Reflections on Dimensions of Educational Change: Lessons from One School Using Design Thinking as a School Reform Process
Bibliographic record
Abstract
The purpose of this paper is to share researcher reflections about a school’s withdrawal from an educational change initiative that uses design thinking as a reform process. Upon reviewing audio-recorded workshop and debrief transcripts, observational field notes, and one follow-up telephone interview with a teacher-participant, the researchers generated some preliminary ideas about the school’s decision to withdraw. Drawing on case study methodology to interpret this qualitative data, this paper comprises three nascent dimensions of educational change which align with extant academic discourses: direction of change, facilitation approach, and communication. We interweave researcher observations and participant perspectives to provide a snapshot of how one school using a design thinking-based reform process experienced approaching school change. Little research documents design thinking as a change process, let alone in a current reform initiative. This paper attends to this gap while also providing rare access to field experiences with design thinking in action
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.003 |
| Open science | 0.002 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.034 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".