Applied education research is the first step to transforming learning at scale.

Why do we believe that applied education research is the first step to improving the quality of schooling and parenting at scale?

At Noldenbirge, we approach proposals to “improve quality at scale” with caution for a reason. In 1625, the King of Sweden commissioned the construction of four warships, naming the largest Vasa. It was the largest ship of its time, equipped with 64 cannons arranged on two gun decks. In 1628, Sweden launched Vasa in Stockholm harbour to a cheering crowd. Unfortunately, the cheering did not last long. Caught by a sudden gust of wind while still in the harbour, the ship capsized and sank. The king immediately ordered an inquiry. The investigation revealed that Vasa’s design was fatally flawed. Although shipbuilders carefully followed existing standards, the ship’s gundecks, ballast, and hold were incompatible. Shipbuilders at that time relied primarily on traditional models and trial-and-error methods. They had originally planned Vasa as a smaller ship but scaled it up at the king’s insistence.

At Noldenbirge, we believe that the school education community should take note of the Vasa episode when considering how to “improve quality at scale.” We propose applied education research as the first step to transforming learning across our country. In this context, our Theory of Change serves as our operational framework as we engage in applied education research on schooling, teaching, and parenting.

What is our theory of change?

If we collaborate with parents, teachers, and school principals to field-test parenting, teaching, and school management strategies before implementing them at scale, then we can transform our schools into data-informed learning ecosystems that cultivate a culture of curious, cohesive, and compassionate parent-teacher-child partnerships.

It takes about 14 to 25 years for insights from education research to become authentic everyday practices. At Noldenbirge, we aim to take a multidisciplinary approach to applied education research by integrating developmental economics, behavioural science, cognitive science, social psychology, and design thinking to bridge this gap. We intend to take three specific actions in this regard. First, we will collaborate with parents, teachers, and school principals to conduct clinical trials of parenting, teaching, and school management strategies. Second, we will use the insights from these clinical trials to create open social learning experiences for parents, teachers, and school principals. Third, we will leverage information technology and generative artificial intelligence to distribute these learning experiences at scale.

We aim to practise five values that we consider essential to our work as a not-for-profit applied education research organisation, as we advance our vision within the framework of our Theory of Change. We have defined these organisational values as five "Value Personas": Observer, Investigator, Connector, Experimenter, and Missionary. To make these Value Personas accessible to everyone at Noldenbirge, we created a Theory of Change for each one.

Value Persona One

We are observers.

What is our theory of change as a collective of observers?

If we use structured observation methods to observe parents, teachers, and school leaders in action, and identify and codify behavioural patterns, then we can transform our schools into data-informed learning ecosystems that cultivate a culture of curious, cohesive, and compassionate parent-teacher-child partnerships.

Value Persona Two

We are investigators.

What is our theory of change as a collective of investigators?

If we approach challenges in schooling and parenting with an investigator’s growth mindset, ask bold questions, set clear directions, and develop authentic solutions, then we can transform our schools into data-informed learning ecosystems that cultivate a culture of curious, cohesive, and compassionate parent-teacher-child partnerships.

Value Persona Three

We are connectors.

What is our theory of change as a collective of connectors?

If we engage openly, empathetically, and inclusively with organisations and individuals to promote and practise lifelong learning for children, then we can transform our schools into data-informed learning ecosystems that cultivate a culture of curious, cohesive, and compassionate parent-teacher-child partnerships.

Value Persona Four

We are experimenters.

What is our theory of change as a collective of experimenters?

If we meticulously field-test contemporary learning theories, teaching approaches, school improvement strategies, and parenting practices in real-world settings to design and distribute open-source social learning solutions, then we can transform our schools into data-informed learning ecosystems that cultivate a culture of curious, cohesive, and compassionate parent-teacher-child partnerships.

Value Persona Five

We are missionaries.

What is our theory of change as a collective of missionaries?

If we passionately and strategically advocate with policymakers, education leaders, philanthropists, parents, teachers, and school administrators to create opportunities for nurturing lifelong learners in all children, then we can transform our schools into data-informed learning ecosystems that cultivate a culture of curious, cohesive, and compassionate parent-teacher-child partnerships.

If you believe in the power of applied education research as the obvious first step in bridging the gap between education policy and its everyday practice, we invite you to support our work. You can donate to transform school education through applied education research space here.