Scaling up educational innovation requires attention to breadth of use, depth of understanding, sustainability, and teachers' ability to refine the innovation¶

Claim · All claims
Evidence · 1 study · qualitative r1 · q1
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? For educational innovations to scale up, dimensions including breadth of use across classrooms, depth of understanding, sustainability, and teachers' ability to shift, change, and refine the innovation need to be considered. → Chan 2011

Evidence¶

Chan 2011¶

Chan, C. K. K. (2011). Bridging research and practice: Implementing and sustaining knowledge building in Hong Kong classrooms. Computer-Supported Collaborative Learning. https://doi.org/10.1007/s11412-011-9121-0

q1 · i? · qualitative · r1

Conceptual analysis drawing on scaling-up research (Dede and Honan 2005). The article states that "various dimensions need to be considered, including the breadth of use across classrooms, the depth of understanding, the sustainability of innovation."

"For educational innovations to scale up, various dimensions need to be considered, including the breadth of use across classrooms, the depth of understanding, the sustainability of innovation, and the ability of teachers to shift, change, and refine the innovation"

Discussion¶

Related Claims¶

• Teachers who focused on knowledge-building principles showed deeper understanding than those focused on surface procedures or technical aspects
• An innovation foreign to the rest of its system tends to be rejected; lasting change needs a coordinated bundle of innovations. — related
• Inquiry environments are hard to scale because they are ambitious learning activity systems requiring changes in roles, participation, and system coherence — related
• CSCL initiatives have produced sustainable educational change at classroom, school, and school-system levels — related
• Hong Kong's centralized education reforms provided a favorable macro-context for CSCL classroom innovation despite examination pressure — a narrower finding that bears on this claim