Creating usable innovations in systemic reform

Scaling up technology-embedded project-based science in urban schools

Phyllis Blumenfeld, Barry J. Fishman, Joseph Krajcik, Ronald W Marx, Elliot Soloway

Research output: Contribution to journalArticle

207 Citations (Scopus)

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 languageEnglish (US)
Pages (from-to)149-164
Number of pages16
JournalEducational Psychologist
Volume35
Issue number3
StatePublished - Jun 2000
Externally publishedYes

Fingerprint

Technology
Organizational Culture
Maintenance
Research Personnel
Research

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 journalArticle

Blumenfeld, Phyllis ; Fishman, Barry J. ; Krajcik, Joseph ; Marx, Ronald W ; Soloway, Elliot. / Creating usable innovations in systemic reform : Scaling up technology-embedded project-based science in urban schools. In: Educational Psychologist. 2000 ; Vol. 35, No. 3. pp. 149-164.
@article{7aad58064a2a4eb5a52de95b452feaaa,
title = "Creating usable innovations in systemic reform: Scaling up technology-embedded project-based science in urban schools",
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.",
author = "Phyllis Blumenfeld and Fishman, {Barry J.} and Joseph Krajcik and Marx, {Ronald W} and Elliot Soloway",
year = "2000",
month = "6",
language = "English (US)",
volume = "35",
pages = "149--164",
journal = "Educational Psychologist",
issn = "0046-1520",
publisher = "Routledge",
number = "3",

}

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.

UR - http://www.scopus.com/inward/record.url?scp=0034362753&partnerID=8YFLogxK

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 -