Sustaining an Innovation in STEM Instruction Through Deep Change: The Case of Peer-Enabled Restructured Classroom

• In Event: 14.044 - Roundtable Session 1
  In Roundtable Session: 14.044-13 - Educational Change and the Work of Teachers

Abstract

We present findings from a larger qualitative case study that examined the implementation and sustainability of an innovative STEM instructional model in three public urban secondary schools. Implementation of the model, PERC, required complete restructuring of 9th grade STEM classrooms to incorporate cross-age peer instructional leaders into student-centered small learning groups. We found that successful early adopters of the instructional innovation were big picture risk-takers and expert in their content; that change in classroom structure promoted deep change in teacher thinking; persistence required early evidence of visible valued outcomes; and sustainability involved adaptation. The research corroborates theoretical recommendations about sustainability in school change, and suggests pathways to spread innovations through teachers and principals who act as flag-bearers and gate-keepers.

Authors

• Sarah M. Bonner, Hunter College - CUNY

• Katharine Diehl, Hunter College

• Roberta Trachtman, Allenwood Company, LLC