Catalyzing Innovation: Rethinking Scalability

• In Event: (Re)Conceptualization Change at Scale: New Visions for and Models of Educational Change

Abstract

The general expectation for many successful educational innovations is to “scale up” the project. This research shares findings from the “scaling up” process of an exemplary mathematics project designed to help special education teachers reach a wide range of diverse learners. To understand the perspectives of those adopting the innovative program, researchers conducted interviews with teachers, school-based facilitators, and school leaders. Innovative programs cannot assume their programs will live on; research into this issue should be built into the overall study. The research provides critical findings for other innovative projects engaging with the challenge of scaling up their work in schools.

Authors

• Seth A. McCall, Lake Superior State University

• Jessica Yusaitis Pike, Teachers College, Columbia University

• Ellen B. Meier, Teachers College, Columbia University

• Babette Moeller, Education Development Center, Inc.