Year: 2019
Type: dissertation
Abstract: In 1984, Carl Weick discussed how the scale at which we perceive social problems matters, especially regarding innovative action. He denoted that small wins lead to big wins and that this has long been established in various fields (e.g., business, athletic training, weight loss, addiction recovery, etc.). More recently, the Progress Principle (Amabile & Kramer, 2011) empirically established that indeed small wins increase productivity, joy, and creativity. Educational research and reform (i.e., policy, teacher training, evaluation, etc.) could benefit from the additional knowledge that a ‘small wins’ perspective can provide. Indeed, teachers regularly see, use, and are motivated by small wins: small wins can gain momentum and spread. Small wins are emotional moments often marked by struggle and/or frustration, thus making success rewarding. This exploratory study is the first to establish small wins within education. Importantly, it does so from the perspective of classroom teachers. Collectively, teachers define small wins as ephemeral moments of meaningful success. As experts of their classrooms, teachers have the unique ability to identify, create, and celebrate small wins. Given the increased tensions among educators and politicians (e.g., RedforEd, gun laws), it is important that research, policy, and training learn once again from teachers and recognize that small wins are mighty.
Author: Natasha Kay Sterzinger
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W3086988803