For refinement-level use, shift the unit of intervention from the individual to the school building¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The article proposes that interventions facilitating movement from nonuse to routine use differ from those needed for higher Levels of Use (IVB-VI). Based on limited research, "it appears that the 'unit of intervention' needs to shift from the individual to the school building", because occurrence of higher levels appears related to building norms and the role of the unit manager. Across-school workshops can support the move from nonuse to use.

Design Implications¶

Context¶

Requirements¶

• Use must be stable before refinement activities begin

Constraints¶

• The NDN evaluation and strategy do not address institutionalization and refinement issues (LoU IVB-VI), and PAEI/CBAM research on higher levels is quite limited; individuals at LoU IVB-VI are very rare in practice

Target Learners¶

• Schools and school building staff as units of change, and change facilitators working with them

Target Learning Goals¶

• Refinement, integration, and renewal of innovation use beyond initial routine implementation

Related Strategies¶

• Shift from developing and confirming new interventions to elaborating and refining well-used resources to address equity issues

Examples¶

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Key Sources¶

• Hall, Gene E. (1978). Implications for Planned Dissemination, Implementation, and Evaluation Revealed in the SRI/NDN Evaluation and Levels of Use of the Innovation Studies. Procedures for Adopting Educational Innovations Project. https://eric.ed.gov/?id=ED190626