With Scale in Mind: A Continuous Improvement Model for Implementation

Redding, Christopher; Cannata, Marisa; Haynes, Katherine Taylor

doi:10.1080/0161956x.2017.1368635

Cited by 12 publications

(9 citation statements)

References 53 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Transforming educational practices on a large scale is a challenge and requires not only evidence-based programs, but also effective approaches to implementation in order to ensure fidelity (Adelman and Taylor, 2007;Fixsen et al, 2013). For educational programs to be effectively implemented they must take into account staff willingness to undertake changed approaches, the capacity of teachers to implement new programs, the beliefs of school staff in relation to the value of the programs and alignment with the local context of the school (Redding et al, 2017). In a similar vein, this scoping review points to the need for rigorous research-based development and evaluation of programs on a large scale, across multiple school and district contexts, while also recognizing that there will be contextual differences in implementation in different locations.…”

Section: Implications For Research and Practicementioning

confidence: 99%

Linking K-12 STEM Pedagogy to Local Contexts: A Scoping Review of Benefits and Limitations

et al. 2021

View full text Add to dashboard Cite

Student engagement and learning in science, technology, engineering and mathematics (STEM) fields in primary and secondary schools is increasingly being emphasized as the importance of STEM skills for future careers is realized. Localized learning has been identified as a group of pedagogical approaches that may enhance learning in STEM by making the relevance of STEM clear to students and providing stronger connections to students’ lives and contexts. This paper reports on a scoping review that was conducted to identify the benefits and limitations of localized learning in primary and secondary school STEM disciplines. A secondary aim of the review was to identify strategies that increase the effectiveness of localized learning these disciplines. Following literature searches of four databases, 1923 articles were identified. Twenty-five studies met the inclusion criteria. Potential benefits of localized learning included increases in enjoyment of STEM, improvements in learning, more positive STEM career aspirations, and development of transferable skills. The main challenges of these pedagogical approaches were time restrictions and lack of community involvement. Strategies for enhancing the impact of localized pedagogy included professional development for teachers (in STEM content knowledge, integration of localized pedagogy, and capacity to address socio-scientific issues), integration of technology, whole-school implementation of the pedagogical approach, and integration of the wider community into STEM education. These findings provide support for localized learning as an effective pedagogical approach to enhance STEM learning in schools, while emphasizing the critical roles of teachers and communities in supporting students to realize the relevance of STEM in their lives.

show abstract

Section: Implications For Research and Practicementioning

confidence: 99%

Linking K-12 STEM Pedagogy to Local Contexts: A Scoping Review of Benefits and Limitations

et al. 2021

View full text Add to dashboard Cite

show abstract

“…This coordinator functions as a liaison between the university prevention team and local teams, providing the knowledge, skills, motivation, and technical assistance required for effective implementation of the program. This collaborative and dynamic approach provides important capacity to engage in a continuous evaluation and improvement process, where the program may be effectively adapted and aligned with a unique school context while maintaining fidelity to the program goals (Nordstrum et al, 2017;Redding et al, 2017). Capacity for such adaptions and alignments to local contexts are pertinent in multi-cultural Australian society, and in the context of geographic variation from large metropolitan schools to single-teacher remote schools.…”

Section: Discussionmentioning

confidence: 99%

School-Based Mental Health Promotion and Early Intervention Programs in New South Wales, Australia: Mapping Practice to Policy and Evidence

Laurens

Graham

Dix

et al. 2021

School Mental Health

View full text Add to dashboard Cite

Limited empirical evidence is available regarding the uptake and effectiveness of school-based mental health and wellbeing programs implemented in Australian schools. This study aimed to characterise the delivery of programs in primary (elementary) schools across New South Wales, Australia, and to assess this information against published ratings of program effectiveness. Delivery of programs in four health-promoting domains-creating a positive school community; teaching social and emotional skills; engaging the parent community; and supporting students experiencing mental health difficulties-were reported by 597 school principals/leaders via online survey. Although three quarters of principals reported implementing at least one program, many of these programs were supported by little or no evidence of effectiveness. There was also variability in the use of evidence-based programs across the four domains. Findings indicate a need to provide educators with improved support to identify, implement, and evaluate effective evidenced-based programs that promote student mental health.

show abstract

“…First, we learned that many of the articles focused on improving a problem of practice and/or improving their RPP. Overall, all of the articles were striving to improve education in some way by discussing topics, such as (a) exploring the collaborative relationships of partners (e.g., Leary & Severance, 2018); (b) implementing technology as a tool for learning (e.g., Louie & Buffington, 2017); (c) refining school, district, and community programs (Wang et al, 2017); (d) creating productive professional learning/development (e.g., Scholz et al, 2017); (e) planning and implementing continuous improvement (e.g., Redding et al, 2017); (e) fostering social emotional learning (e.g., Crowder et al, 2019); (f) examining challenges and successes of RPPs (e.g., Hartman, 2017); and (g) exploring educational perspectives and experiences of youth (e.g., Biag et al, 2016). Although a general goal of improvement could potentially be related to equity and justice, these topics were not explicitly equity-focused.…”

Section: The Big Picturementioning

confidence: 99%

“…The topic of scaling up, then, is related to equity and justice because the overarching goal is to make systemic educational improvements in these areas across schools, districts, and states. Redding et al (2017) argued that mutual adaptation between interventions and their contexts provides a way in which interventions can maintain their coherence while being refined for specific contexts. In this sense, scaling up is not about fidelity but rather about mutual adaptation.…”

Section: Clear Contribution Related To Equity and Justice In Educationmentioning

confidence: 99%

Equity and Social Justice in Research Practice Partnerships in the United States

Vetter

Faircloth

Hewitt

et al. 2022

Review of Educational Research

View full text Add to dashboard Cite

Research–practice partnerships (RPPs) have grown rapidly in the last decade in the United States to challenge traditional notions of education research by emphasizing the importance of researchers and practitioners working together in a spirit of mutuality to develop research questions, collect data, implement interventions, and analyze and use findings. RPP scholarship in the United States has historically advocated for the need to pay more focused attention to issues of equity and justice. To address that need, this literature review examined how RPPs in the United States have addressed equity and justice in their work. Based on five dimensions of equity and justice that could be observed within the 149 examples of RPP work we reviewed, we identified 17 exemplar projects that explicitly and effectively forefront equity and justice in RPPs, what we call equity-focused. Implications suggest that researchers and practitioners who have initiated equity-orientated RPPs may reflect on the partnerships’ existing strengths, specifically related to the five interconnected features that characterize equity-focused RPPs, to sustain and advance equity and justice through RPPs.

show abstract

With Scale in Mind: A Continuous Improvement Model for Implementation

Cited by 12 publications

References 53 publications

Linking K-12 STEM Pedagogy to Local Contexts: A Scoping Review of Benefits and Limitations

Linking K-12 STEM Pedagogy to Local Contexts: A Scoping Review of Benefits and Limitations

School-Based Mental Health Promotion and Early Intervention Programs in New South Wales, Australia: Mapping Practice to Policy and Evidence

Equity and Social Justice in Research Practice Partnerships in the United States

Contact Info

Product

Resources

About