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Session Type: Roundtable Session
The papers in this symposium come from a national research and development center focused on scaling up practices of effective high schools through a multi-institutional partnership of school districts, researchers and curriculum designers. These partner institutions have designed and implemented two innovations using a continuous improvement and implementation model. The papers reflect the innovative work of the center and highlight different aspects of our work. They focus on: continuous improvement research; a theoretical model of school-based design and implementation; the concept of principled adaptation by which the innovation design is modified to meet variations in school context; sense-making of co-created reform versus top-down reforms; and initial implementation measures as reported by district collaborators involved in design and implementation efforts.
(3a)
Implementing Educational Innovations at Scale: Lessons From Improvement Science - Lora A. Cohen-Vogel, University of North Carolina - Chapel Hill; Allison Rose Socol, University of North Carolina - Chapel Hill; Qi Xing, University of North Carolina - Chapel Hill; Christopher Harrison, Florida Southern College; Danielle Allen, University of North Carolina - Chapel Hill
With Scale in Mind: An Integrated Model of School-Based Design and Implementation - Christopher Redding, Vanderbilt University - Peabody College; Katherine Taylor Haynes, Vanderbilt University; Marisa A. Cannata, Vanderbilt University
How Teachers Make Sense of Reform: Does Self-Determination Matter? - Samantha L Viano, Vanderbilt University - Peabody College; Christopher Redding, Vanderbilt University - Peabody College
Can Principled Adaptation to School Context Increase the Likelihood of Scale-Up? - Christopher Redding, Vanderbilt University - Peabody College; Thomas M. Smith, University of California - Riverside
Between Design and Implementation: Testing School Reform Practices within a Continuous Improvement Context - Katherine Taylor Haynes, Vanderbilt University; Mollie Rubin, Vanderbilt University