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Designing Networks for Educational Transformation: The Art & Science of Possibility
Designing Networks for Educational Transformation: The Art & Science of Possibility
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20260202103516
- ISBN
- 9798288859915
- DDC
- 371
- 서명/저자
- Designing Networks for Educational Transformation: The Art & Science of Possibility
- 발행사항
- [Sl] : Harvard University, 2025
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2025
- 형태사항
- 116 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 87-01, Section: A.
- 주기사항
- Advisor: Mehta, Jal.
- 학위논문주기
- Thesis (Ed.D.)--Harvard University, 2025.
- 초록/해제
- 요약The American high school system is facing a crisis of disengagement, with students expressing disinterest in an outdated model that prioritizes efficiency over deep learning and personal growth. This capstone examines how learning networks can be a catalyst for large-scale educational transformation, offering a future-oriented approach to high school redesign. Anchored in the research by Tony Bryk, Paul LeMahieu, Etienne Wenger, Marshall Ganz, and Ronald Heifetz, this work explores how networks can accelerate learning among systems, build collective capacity, and inspire scalable change.As a Strategist for the Carnegie Foundation for the Advancement of Teaching, I supported the conceptualization and launch of the Future of High School (FHS) Network, a national network of high school systems moving beyond the limitations of the Carnegie Unit to advance a new Education Architecture consisting of a broader set of goals, rigorous and engaging learning experiences, and meaningful and actionable signaling systems. This capstone documents the design and execution of the FHS Network through three phases: entering a liminal state of organizational transition, conceptualizing a network that fosters deep and sustained learning, and launching a network to influence national change. By carefully recruiting and supporting twenty-five innovative school systems, the FHS Network seeks to understand the catalyzing forces needed to root, scale, and sustain a new Education Architecture.This work argues that designing networks for transformation requires both science and art. While both are grounded in research, the science of network design involves strategic recruitment, structured knowledge-sharing, and goal-setting processes. The art, however, lies in navigating human dynamics, fostering trust, and ensuring the network remains responsive to emerging insights. Through this dual approach, the FHS Network aims to generate knowledge that not only supports its members but also informs the broader field of education.Ultimately, this capstone contributes to the field of educational leadership by providing insights into how networks can drive large-scale change, sustain momentum, and reimagine high school as a place where all students can thrive. While it offers a roadmap for designing networks of learning, it also serves as a compass for navigating the uncertain yet hopeful terrain of national transformation.
- 일반주제명
- Educational leadership
- 기타저자
- Harvard University Education
- 기본자료저록
- Dissertations Abstracts International. 87-01A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■1001 ▼aLongbottom, Joseph.▼0(orcid)0009-0004-9225-0214
■24510▼aDesigning Networks for Educational Transformation: The Art & Science of Possibility
■260 ▼a[Sl]▼bHarvard University▼c2025
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2025
■300 ▼a116 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 87-01, Section: A.
■500 ▼aAdvisor: Mehta, Jal.
■5021 ▼aThesis (Ed.D.)--Harvard University, 2025.
■520 ▼aThe American high school system is facing a crisis of disengagement, with students expressing disinterest in an outdated model that prioritizes efficiency over deep learning and personal growth. This capstone examines how learning networks can be a catalyst for large-scale educational transformation, offering a future-oriented approach to high school redesign. Anchored in the research by Tony Bryk, Paul LeMahieu, Etienne Wenger, Marshall Ganz, and Ronald Heifetz, this work explores how networks can accelerate learning among systems, build collective capacity, and inspire scalable change.As a Strategist for the Carnegie Foundation for the Advancement of Teaching, I supported the conceptualization and launch of the Future of High School (FHS) Network, a national network of high school systems moving beyond the limitations of the Carnegie Unit to advance a new Education Architecture consisting of a broader set of goals, rigorous and engaging learning experiences, and meaningful and actionable signaling systems. This capstone documents the design and execution of the FHS Network through three phases: entering a liminal state of organizational transition, conceptualizing a network that fosters deep and sustained learning, and launching a network to influence national change. By carefully recruiting and supporting twenty-five innovative school systems, the FHS Network seeks to understand the catalyzing forces needed to root, scale, and sustain a new Education Architecture.This work argues that designing networks for transformation requires both science and art. While both are grounded in research, the science of network design involves strategic recruitment, structured knowledge-sharing, and goal-setting processes. The art, however, lies in navigating human dynamics, fostering trust, and ensuring the network remains responsive to emerging insights. Through this dual approach, the FHS Network aims to generate knowledge that not only supports its members but also informs the broader field of education.Ultimately, this capstone contributes to the field of educational leadership by providing insights into how networks can drive large-scale change, sustain momentum, and reimagine high school as a place where all students can thrive. While it offers a roadmap for designing networks of learning, it also serves as a compass for navigating the uncertain yet hopeful terrain of national transformation.
■590 ▼aSchool code: 0084.
■650 4▼aEducational leadership
■650 4▼aEducational administration
■653 ▼aAdaptive leadership
■653 ▼aCommunities of practice
■653 ▼aEducational transformation
■653 ▼aHigh school redesign
■653 ▼aLearning networks
■653 ▼aSchool systems change
■690 ▼a0449
■690 ▼a0514
■71020▼aHarvard University▼bEducation.
■7730 ▼tDissertations Abstracts International▼g87-01A.
■790 ▼a0084
■791 ▼aEd.D.
■792 ▼a2025
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17357463▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
