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Download full textRyan Jackson, K.; Ward, C. – National Implementation Research Network, 2019
The purpose of the brief is to provide examples from two state education agencies in the United States who took a different path to systemic change through the use of the Active Implementation Frameworks (Fixsen et al. 2013a; Metz & Bartley, 2012). Both states received intensive implementation-informed support from the State Implementation and…
Descriptors: Educational Change, Change Strategies, Systems Approach, Evidence Based Practice
Peer reviewed
Direct linkHouston, Don; Paewai, Shelley – Quality in Higher Education, 2013
Internationally, quality assurance schemes persist despite long-standing dissatisfaction and critique of their impact and outcomes. Adopting a critical systems perspective, the article explores the relationships between the knowledge, power and meanings that stakeholder groups bring to the design and implementation of quality assurance systems.…
Descriptors: Knowledge Level, Power Structure, Educational Quality, Quality Assurance
Glover, Todd A., Ed.; Vaughn, Sharon, Ed. – Guilford Publications, 2010
As response to intervention (RTI) is adopted by increasing numbers of schools and districts, knowledge about "what works" continues to grow. This much-needed book analyzes the key components of RTI service delivery and identifies the characteristics of successful implementation. Critically reviewing the available research, leading authorities…
Descriptors: Learning Problems, Early Intervention, Responses, Elementary Secondary Education
Alma, Carine V. – 1993
The acquisition of expertise involves the adoption of a between-systems problem-solving approach. A between-systems problem-solving approach involves (1) category restructuring; (2) analogy formation; and (3) solution construction using symmetrical and asymmetrical mapping information. Category restructuring permits the expert to reframe the…
Descriptors: Analogy, Classification, Knowledge Level, Problem Solving
