Abstract
Addressing the
learning improvement needs of academically at-risk students is a challenge that
school leaders continually struggle with.
This article showcases how a team of school improvement leaders in one
urban elementary school setting used an innovative design research methodological approach to: 1) investigate and
identify the underlying root causes of their school’s persistent
student-learning problems; and 2) develop a targeted professional learning
intervention program to address the specific data teaming and differentiated
instructional planning support needs of teachers. A literature-informed discussion is included
on how the elementary campus principal and her instructional improvement team
utilized applied design research
thinking in conjunction with
focused data-teaming processes to provide third- and
fourth-grade teachers with relevant data literacy and differentiated
instructional planning knowledge and skills to effectively address the learning
improvement needs of the campus’s large population of economically
disadvantaged and academically at-risk students. Finally, several design
principles emerging from the
collective results and findings of the elementary school case study are
presented that may be of practical use to school leaders seeking to explore the
potential of applying educational design research methods in their school
settings to jumpstart and invigorate their own context-specific instructional
improvement efforts.
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IJAHSS by IPRPD is licensed under a Creative Commons Attribution 4.0 International License.