Diffusion of Research-Based Instructional Strategies: The Case of SCALE-UP

Autor/inn/en	Foote, Kathleen T.; Neumeyer, Xaver; Henderson, Charles; Dancy, Melissa H.; Beichner, Robert J.
Titel	Diffusion of Research-Based Instructional Strategies: The Case of SCALE-UP
Quelle	In: International Journal of STEM Education, 1 (2014), Artikel 10 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2196-7822
DOI	10.1186/s40594-014-0010-8
Schlagwörter	Evidence Based Practice; Educational Strategies; Instructional Innovation; Student Centered Learning; Active Learning; Change Agents; Physics; Educational Change; Adoption (Ideas); Teacher Surveys; College Faculty; Departments; STEM Education; Program Implementation; Statistical Analysis; Teaching Methods + Suchen Sie Ihr Suchwort? Lehrstrategie; Educational Innovation; Bildungsinnovation; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Aktives Lernen; Physik; Bildungsreform; Ideas; Ideenfindung; Fakultät; Department; Abteilung; STEM; Statistische Analyse; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Background: Many innovative teaching strategies have been developed under the assumption that documenting successful student learning outcomes at the development site is enough to spread the innovation successfully to secondary sites. Since this 'show them and they will adopt' model has yet to produce the desired large-scale transformation, this study examines one innovative teaching strategy that has demonstrated success in spreading. This instructional strategy, Student-Centered Active Learning Environment with Upside-down Pedagogies (SCALE-UP), modifies both the pedagogy and classroom design to maximize interaction and activity-based learning. A web survey was used to develop a census of instructors who have been influenced by SCALE-UP. Results: SCALE-UP, which started in large enrollment university physics, has spread widely across disciplines and institutions. The survey identified that SCALE-UP style instruction is currently used in over a dozen disciplines at a minimum of 314 departments in at least 189 higher education institutions in 21 countries. Many more respondents indicated learning about SCALE-UP via interpersonal channels, such as talks/workshops and colleagues, than via mass media channels, such as the Internet and publications. We estimate the dissemination of SCALE-UP in physics may be at the tipping point between adoption by adventurous early users and the more mainstream majority. Implementers demonstrate pedagogical and structural variation in their use of SCALE-UP. Conclusions: Leveraging interpersonal networks can help accelerate dissemination of educational innovations and should be used more prominently in change strategies. Since SCALE-UP may be nearing a tipping point within the discipline of physics, now may be the time to modify change strategies to appeal to more typical faculty rather than the early adopters. This may include using successful secondary implementers as like-minded intermediaries to reach out to people considering the use of the innovation in different institutional settings for more practical and relatable advice. For SCALE-UP, having a specialized classroom may improve the likelihood of continued use at an institution. We also hypothesize that having a special classroom may start departmental conversations about innovative teaching and may make instructors less likely to revert back to traditional methods. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01