We Know It Works Here: Can We Make It Work There?

Session Submission Type: Invited Session

Abstract

Education research journals are filled with promising practices and interventions, with efficacy established using methods ranging from design experiments to randomized control trials. Taking promising programs, policies, or practices to scale has proven incredibly difficult for education researchers. The challenges inherent in designing and scaling up interventions include lack of teacher buy-in and participation (Datnow, Hubbard, & Mehan, 2002; Glennan, Bodilly, Galegher, & Kerr, 2004; Nunnery 1998), inadequate attention to the organizational context in which the practices are to be implemented (Bodilly et al., 1998; Elmore, 1996; Fullan, 2001; Stringfield & Datnow, 1998), and conflicts between designs and other district programs or mandates (Berends, Bodilly, & Kirby, 2002; Datnow, McHugh et al., 1998; Stringfield, Datnow et al., 2000). The result is a persistent research-to-practice gap (e.g., Ball, 1995; Carnine, 1997; Darling-Hammond, 1996; Elmore, 1996; Gersten, Vaughn, Deshler, & Schiller, 1997). This session will explore models for scaling up innovations to a greater number of more diverse sites, highlighting the challenges researchers face when trying to implement their ideas in settings beyond their direct control.

Sub Unit

• Presidential Session

Cosponsors

• Division B - Curriculum Studies

• Division L - Educational Policies and Politics / Division L - Educational Policy and Politics

Chair

• Cynthia E. Coburn, Northwestern University

Papers

• The College Ambition Program: Challenges of Scaling-Up With Small Samples - Barbara Schneider, Michigan State University

• Scaling Up Success for All: Lessons Learned Over 25 Years - Robert Slavin, Johns Hopkins University

• A New Approach for Designing and Scaling Up Educational Interventions - Thomas M. Smith, Vanderbilt University

• Implementing District-Driven Instructional Reform: Overcoming Barriers to Change in a Complex Urban Environment - Adam Gamoran, University of Wisconsin - Madison

Discussant

• Cynthia E. Coburn, Northwestern University