Files
Abstract
This action research case study utilizes a group of middle school leaders to examine the role of intellectual and social capacity within curriculum groups in the implementation of formative practices, a component of the school improvement plan. This study addresses the concept of capacity by applying David Hargreaves Capital Theory of School Effectiveness and Improvement, which examines how leveraging intellectual and social capital improves educational outcomes. Through these concepts, this research explores the influence of capacity and the process of implementation. Hence, what do we already possess and what do we need to do in order to accomplish this goal? An action research team was organized to collaboratively develop the current school plan and design interventions that examine how curriculum groups acquire and share knowledge as it pertains to formative assessment. As qualitative data was collected and analyzed, the team worked through the action research cycles to determine how intellectual capacity (knowledge, experience, and skills) and social capacity (relationships, networks, and trust) influence the implementation of formative assessment practices. This study demonstrates how action research in regards to school improvement plans allows a school to strengthen formative practices, by examining the phenomenon of implementation and the influence of the action research cycles. In addition, the team explored how measurement and modeling of intellectual and social capital can inform decision-making processes in educational settings. The case study component of this project focused both on the work of the action research team and the implementation process within curriculum groups. Findings show that implementation is based on the degree to which each individuals knowledge is known, shared, and utilized as a factor that contributes to group collaboration. These aspects, along with strong curriculum leadership influence the use of formative assessment practices in a school. Findings also show that trust, cohesion, and continuity set the stage for increased implementation within educational settings. In addition, action research can strengthen formative assessment practices through big picture awareness and a focus on listening and feedback. The use of measures and models can also assist with this awareness and inform decision-making processes in educational settings; however, leaders will have to decide when it is best to use them for evaluation and when it is best to use them for reflection and support.