From Dissemination to Propagation: A New Paradigm for Education Developers

Autor/inn/en	Froyd, Jeffrey E.; Henderson, Charles; Cole, Renée S.; Friedrichsen, Debra; Khatri, Raina; Stanford, Courtney
Titel	From Dissemination to Propagation: A New Paradigm for Education Developers
Quelle	In: Change: The Magazine of Higher Learning, 49 (2017) 4, S.35-42 (8 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Froyd, Jeffrey E.) ORCID (Henderson, Charles) ORCID (Cole, Renée S.) ORCID (Friedrichsen, Debra) ORCID (Khatri, Raina) ORCID (Stanford, Courtney)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-1383
DOI	10.1080/00091383.2017.1357098
Schlagwörter	Models; Change Agents; Teaching Methods; Information Dissemination; Educational Innovation; Instructional Systems; STEM Education; Comparative Analysis + Suchen Sie Ihr Suchwort? Analogiemodell; Teaching method; Lehrmethode; Unterrichtsmethode; Informationsverbreitung; Instructional innovation; Bildungsinnovation; Unterrichtsorganisation; STEM
Abstract	Scholarly studies and national reports document failure of current efforts to achieve broad, sustained adoption of research-based instructional practices, despite compelling bodies of evidence supporting efficacy of many of these practices. The authors of this paper argue that many change agents who are working to promote systemic adoption of these teaching practices use approaches that are characterized by what the authors call the "dissemination paradigm." A dissemination paradigm characterizes patterns of these current, failing efforts. Change agents, working within the dissemination paradigm, try to convince adopters that their innovations can help their students. Efforts within the dissemination paradigm have not led, and are unlikely to lead, to systemic adoption. The authors offer the "propagation paradigm" as an alternative with the potential to produce improved results. Change agents, working within the propagation paradigm, engage with adopters early and often to understand their instructional systems and interactively develop a strong product adaptable to specific contexts. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01