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的传播的了解。它涉及对一种特定的基于研究的教学策略的传播的丰富案例研究，即以学生为中心的本科课程主动学习环境（SCALE-UP）。选择 SCALE-UP 是因为它已被证明在各种情况下都是有效的，已被开发人员以多种方式传播（研讨会、演示、出版物、个人咨询），已从一个采用者非正式地传播到另一个采用者，并且跨入不同机构的多个 STEM 部门。该项目是： 1. 对 SCALE-UP 在美国和国外的使用地点以及导致该使用的联系进行全国人口普查，从而形成一个网络地图，使研究传播的结构和路径可视化为基础的创新。 2. 确定并调查三种部门类型：i) 持续实施的部门，ii) 采用但随后放弃 SCALE-UP 的部门，以及 iii) 经过考虑后选择不采用 SCALE-UP 的部门。 3.通过访谈和少量实地考察，对部分部门进行深入研究。 4. 为二级实施者制作一份基于研究的指南，并通过 PER 用户指南 (www.perusersguide.org) 进行传播。调查和深入研究包括对实施过程的分析：部门背景、领导者是谁、什么情况导致采用、课堂特征和结果。还确定了二次实施期间所做的常见修改以及促使这些修改的原因。该项目的结果旨在测试和改进当前关于创新教学策略如何传播的想法。主要研究问题 1. 二次实施如何启动？ 2. 二次实现有哪些共同特征？ 3. 二次实施的可持续性如何？ 4. 教育研究人员、政策制定者、资助机构等可以采取哪些措施来更好地支持成功的二次实施？ 智力价值：我们投入了大量的时间、金钱和精力来记录创新教学方法和课程的有效性，并传播这些成果。现有证据表明，虽然这些努力对主流教学产生了一些影响，但大多数教学仍然与研究表明的最佳实践不一致。该项目通过帮助更好地理解基于研究的创新如何以及为何融入主流教学，并为提高基于研究的改革的影响提出建议，从而提高科学教育中大量研发工作的价值。此外，当思想大规模传播时，大多数实现必然是二次实现（那些不直接属于开发人员工作的部分）。然而，尽管二次实现的重要性显而易见，但人们在理解二次实现的本质方面却做得很少，而这个项目旨在填补这个漏洞。该项目是一个更大的研究计划的一部分，旨在开发更有效的、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、课程开发者、专业发展设计者和资助机构更好地支持持续有效的基于研究的教学法改革。此外，项目结果正在通过 PER 用户指南传播给有兴趣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式，从而导致科学教育中大量研究和课程开发的影响减弱。还应该指出的是，许多基于研究的教学法虽然改善了所有学生的学习成果并减少了学生的流失，但事实证明，它们对传统上代表性不足的群体（例如妇女和少数民族）产生了不成比例的积极影响。