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

该项目旨在提高对研究型教学策略传播的认识。它涉及一个丰富的案例研究，研究了一种特定的研究型教学策略的传播，即以学生为中心的本科生主动学习环境(扩展)。之所以选择扩大规模，是因为它已被证明在各种情况下是有效的，由开发商以多种方式传播(研讨会、演示、出版物、个人咨询)，从一个采用者非正式地传播到另一个采用者，并已跨越到各种机构的多个STEM部门。该项目是：1.开展全国人口普查，了解在美国和国外扩大规模使用的情况以及导致这种使用的联系，从而形成一张网络地图，使以研究为基础的创新传播的结构和路径可视化。2.确定和调查三种部门类型：1)持续执行的部门；2)采用但后来放弃扩大规模的部门；3)经过考虑后选择不采用扩大规模的部门。3.通过约谈和少量实地考察，对部分部门进行深入研究。4.为次级实施者编写一份了解研究情况的指南，通过每用户指南散发(www.perusersguide.org)。调查和深入研究包括对实施过程的分析：部门背景、谁是领导者、在什么情况下导致采用、课堂特征和结果。还确定了在二次实现期间所做的常见修改以及促使这些修改的原因。这个项目的结果是为了测试和改进目前关于创新教学策略如何传播的思考。主要研究问题1.二次实施是如何开始的？2.二次实施的共同特征是什么？3.二次实施的可持续性如何？4.教育研究人员、决策者、资助机构等可以做些什么来更好地支持成功的二次实施？智力价值：在记录创新教学方法和课程的有效性以及传播这些成果方面投入了大量的时间、金钱和精力。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做法不符。该项目通过帮助更好地理解研究型创新如何以及为什么将研究型创新融入主流教学，并为提高研究型改革的影响力提出建议，从而增加科学教育中大量研发努力的价值。此外，当发生大规模的思想传播时，大多数实现必然是次要实现(那些不直接属于开发人员工作的实现)。然而，尽管它们显然很重要，但在理解二次实现的性质方面所做的工作很少，这是本项目旨在填补的一个漏洞。这个项目是一个更大的研究项目的一部分，该项目旨在开发更有效的、以研究为基础的变革模式。更广泛的影响：这个项目的结果可以帮助研究人员、课程开发人员、专业发展设计师和资助机构更好地支持以研究为基础的教学改革，使其持续有效。此外，项目成果正在通过《每用户指南》向有意实施研究型教学的教职员工传播。目前没有有效的持续改革模式，导致大量研究和课程开发对科学教育的影响减少。还应指出的是，许多以研究为基础的教学虽然改善了结果，减少了所有学生的自然减员，但对妇女和少数族裔等传统上代表性不足的群体产生了不成比例的积极影响。

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.