Scaling Up the Core Knowledge Sequence

Datnow, Amanda; McHugh, Barbara; Stringfield, Sam; Hacker, Douglas J.

doi:10.1177/0013124598030003007

Cited by 10 publications

(8 citation statements)

References 3 publications

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“…By adapting a new strategy to fit their needs, teachers make the strategy more relevant to their classrooms and develop a sense of ownership, which in turn promotes change. Datnow, McHugh, Stringfield, and Hacker (1998) define this as mutual adaptation. This concept describes a flexible construct that exists between teachers and researchers in the implementation of a strategy to fit the unique needs of the school context without losing sight of the strategy's original purpose.…”

Section: Overcoming Barriersmentioning

confidence: 99%

Barriers and Facilitators in Scaling up Research-Based Practices

Klingner

Ahwee

Pilonieta

et al. 2003

Exceptional Children

123

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heightened focus in the field on trying to bridge this research-to-practice gap, many researchers have experienced more than a modicum of success in facilitating teachers' use of research-based methods (Abbott, . We now know more about how to conduct professional development programs that support teachers' sustained implementation of new practices than we did a decade ago. Rather than the "sit and get" standalone workshops more prevalent in the past, successful efforts have focused on providing long-411 ABSTRACT:The purpose of this research was to "scale up" the implementation of four research-based practices in inclusive classrooms. Twenty-nine teachers from six elementary schools participated in a 2-week professional development program and received extensive follow-up support from researchers throughout the school year. Our objective was to better understand the barriers and facilitators experienced by teachers determined to be high implementers (9), moderate implementers (9), and low implementers (11). Data sources included interviews, teacher logs, and classroom observations. Teachers across implementation levels lamented a lack of instructional time. Yet how teachers dealt with barriers differed. High-implementing (HI) teachers reported administrative support as their top facilitator, while five moderate-implementing (MI) teachers described a lack of administrative support. School effects were noted.

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Section: Overcoming Barriersmentioning

confidence: 99%

Barriers and Facilitators in Scaling up Research-Based Practices

Klingner

Ahwee

Pilonieta

et al. 2003

Exceptional Children

123

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“…Lee and Luykx (2005) described this challenge in scaling-up elementary science instruction with students outside the mainstream, demonstrating that the linguistic and cultural experiences of the students require that the intervention be altered and revealing the importance of adapting best policies and practices to the context. Datnow et al (1998) also found that school reform efforts are much more successful when they are allowed to be modified to fit the particular school setting. The cumulative research suggests that an innovation developed in one place will likely need to be modified within another.…”

Section: Lessons To Be Learnedmentioning

confidence: 98%

“…Once deliberations have occurred, then incentives and a structure to support the innovation are needed, which will diffuse it broadly and sustain it. Also, Datnow et al (1998) have described this process of deliberation and input into the innovation as "mutual adaptation." Mutual adaptation describes a change process that is flexible and negotiated between the developers and teachers, and its design reflects local needs but still holds true to the nature of the innovation.…”

Section: Lessons To Be Learnedmentioning

confidence: 99%

“…Instead, I found that K-12 and development scholars are discovering that scale-up is really much more successful when they conceptualize it as bottom-up change with support structures and incentives from the outside, as has been described in mutual adaptation (learning communities) or social movements that achieve full scale. In the K-12 sector, for example, comprehensive school reform or new approaches to language learning were both facilitated through bottom up approaches to change (Datnow et al 1998;Lee and Luykx 2005). As noted above, mutual adaptation assumes an implementation process that is negotiated between developers and educators and that molds the innovation to the local context.…”

Section: Creating An Appropriate Model Of Scale-upmentioning

confidence: 99%

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What is the best way to achieve broader reach of improved practices in higher education?

Kezar

2011

Innov High Educ

102

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This article examines a common problem in higher education -how to create more widespread use of improved practices, often commonly referred to as innovations. I argue that policy models of scale-up are often advocated in higher education but that they have a dubious history in community development and K-12 education and that higher education leaders should shirk policymakers' push to use a scale-up model of change. These thoughts are conceptual and are based upon a critical review of literature in community development and K-12, but I also draw upon empirical data in reviewing examples of widespread use of innovations in higher education.

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“…As the first director described the process of creating BCP (Berkeley, 2002), the first programmatic decision was to select the CK scope and sequence as a basis of what to teach (Core Knowledge Foundation, 1995;Hirsch, 1988Hirsch, , 1996. Though the CK sequence specifically outlines a spiraling, detailed curriculum from kindergarten through eighth grade, it does not specify particular methods of instruction or an implementation strategy Datnow, McHugh, Stringfield, & Hacker, 1998;. BCP staff felt that to deliver the curriculum, a more explicit instructional strategy was necessary to meet the needs of inner-city schools.…”

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confidence: 99%

Systemic Supports for Comprehensive School Reform: The Institutionalization of Direct Instruction in an Urban School System

Iver¹

2004

Journal of Education for Students Placed at Risk (JESPAR)

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This case study describes how an urban school system evolved to support an externally developed and externally introduced whole-school reform (WSR) effort. Based on interview data with school district staff and external partners, it analyzes a central office reorganization that placed all schools implementing a combination of Direct Instruction (DI) and Core Knowledge (CK) reforms into one administrative area under a single area executive officer (instead of within their geographic administrative areas). It addresses how the creation of a DI Area grouping all DI/CK schools together facilitated the continued implementation of the reform models, as well as problems perceived with the new central office arrangement. Although limited by reliance on qualitative school-level data from the early years of the reform's implementation, this study's conclusions contribute to the small but growing research literature on the role of school systems-and, in particular, central office administrators-in creating supportive structures for WSR to achieve the best possible student achievement results.

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Scaling Up the Core Knowledge Sequence

Cited by 10 publications

References 3 publications

Barriers and Facilitators in Scaling up Research-Based Practices

Barriers and Facilitators in Scaling up Research-Based Practices

What is the best way to achieve broader reach of improved practices in higher education?

Systemic Supports for Comprehensive School Reform: The Institutionalization of Direct Instruction in an Urban School System

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