Abstract
This article describes work by a research group bringing a middle-school inquiry and technology science innovation to scale in a systemic urban school reform setting. We distinguish between scaling and scaling within systemic reform. We pose a framework for use by developers of instructional interventions to gauge their "fit" with existing school capabilities, policy and management structures, and organizational culture, and illustrate how the framework exemplifies our experiences. We present challenges for researchers to consider as they attempt to create usable innovations and facilitate their adoption, enactment, and maintenance by school systems. Finally, we call for new approaches to the study of these problems outlining how systemic innovation challenges traditional evaluation and experimental methods.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 149-164 |
| Number of pages | 16 |
| Journal | Educational Psychologist |
| Volume | 35 |
| Issue number | 3 |
| State | Published - Jun 2000 |
| Externally published | Yes |
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ASJC Scopus subject areas
- Psychology(all)
- Developmental and Educational Psychology
Cite this
Creating usable innovations in systemic reform : Scaling up technology-embedded project-based science in urban schools. / Blumenfeld, Phyllis; Fishman, Barry J.; Krajcik, Joseph; Marx, Ronald W; Soloway, Elliot.
In: Educational Psychologist, Vol. 35, No. 3, 06.2000, p. 149-164.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Creating usable innovations in systemic reform
T2 - Scaling up technology-embedded project-based science in urban schools
AU - Blumenfeld, Phyllis
AU - Fishman, Barry J.
AU - Krajcik, Joseph
AU - Marx, Ronald W
AU - Soloway, Elliot
PY - 2000/6
Y1 - 2000/6
N2 - This article describes work by a research group bringing a middle-school inquiry and technology science innovation to scale in a systemic urban school reform setting. We distinguish between scaling and scaling within systemic reform. We pose a framework for use by developers of instructional interventions to gauge their "fit" with existing school capabilities, policy and management structures, and organizational culture, and illustrate how the framework exemplifies our experiences. We present challenges for researchers to consider as they attempt to create usable innovations and facilitate their adoption, enactment, and maintenance by school systems. Finally, we call for new approaches to the study of these problems outlining how systemic innovation challenges traditional evaluation and experimental methods.
AB - This article describes work by a research group bringing a middle-school inquiry and technology science innovation to scale in a systemic urban school reform setting. We distinguish between scaling and scaling within systemic reform. We pose a framework for use by developers of instructional interventions to gauge their "fit" with existing school capabilities, policy and management structures, and organizational culture, and illustrate how the framework exemplifies our experiences. We present challenges for researchers to consider as they attempt to create usable innovations and facilitate their adoption, enactment, and maintenance by school systems. Finally, we call for new approaches to the study of these problems outlining how systemic innovation challenges traditional evaluation and experimental methods.
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UR - http://www.scopus.com/inward/citedby.url?scp=0034362753&partnerID=8YFLogxK
M3 - Article
VL - 35
SP - 149
EP - 164
JO - Educational Psychologist
JF - Educational Psychologist
SN - 0046-1520
IS - 3
ER -