Using Networked Improvement to Build Student Ownership and Responsibility
Marisa Cannata, Christopher Redding, and Tuan D. Nguyen have a new paper published in Journal of Research on Educational Effectiveness, entitled Building Student Ownership and Responsibility: Examining Student Outcomes from a Research-Practice Partnership. The paper focuses on the link between a growing emphasis on the importance of co-cognitive traits and the emergence of research-practice partnerships to scale effective practices.
The Student Ownership and Responsibility (SOAR) innovation was developed through a research-practice partnership with a large, southwestern school district. Those who designed the SOAR innovation included teachers, school administrators, central office administrators, program developers, and researchers. The theory of improvement emphasized developing student growth mindsets in order to increase student engagement. Schools within the SOAR innovation had the ability to adapt within their particular school contexts. The paper develops a framework to analyze how the specific features of the network-based improvement approach contributes to school and district-level outcomes.
To understand outcomes from the research-practice partnership and SOAR, quantitative and qualitative data were examined to assess any changes before and after implementation of the relationship between student ownership and responsibility and student outcomes. When examining the data by school, two schools saw an increase in student grades and fewer absences over the two years of implementation observed. Additionally, qualitative data was reviewed to understand how school-level implementation shaped observed outcomes. They find that schools with more consistent enactment of the routines had greater impact on student outcomes.