With Scale in Mind: A Continuous Improvement Model for Implementation
Item
Title
With Scale in Mind: A Continuous Improvement Model for Implementation
Abstract/Description
The conventional approach to scaling up educational reforms considers the development and testing phases to be distinct from the work of implementing at scale. Decades of research suggest that this approach yields inconsistent and often disappointing improvements for schools most in need. More recent scholarship on scaling school improvement suggests that these activities should be integrated into implementation, although this presents challenges in how we evaluate implementation in particular schools. This paper presents a framework to conceptualize implementation when design, implementation, and scaling up are integrated activities.
Author/creator
Date
In publication
Series
Volume
92
Issue
5
Pages
589-608
Resource type
Research/Scholarly Media
Resource status/form
Published Text
Preprint/Forthcoming Resource
Scholarship genre
Methodological
IRE Approach/Concept
Featured case/project
Open access/full-text available
Yes
Peer reviewed
Yes
Grant funding
Institute of Education Sciences (IES)
Grant number
Institute of Education Sciences Grant #R305E100030
Citation
Redding, C., Cannata, M., & Taylor Haynes, K. (2017). With Scale in Mind: A Continuous Improvement Model for Implementation. Peabody Journal of Education, 92(5), 589–608. https://doi.org/10.1080/0161956X.2017.1368635
Linked resources
Filter by property
| Title | Alternate label | Class |
|---|---|---|
| Peabody Journal of Education [Special Issue]: New Frontiers in Scaling Up Research |
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