Designing and Scaling Highly Effective Interventions That Produce BIG Improvement: "Counter-Intuitive Lessons from the Higher Order Thinking Skills (HOTS) Project." Conference Paper [Konferenzbericht] Paper presented at the Annual Meeting of the National Center on Scaling Up Effective Schools (NCSU) (2nd, Nashville, TN, Oct 7-9, 2015).

Autor/in	Pogrow, Stanley
Institution	National Center on Scaling Up Effective Schools (NCSU)
Titel	Designing and Scaling Highly Effective Interventions That Produce BIG Improvement: "Counter-Intuitive Lessons from the Higher Order Thinking Skills (HOTS) Project." Conference Paper [Konferenzbericht] Paper presented at the Annual Meeting of the National Center on Scaling Up Effective Schools (NCSU) (2nd, Nashville, TN, Oct 7-9, 2015).
Quelle	(2015), (33 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Intervention; Program Design; Thinking Skills; Creative Thinking; Educational Improvement; Research; Research Methodology; At Risk Students; Two Year College Students; College Freshmen; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Learning Disabilities; Cooperative Planning; Models; Program Effectiveness; Program Development; Research and Development + Suchen Sie Ihr Suchwort? Programme design; Programmaufbau; Programmplanung; Denkfähigkeit; Kreatives Denken; Teaching improvement; Unterrichtsentwicklung; Forschung; Research method; Forschungsmethode; Studienanfänger; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Learning handicap; Lernbehinderung; Analogiemodell; Forschung und Entwicklung
Abstract	There is little discussion in the Design-Based Research (DBR) literature on how to design an intervention that has the potential to be highly effective. The act of designing is usually viewed as engineering something from theory or research on best practices. This paper challenges that universal belief and presents successful design as an intuitive creative process that has little to do with existing academic theory or research--yet is still within the domain of science. Evidence for this perspective is based on (a) the author's experience in designing and disseminating the Higher Order Thinking Skills (HOTS) project which has been one of the most successful large-scale improvement networks, (b) research on the design of the Carnegie Foundation's Statway project, and (c) alternative modes of discovery in science. Implications for the design of more effective interventions and related scholarship are discussed. (As Provided).
Anmerkungen	National Center on Scaling Up Effective Schools. 230 Appleton Place PMB 414, Nashville, TN 37203. Tel: 615-322-0225; Fax: 615-322-7890; Web site: http://www.scalingupcenter.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01