Collaborative Research: Sustainable Diffusion of Research-Based Instructional Strategies: A Rich Case Study of SCALE-UP

协作研究：基于研究的教学策略的可持续扩散：SCALE-UP 的丰富案例研究

• 批准号: 1223405
• 负责人: Melissa Dancy
• 金额: $ 24.97万
• 依托单位: University of Colorado at Boulder
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2012
• 资助国家: 美国
• 起止时间: 2012-09-01 至 2017-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1223405&HistoricalAwards=false
• 关键词: Collaborative; Research; Sustainable; Diffusion; Based

This project is designed to improve knowledge of the diffusion of research-based instructional strategies. It involves a rich case study of the spread of one particular research-based instructional strategy, Student-Centered Active Learning Environment for Undergraduate Programs (SCALE-UP). SCALE-UP was chosen because it has been shown to be effective in a variety of contexts, has been disseminated in multiple ways by the developer (workshops, presentations, publications, individual consultations), has spread informally from one adopter to another, and has crossed into multiple STEM departments at a variety of institutions. This project is: 1. Developing a national census of where SCALE-UP is used in the US and abroad and the connections that led to that use, resulting in a network map that allows visualization of the structure and paths of the spread of a research-based innovation. 2. Identifying and surveying three department types: i) departments with sustained implementations, ii) departments that adopted, but subsequently abandoned, SCALE-UP and iii) departments that, after consideration, chose not to adopt SCALE-UP. 3. Conducting an intensive study of a subset of departments through interviews and a small number of site visits. 4. Producing a research informed guide for secondary implementers to be disseminated through the PER Users guide (www.perusersguide.org). The survey and intensive study include an analysis of the implementation process: the departmental context, who the leaders were, what circumstances led to adoption, classroom characteristics, and outcomes. Common modifications made during secondary implementations are also being identified along with reasons motivating those modifications. The results of this project are intended to test and improve current thinking about how innovative instructional strategies spread. Main Research Questions 1. How do secondary implementations come to be initiated? 2. What characteristics are common in secondary implementations? 3. How sustainable are secondary implementations? 4. What might education researchers, policy makers, funding agencies, etc. do to better support successful secondary implementations? Intellectual Merit: Much time, money and effort have been put into documenting the effectiveness of innovative teaching methods and curriculum and in disseminating these results. Available evidence indicates that while these efforts have had some impact on mainstream teaching, the majority of teaching is still inconsistent with what research has shown to be best practices. This project is increasing the value of the substantial R&D efforts in science education by contributing to a better understanding of how and why research-based innovations come to be integrated in mainstream teaching, and developing recommendations for increasing the impact of research-based reforms. Additionally, when large-scale diffusion of ideas occurs, the majority of implementations will necessarily be secondary implementations (those not directly part of the work of the developers). However, despite their obvious importance, very little work has been done to understand the nature of secondary implementations, a hole this project aims to fill. This project is part of a larger research program toward the development of more effective, research-based models of change. Broader Impacts: The results of this project can help researchers, curriculum developers, designers of professional development, and funding agencies to better support reform toward research-based pedagogies that is sustained and effective. Additionally project results are being disseminated to faculty interested in implementing research-based pedagogies through the PER User's Guide. There is currently no effective model for sustained reform, leading to a reduction of the impact of the large body of research and curriculum development in science education. It should also be noted that many of the research-based pedagogies, while improving outcomes and reducing attrition for all students, have been shown to have a disproportionately positive effect on traditionally underrepresented groups such as women and ethnic minorities.

该项目旨在提高对基于研究的教学策略传播的了解。它涉及一项丰富的案例研究，以了解一种特定的基于研究的教学策略的传播，以学生为中心的本科课程的积极学习环境（Scale-UP）。之所以选择扩展，是因为已证明它在各种情况下是有效的，因此已由开发人员（研讨会，演示，出版物，个人咨询）以多种方式传播，并已非正式地从一个采用者传播到另一种采用者，并已在各种机构的多个STEM部门跨越。该项目是：1。开发国家和国外使用规模上的国家人口普查以及导致使用的连接，从而产生网络图，该网络图允许可视化基于研究的创新的结构和路径。 2。确定和调查三种部门类型：i）具有持续实施的部门，ii）采用但随后被放弃的部门扩大规模和iii），考虑到后，该部门选择不采用扩大规模。 3。通过访谈和少量现场访问对部门的一部分进行深入研究。 4。制作一份研究知情指南，供二级实施者通过《每用户指南》（www.perusersguide.org）传播。调查和密集研究包括对实施过程的分析：部门环境，领导者是谁，导致采用的情况，课堂特征和结果。在次要实施过程中进行的共同修改也被确定，以及激发这些修改的原因。该项目的结果旨在测试和改善有关创新教学策略如何传播的当前思考。主要的研究问题1。如何开始辅助实施？ 2。在次级实现中有什么特征？ 3。次要实施的可持续性如何？ 4.教育研究人员，政策制定者，资金机构等可以做些什么来更好地支持成功的二级实施？ 知识分子的优点：已经投入了很多时间，金钱和精力来记录创新教学方法和课程的有效性，并传播这些结果。可用证据表明，尽管这些努力对主流教学产生了一定的影响，但大多数教学仍然与研究表明是最佳实践的研究不一致。该项目正在通过更好地理解基于研究的创新方式以及为什么将基于研究的改革的影响纳入主流教学的方式，从而提高了大量研发工作在科学教育中的价值。此外，当发生大规模的思想传播时，大多数实施必然是次要实施（开发人员工作的直接一部分）。但是，尽管他们很重要，但几乎没有做一些工作来了解次要实施的性质，但该项目旨在填补一个漏洞。该项目是一项更大的研究计划的一部分，以开发更有效的，基于研究的变革模型。更广泛的影响：该项目的结果可以帮助研究人员，课程开发人员，专业发展的设计师和资助机构，以更好地支持持续有效的基于研究的教学法。此外，项目结果正在传播到有兴趣通过每个用户指南实施基于研究的教学法的教师。目前尚无持续改革的有效模型，从而减少了大量研究和课程发展对科学教育的影响。还应注意的是，许多基于研究的教学法在改善结果并减少所有学生的损耗的同时，已被证明对传统上代表性不足的妇女和少数民族等传统人数不足的群体具有不成比例的积极影响。