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.
ASJC Scopus subject areas
- Developmental and Educational Psychology