theory of action in education
For the theory of action to work, support systems need to be in place in schools to create spaces for teachers and students to learn, experiment and, sometimes, make mistakes. Innovation requires it.
By Julie Keane, Director of Research and Evaluation, VIF International Education
This treatment tells the students how they are expected to behave in the classroom and perform in academic tasks. If the teacher’s treatment is consistent over time, it will likely affect the student’s selfconcept, achievement motivation, levels of aspiration, classroom conduct and interactions with the teacher. These effects will complement and reinforce the teacher’s expectation. Ultimately, this will affect achievement and other student outcomes. High-expectation students will be led to achieve at or near their potential, but low-expectation students will not gain as much as they could have if taught differently.
Theory of action
All proposals are reviewed by series and acquisition editors. There are two types of review: expedited and extended. Expedited reviews occur in cases where the series and acquisition editors have determined that a project should or should not move forward based on the fit and potential of proposal to contribute to the series. Extended reviews occur in cases where proposals take on more specialized topics and would benefit from additional input provided by experts serving on the series advisory board and, in some cases, relevant external reviewers who can make a recommendation about the potential merit of a particular project. Extended reviews may also include an exit review of the completed work by board members or external reviewers.
Educational settings represent sites of creative possibility. They also represent the manifestation of some of the most persistent and dogmatic beliefs about teaching and learning. This series aims to push the frontiers of creativity theory, research, and practice in educational settings. Specifically, this series endeavors to provide a venue for disseminating the kinds of provocative thinking and cutting-edge research that can promote more creative approaches to teaching and learning. The focus of the series is on mainstream (rather than gifted or other specialized) educational settings. Another aspect worthy of exploration is domain specific or domain general view of creativity- one that has hitherto been the speculation of cognitive science but one that can be brought to the forefront of existing treatments of creativity. A final (and general) area of investigation is artistic, ecological, cultural and anthropological aspects of creativity that have been ignored by the community.
This Series: • Capitalizes on the growing international interest and concern about the breakdown of creativity in everyday schools and classrooms • Provides fresh thinking on complex issues and challenges pertaining to theory and practice aimed at promoting creativity in educational settings • Challenges existing dogmas and overly narrow conceptions of teaching, learning, and creativity (e.g., creativity being separated from academic learning and linked to gifted education) • Spotlights new theories, methodologies and approaches to studying and enacting creativity in a variety of domains, contexts, and levels (early childhood through higher education)
The Editors of this Series welcome proposals for edited and authored volumes that provide provocative and original explorations of creative theory, methodology and action in educational settings. This includes international and multidisciplinary perspectives on creativity across and within K-12, university, online and informal educational settings (e.g., museums, organizations, clubs, and groups). The audience for this series includes creativity and educational researchers, graduate students, practicing educators, and educational thought leaders.
Our Students are Pioneers
IF students are taught to be curious, to seek and value diverse perspectives, and to manage and regulate their emotions in the context of collaborative inquiry, THEN classroom communities will support a sense of belonging, empathy, cultural competency, and the teamwork skills necessary for equitable and active citizenship.
To determine the problems the TOA would address, NDE staff first looked to the needs and challenges of three schools designated as needing the most improvement through the state accountability system. Even though, these three “priority schools” had already received several supports that the NDE would like to implement statewide through the framework of support, the schools experienced some challenges implementing those supports as well as unaddressed needs. For example, the schools needed enhanced access to tools and resources. Additionally, they needed to develop more trust between school staff, administrators, and support staff to continue the hard work of improving student learning. Reviewing the challenges that the priority schools faced in accessing and using NDE supports provided an indication of what a statewide framework of support would need to address.
For example, NDE staff addressed the problem statement “Educators often lack access to standards-aligned, evidence-based programs and practices for instructionвЂќ by pairing it with an activity that would provide вЂњschools with a repository of standards-aligned, evidence-based programs and practices for school improvement.” NDE staff believe this solution will lead to the short-term outcome of teachers being able to access and implement appropriate instructional materials and practices based on what a student can do with and without help. They further expect the intermediate outcome of this access to improve teachersвЂ™ capacity to use standards-aligned, evidence-based programs and practices through teacher mentoring programs and evaluation feedback. Finally, NDE staff worked to ensure all of the activities and outcomes they chose would lead to the Nebraska Board of Education’s long-term outcome of “students are supported by qualified/credentialed, effective teachers and leaders throughout their learning experiences.”