Reinventing High School, by McDonald, Klein, Riordan (2009).

The late 1990s was a time when the small school movement was rising, and there was interest and support for restructuring. This was the time of charters and vouchers, with the idea of choices and new designs. Similar to the Improvement by Design, this book is largely a story of the challenges of replication. In fact, they are an interesting (though unintended) juxtaposition. Whereas the goal of CSR was to replicate large traditional schools, the goal of “going to scale” with Big Picture was to replicate small, instructionally innovative schools. But their questions for inquiry are quite similar: how to install and support their design across contexts?, what challenges might be expected? how to manage these? what are the roles of the designer and client?

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Book Notes & Thoughts: Change Leader, by Fullan

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Next up on the read it and return it list is Change Leader: Learning to Do What Matters Most, by Michael Fullan (2011). This book was cited in something I read and I happened to be wandering the education stacks (yes, some people still do this) and I picked it up. I was curious about the first chapter: Practice Drives Theory: Doing is the crucible of change. Definitely in my court.

“All the best concepts to be deeply experientially grounded.” (p. xi) This book comes after Fullan worked on whole-system reform, engaging with practitioners and policymakers to change large, complex education systems. “The most effective leaders use practice as their fertile learning ground. They never go from theory to practice or research evidence to application. They do it the other way around: they try to figure out what’s working, what could be working better, and then look into how research and theory might help.” (p.xii)

  • “Doing is the crucible of change” (p.3)
  • “Effective change leaders … walk into the future through examining their own and others’ best practices, looking for insights they had hitherto not noticed” (p.11)
  • adaptive challenge (require new discoveries and behavioral change) vs. technical problems (we know the answer, solution just needs to be applied) (p.17-18)
  • “balance between capacity building and accountability interventions” (p.19)

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Book Notes & Thoughts: Improvement by Design

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It’s been awhile… I think every blogger goes through a spell when it’s really hard to write. In January, I set out a writing plan for the spring, which involved blogging a book per week. Easy, right? I made it through the first month, but the blogging never happened. And now I’m in a total writing block, unable to tap out the literature review that is past due! So, my goal is to get back in the saddle, as they say, and use this for what it’s always been good for: making me write, organize my thoughts, and document my work. I’ve pulled down all the books off my shelf from the library that I’ve read (okay, skimmed) over the past few years. In the next few days, they are going to get reviewed and returned. Forward progress and decluttering!

The first book is Improvement By Design: The Promise of Better Schools, by Cohen, Peurach, Glazer, Gates, and Goldin (2014). I’m all about improvement these days, heading to present a poster at the Carnegie Summit in a week, and I also am increasingly sold on the idea of education as the design for learning, which I wrote about LOOOONG ago, in the days before I did this reading and thinking for a living. So naturally, when I saw the title, I was intrigued.

I’m really curious right now about how people are using words around educational reform right now. The contents of the book talk about improvement, implementation, suitability, and building systems. Interestingly they do NOT say innovation, which is what I usually put alongside improvement. Here are MY definitions of a few terms:

  • Improvement – making the system better
  • Systemic Improvement – using a systems approach to make the system work better
  • Innovation – creative application of a new-to-you idea
  • Infrastructuring – the process of creating the connections, relationships, individual knowledge, and agency for change (based loosely on definitions from Penuel, 2015, and DiSalvo & DiSalvo, 2015)

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Book Notes & Thoughts: How Organizations Develop Activists, by Hahrie Han

how

The author of this book, Hahrie Han, is a political scientist who gave a riveting, heartfelt, and compelling keynote address at last year’s Carnegie Summit (which I wrote about here). I finally got around to opening the book, which I had out from the library since last spring, in order to get more details.

Over the course of two years, she investigated two civic associations. One thing I liked best about her methods was that she spent a year learning about them and drawing on quantitative data and ethnographic fieldnotes, then returned the next year with small trials to see if her theories played out.

Her goal was to find out why some chapters had high-engagement from their members and others didn’t. She goes to great lengths (which I won’t here) to articulate what she means by high-engagement and how she paired the comparisons.

Ultimately, she describes three different “models of engagement”: lone wolves, mobilizers, and organizers. L0w-engagement sites combined lone wolves and mobilizers, whereas high-engagement combined mobilizers and organizers. Lone wolves are just what they are called: they have individuals who are “star volunteers,” who work alone, power themselves, and do great things, alone. Their focus is on the issue, not the organization. Mobilizers get more people involved. They capitalize on the interest people already have on an issue and get them to show up. For example, this might mean really long email lists that go out with information, which may or may not pay off in terms of people taking action. Finally, organizers focus on developing leadership and capacity. They invest in volunteers by giving them opportunities and support for leadership.

Particularly relevant in the context of civic organizations, a healthy democracy requires that people have a voice. Having the opportunity and knowing how is part of this. How organizations get people to come out and vote, protest, and lead is critical. “By bringing people together for collective activity, associations teach people the basic skills of democratic citizenship while advocating for their members’ interests in the public arena … Through the ways in which they reach and engage people, these associations can become engines of activism that propel people to higher levels of involvement” (p.28).

Reflections: While this book is outside of my field, it was instructive in terms of the methods and formulation of an argument. I’m not sure whether some of these concepts (lone wolves, mobilizers, organizers) will apply directly to my research, but that is why I write about them here, in commonplace book in the commons.

Book Notes & Thoughts: Despite the Best of Intentions, by Lewis & Diamond

best of intentions

The fall semester kicks off tomorrow so I’ve been trying to get a jump on reading. One of my classes is called Race, Class, and Educational Inequality, with Professor John Diamond. He and Amanda Lewis recently (2015) published this book, Despite the Best of Intentions.

Goal of the book: Examine the school based factors of the “racial achievement gap” as it is enacted in practice at a well-resourced, affluent high school that explicitly states diversity as one of their values but still feels like two different schools.

Thesis: “Through a combination of the structural, institutional, and ideological forces and despite the best of intentions of most of those who work in, attend, and participate in the school, racial stratification gets reproduced in places like Riverview” (p.15).

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