Ensuring We Are Solving the Right Problem

A Case for a Systematic Process to Identify and Frame Problems of Practice

Authors

  • Lesley F. Leach Tarleton State University https://orcid.org/0000-0001-9040-7207
  • Ryan Glaman Tarleton State University
  • Ronald Rhone Tarleton State University

DOI:

https://doi.org/10.5195/ie.2026.519

Keywords:

problem of practice, root cause analysis, root causes, wicked problems, problem identification

Abstract

Educational organizations routinely encounter problems of practice that are so complex, pervasive, and ill-structured as to be called “wicked”. Complexity may also obscure the true causes of a wicked problem, which can lead to misdirected and unsustainable improvement initiatives. In this article, we provide a process to help scholar practitioners systematically identify individual “wicked” problems of practice and frame the problem’s root causes. Through an iterative process of deduction and induction, the Problem of Practice Identification and Framing Process results in a problem of practice that is grounded in evidence and more likely to result in effective and sustainable improvements as a result. We offer two examples of how the process could be used involving a pictorial analogy and simulation of a wicked problem.

Author Biography

Lesley F. Leach, Tarleton State University

As CPED Delegate for Tarleton State University, I currently facilitate the redesign of the Tarleton Educational Leadership EdD program. As such, I have a keen interest in learning about the problems of practice that other CPED programs address and particularly how they go about addressing those issues, which reviewing manuscripts should help inform. In addition, I look forward to using my expertise in educational research methods to review manuscripts with a methodological lens.

References

Archbald, D. (2014). The GAPPSI method: Problem-solving, planning, and communicating. NCPEA Publishing.

Belzer, A., & Ryan, S. (2013). Defining the problem of practice dissertation: Where’s the practice, what’s the problem? Planning and Changing, 44(3/4), 195–207.

Bronfrenbrenner, U. (2000). Ecological systems theory. In A.E. Kazdin (Ed.), Encyclopedia of Psychology (Vol 3., pp. 129-133). Oxford University Press.

Bryk, A. S., Gomez, L. M., Grunow, A., & LeMahieu, P. G. (2015). Learning to improve: How America’s schools can get better at getting better. Harvard Education Press.

Cabrera, D., & Cabrera, L. (2015). Systems thinking made simple: New hope for solving wicked problems (2nd ed.). Plectica Publishing.

Copland, M. A. (2000). Problem-based learning and prospective principals’ problem-framing ability. Educational Administration Quarterly, 36(4), 585–607.

Crane, M. E., Phillips, K. E., Maxwell, C. A., Norris, L. A., Rifkin, L. S., Blank, J. M., Sorid, S. D., Read, K. L., Swan, A. J., Kendall, P. C., & Frank, H. E. (2021). A qualitative examination of a school-based implementation of computer-assisted cognitive-behavioral therapy for child anxiety. School Mental Health, 13, 347–361. https://doi.org/10.1007/s12310-021-09424-y

Delamere, T. (1984). Needs Assessment and the Problem-Solving Process. Journal of Educational Technology Systems, 12(4), 337–346. https://doi.org/10.2190/D3MX-EWGT-DDRR-J2HY

Franklin, C. G. S., Kim, J. S., Ryan, T. N., Kelly, M. S., & Montgomery, K. L. (2012). Teacher involvement in school mental health interventions: A systematic review. Children and Youth Services Review, 34, 973–982. https://doi.org/10.1016/j.childyouth.2012.01.027

Garst, B. A., & McCawley, P. F. (2015). Solving Problems, Ensuring Relevance, and Facilitating Change: The Evolution of Needs Assessment Within Cooperative Extension. Journal of Human Sciences and Extension, 3(2), 4. https://doi.org/10.54718/FLSF2021

Goldenthal, H. J., Raviv, T., Baker, S., Holley, C., Williams, F. S., & Gouze, K. R. (2021). Development of a training and implementation model for school-based behavioral health interventions. Psychology in the Schools, 58(7), 1299–1319. https://doi.org/10.1002/pits.22504

Issing, J.L. (1990). Learning from pictorial analogies. European Journal of Psychology of Education, 5, 489–499. https://www.jstor.org/stable/23422160

Jonassen, D. H. (2000). Toward a design theory of problem solving. Educational Technology Research and Development, 48(4), 63–85.

Leach, L.F., Baker, C., Leamons, C.G., Bunch, P., & Brock, J. (2021). Using evidence to frame problems of practice. Impacting Education: Journal of Transforming Professional Practice, 6(4), 1–7.

Leach, L.F., Rhone, R., & Glaman, R. (2023, October 4). The Problem of Practice Identification (PoP) Spiral: Developing and implementing an innovative framework to scaffold the PoP identification and framing process [Conference presentation]. CPED 2023 Convening, Pensacola, FL.

Meadows, D.H. (2008). Thinking in systems: A primer. Chelsea Green Publishing.

Mintrop, R. (2016). Design-based school improvement: A practical guide for education leaders. Harvard Education Press.

Pape, S.J., Bryant, C.L., JohnBull, R.M., & Karp, K.S. (2022). Improvement science as a frame for the dissertation in practice: The Johns Hopkins experience. Impacting Education: Journal on Transforming Professional Practice, 7(1), 59–66. https://www.doi.org/10.5195/ie.2022.241

Rohanna, K. (2017). Breaking the “adopt, attack, abandon” cycle: A case for improvement science in K-12 education. In C.A. Christie, M. Inkelas, & S. Lemire (Eds.), Improvement Science in Evaluation: Methods and Uses. New Directions for Evaluation, 153, 65–77. https://doi.org/10.1002/ev.20233

Stroh, D.P. (2015). Systems thinking for social change: A practical guide to solving complex problems, avoiding unintended consequences, and achieving last results. Chelsea Green Publishing.

Timperley, H. S., & Robinson, V. M. J. (1998). Collegiality in schools: Its nature and implications for problem solving. Educational Administration Quarterly, 34, 608–629.

Downloads

Published

2026-02-03

How to Cite

Leach, L. F., Glaman, R., & Rhone, R. (2026). Ensuring We Are Solving the Right Problem: A Case for a Systematic Process to Identify and Frame Problems of Practice . Impacting Education: Journal on Transforming Professional Practice, 11(1), 42–47. https://doi.org/10.5195/ie.2026.519

Issue

Vol. 11 No. 1 (2026): Regular Issue

Section

Essays

License

Copyright (c) 2026 Lesley F. Leach, Ryan Glaman, Ronald Rhone

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors who publish with this journal agree to the following terms:

  1. The Author retains copyright in the Work, where the term “Work” shall include all digital objects that may result in subsequent electronic publication or distribution.
  2. Upon acceptance of the Work, the author shall grant to the Publisher the right of first publication of the Work.
  3. The Author shall grant to the Publisher and its agents the nonexclusive perpetual right and license to publish, archive, and make accessible the Work in whole or in part in all forms of media now or hereafter known under a Creative Commons Attribution 4.0 International License or its equivalent, which, for the avoidance of doubt, allows others to copy, distribute, and transmit the Work under the following conditions:
    1. Attribution—other users must attribute the Work in the manner specified by the author as indicated on the journal Web site;
    with the understanding that the above condition can be waived with permission from the Author and that where the Work or any of its elements is in the public domain under applicable law, that status is in no way affected by the license.
  4. The Author is able to enter into separate, additional contractual arrangements for the nonexclusive distribution of the journal's published version of the Work (e.g., post it to an institutional repository or publish it in a book), as long as there is provided in the document an acknowledgement of its initial publication in this journal.
  5. Authors are permitted and encouraged to post online a prepublication manuscript (but not the Publisher’s final formatted PDF version of the Work) in institutional repositories or on their Websites prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work. Any such posting made before acceptance and publication of the Work shall be updated upon publication to include a reference to the Publisher-assigned DOI (Digital Object Identifier) and a link to the online abstract for the final published Work in the Journal.
  6. Upon Publisher’s request, the Author agrees to furnish promptly to Publisher, at the Author’s own expense, written evidence of the permissions, licenses, and consents for use of third-party material included within the Work, except as determined by Publisher to be covered by the principles of Fair Use.
  7. The Author represents and warrants that:
    1. the Work is the Author’s original work;
    2. the Author has not transferred, and will not transfer, exclusive rights in the Work to any third party;
    3. the Work is not pending review or under consideration by another publisher;
    4. the Work has not previously been published;
    5. the Work contains no misrepresentation or infringement of the Work or property of other authors or third parties; and
    6. the Work contains no libel, invasion of privacy, or other unlawful matter.
  8. The Author agrees to indemnify and hold Publisher harmless from Author’s breach of the representations and warranties contained in Paragraph 6 above, as well as any claim or proceeding relating to Publisher’s use and publication of any content contained in the Work, including third-party content.

Revised 7/16/2018. Revision Description: Removed outdated link.