Enabling and Challenging Factors in Institutional Reform: The Case of SCALE-UP

Autor/inn/en	Foote, Kathleen; Knaub, Alexis; Henderson, Charles; Dancy, Melissa; Beichner, Robert J.
Titel	Enabling and Challenging Factors in Institutional Reform: The Case of SCALE-UP
Quelle	In: Physical Review Physics Education Research, 12 (2016) 1, S.010103-1 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2469-9896
DOI	10.1103/PhysRevPhysEducRes.12.010103
Schlagwörter	Undergraduate Study; Instructional Innovation; Science Instruction; Student Centered Learning; Active Learning; Teaching Methods; Educational Environment; Classroom Environment; Intellectual Disciplines; Interviews; Program Implementation; Coding; Success; Interaction; Educational Finance; Barriers; Case Studies; Models; Online Surveys; Social Networks; Network Analysis; Educational Change; Change Agents; Evidence; Attitude Change + Suchen Sie Ihr Suchwort? Grundstudium; Educational Innovation; Bildungsinnovation; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Aktives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Klassenklima; Unterrichtsklima; Geisteswissenschaften; Interviewing; Interviewtechnik; Codierung; Programmierung; Erfolg; Interaktion; Bildungsfonds; Case study; Fallstudie; Case Study; Analogiemodell; Social network; Soziales Netzwerk; Netzplantechnik; Bildungsreform; Evidenz; Attitudinal change; Einstellungsänderung
Abstract	While many innovative teaching strategies exist, integration into undergraduate science teaching has been frustratingly slow. This study aims to understand the low uptake of research-based instructional innovations by studying 21 successful implementations of the Student Centered Active Learning with Upside-down Pedagogies (SCALE-UP) instructional reform. SCALE-UP significantly restructures the classroom environment and pedagogy to promote highly active and interactive instruction. Although originally designed for university introductory physics courses, SCALE-UP has spread to many other disciplines at hundreds of departments around the world. This study reports findings from in-depth, open-ended interviews with 21 key contact people involved with successful secondary implementations of SCALE-UP throughout the United States. We defined successful implementations as those who restructured their pedagogy and classroom and sustained and/or spread the change. Interviews were coded to identify the most common enabling and challenging factors during reform implementation and compared to the theoretical framework of Kotter's 8-step Change Model. The most common enabling influences that emerged are documenting and leveraging evidence of local success, administrative support, interaction with outside SCALE-UP user(s), and funding. Many challenges are linked to the lack of these enabling factors including difficulty finding funding, space, and administrative and/or faculty support for reform. Our focus on successful secondary implementations meant that most interviewees were able to overcome challenges. Presentation of results is illuminated with case studies, quotes, and examples that can help secondary implementers with SCALE-UP reform efforts specifically. We also discuss the implications for policy makers, researchers, and the higher education community concerned with initiating structural change. (As Provided).
Anmerkungen	American Physical Society. One Physics Ellipse 4th Floor, College Park, MD 20740-3844. Tel: 301-209-3200; Fax: 301-209-0865; e-mail: assocpub@aps.org; Web site: http://prst-per.aps.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01