Reconsidering replication: New perspectives on large-scale school improvement

Peurach, Donald J.; Glazer, Joshua L.

doi:10.1007/s10833-011-9177-7

Cited by 58 publications

(41 citation statements)

References 40 publications

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“…Local efforts to design and redesign infrastructure do not take place in a vacuum. New organizational infrastructures are grafted onto existing infrastructures that might work with or against district reform efforts (Datnow, 2005;Peurach & Glazer, 2012); thus, it is important to understand how new structures coalesce or clash with the existing infrastructure.…”

Section: Resultsmentioning

confidence: 99%

Infrastructure Redesign and Instructional Reform in Mathematics

Hopkins

Spillane²,

Jakopovic

et al. 2013

The Elementary School Journal

100

118

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Designing infrastructures to support instruction remains a challenge in educational reform. This article reports on a study of one school system's efforts to redesign its infrastructure for mathematics instruction by promoting teacher leadership. Using social network and interview data from 12 elementary schools, we explore how the district's infrastructure redesign efforts were internally coherent with and built upon existing infrastructure components. We then explore relations between infrastructure and school practice as captured in the instructional advice-and information-seeking interactions among school staff, finding that teacher leaders emerged as central actors and brokers of advice and information about mathematics within and between schools. Further, changes in school advice and information networks were associated with shifts in teachers' beliefs about and practices in mathematics toward inquiry-oriented approaches consistent with district curriculum. We argue that the district's redesign efforts to support teacher leadership coupled district curriculum and school and classroom practice in mathematics. Disciplines Curriculum and Instruction | Science and Mathematics Education Comments View on the CPRE website.

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Section: Resultsmentioning

confidence: 99%

Infrastructure Redesign and Instructional Reform in Mathematics

Hopkins

Spillane²,

Jakopovic

et al. 2013

The Elementary School Journal

100

118

View full text Add to dashboard Cite

show abstract

“…Empirical studies of the process of design and development shows that the interventions, themselves, are rarely static; their design continues to evolve in and through the implementation and scale-up phase as researchers learn from practitioners' experiences and in response to varied context, altering designs along the way (Datnow, 2002;Peurach & Glazer, 2012). Practitioners directly and purposefully shape interventions, not only by how they implement them but also by proposing changes to designs based on their experiences in the classrooms (Mehan, Datnow, & Hubbard, 2010;Penuel, Roschelle, & Shechtman, 2007).…”

Section: Limitations Of the Translation Metaphormentioning

confidence: 99%

Conceptualizing Research–Practice Partnerships as Joint Work at Boundaries

Penuel

Allen

Coburn³

et al. 2015

Journal of Education for Students Placed at Risk (JESPAR)

219

186

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This article presents a conceptual framework for analyzing how researchers and district leaders perceive and navigate differences they encounter in the context of research-practice partnerships. Our framework contrasts with images of partnership work as facilitating the translation of research into practice. Instead, we argue that partnership activity is best viewed as a form of joint work requiring mutual engagement across multiple boundaries. Drawing on a cultural-historical account of learning across boundaries (Akkerman & Bakker, 2011) and evidence from a study of two longterm partnerships, we highlight the value of the concepts of boundary practices in organizing joint work and boundary crossing as a way to understand how differences are recognized and navigated. The framework has implications for how partnerships can surface and make productive use of difference in organizing joint work and for how funders can better support the work of researchpractice partnerships.Many policymakers, researchers, and practitioners agree that there is a wide gap between the worlds of educational research and practice. Researchers often imagine that the best way to bridge that gap is to translate basic research on learning into interventions that are feasible for teachers to implement, effective for a wide range of students, and accessible to any student who might benefit from them. It is hard to imagine a more worthy goal for education-to build knowledge of and access to effective interventions-but accomplishing that goal has proven elusive for education. There are many practical obstacles to achieving this aim, but there are also less visible obstacles that have to do with how one conceptualizes the relation between research and practice. In this article, we argue that thinking about how researchers can support improvements to educational practice as a process of translation is one of those obstacles.We have chosen to focus on the problems associated with what we are calling the translation metaphor, because policymakers have, for decades, focused significant attention on addressing

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“…Other scholars and practitioners across the country are engaged in related work. In a recent paper, Peurach and Glazer (2011) describe the process of replication or "scaling up" as a collaborative, longterm relationship between program developers (researchers) and schools or school systems (users), rather than as a linear progression from research to implementation. Using the development of Success for All as a case study, Peurach and Glazer describe how the researchers regularly redesigned their programs to accommodate local context and to meet the need for adaptability.…”

Section: John Q Eastonmentioning

confidence: 99%