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Network uses improvement science to scale up change

By Melinda George, Nick Morgan and Elizabeth Foster
February 2019
Vol. 40 No. 1
If you were given the opportunity to design a new way to drive positive change in public education policy and practice at scale, what would you do? How would you seek new solutions that bridge the gaps between research and practice? If you’re like many education stakeholders, you might grapple with some of these challenges: Implementing strategies that appear to hold promise but have never been scaled; Maintaining the integrity of research-based interventions while addressing the need for contextual adaptation such as a different timeline or resource challenges; or Balancing the benefits of focusing in one area with the pressing need to tackle multiple issues and solutions simultaneously. We need new sources of innovation to address these classic challenges in improving educational outcomes and break

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Authors

Melinda George, Nick Morgan, and Elizabeth Foster

Melinda George (melinda.george@learningforward.org) is director of policy and partnerships, Nick Morgan (nick.morgan@learningforward.org) is a senior consultant, and Elizabeth Foster (elizabeth.foster@learningforward.org) is associate director of standards, research, and strategy at Learning Forward.

Related resources

December 2018 issue of The Learning Professional: learningforward.org/publications/jsd
Carnegie Foundation blog: www.carnegiefoundation.org/blog/category/thinking-about-improvement
Center for Public Research and Leadership: cprl.law.columbia.edu
2016 National Commission on Teaching and America’s Future report, What Matters Now: A New Compact for Teaching and Learning: nctaf.org/research/what-matters-now


+ posts

Melinda George
(melinda.george@learningforward.
org) is chief policy officer at Learning
Forward.

+ posts

Nick Morgan (nick.morgan@learningforward.org) is senior a consultant for Learning Forward.

Vice President, Standards & Research | + posts

Elizabeth Foster (elizabeth.foster@learningforward.org) is vice president, research & standards at Learning Forward. In each issue of The Learning Professional, Foster explores recent research to help practitioners understand the impact of particular professional learning practices on student outcomes.


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