Diffusion of research-based instructional strategies: the case of SCALE-UP

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dc.contributor.author Foote, Kathleen en
dc.contributor.author Neumeyer, X en
dc.contributor.author Henderson, C en
dc.contributor.author Dancy, MH en
dc.contributor.author Beichner, RJ en
dc.date.accessioned 2016-03-02T23:35:28Z en
dc.date.issued 2014-12 en
dc.identifier.citation International Journal of STEM Education, 2014, 1 (1), Article number 10 en
dc.identifier.uri http://hdl.handle.net/2292/28364 en
dc.description.abstract Background Many innovative teaching strategies have been developed under the assumption that documenting successful student learning outcomes at the development site is enough to spread the innovation successfully to secondary sites. Since this ‘show them and they will adopt’ model has yet to produce the desired large-scale transformation, this study examines one innovative teaching strategy that has demonstrated success in spreading. This instructional strategy, Student-Centered Active Learning Environment with Upside-down Pedagogies (SCALE-UP), modifies both the pedagogy and classroom design to maximize interaction and activity-based learning. A web survey was used to develop a census of instructors who have been influenced by SCALE-UP. Results SCALE-UP, which started in large enrollment university physics, has spread widely across disciplines and institutions. The survey identified that SCALE-UP style instruction is currently used in over a dozen disciplines at a minimum of 314 departments in at least 189 higher education institutions in 21 countries. Many more respondents indicated learning about SCALE-UP via interpersonal channels, such as talks/workshops and colleagues, than via mass media channels, such as the Internet and publications. We estimate the dissemination of SCALE-UP in physics may be at the tipping point between adoption by adventurous early users and the more mainstream majority. Implementers demonstrate pedagogical and structural variation in their use of SCALE-UP. Conclusions Leveraging interpersonal networks can help accelerate dissemination of educational innovations and should be used more prominently in change strategies. Since SCALE-UP may be nearing a tipping point within the discipline of physics, now may be the time to modify change strategies to appeal to more typical faculty rather than the early adopters. This may include using successful secondary implementers as like-minded intermediaries to reach out to people considering the use of the innovation in different institutional settings for more practical and relatable advice. For SCALE-UP, having a specialized classroom may improve the likelihood of continued use at an institution. We also hypothesize that having a special classroom may start departmental conversations about innovative teaching and may make instructors less likely to revert back to traditional methods. en
dc.relation.ispartofseries International Journal of STEM Education en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. en
dc.rights.uri https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm en
dc.rights.uri http://creativecommons.org/licenses/by/4.0/ en
dc.title Diffusion of research-based instructional strategies: the case of SCALE-UP en
dc.type Journal Article en
dc.identifier.doi 10.1186/s40594-014-0010-8 en
pubs.issue 1 en
pubs.volume 1 en
dc.description.version VoR - Version of Record en
dc.rights.accessrights http://purl.org/eprint/accessRights/OpenAccess en
pubs.subtype Article en
pubs.elements-id 522847 en
dc.identifier.eissn 2196-7822 en
pubs.number 10 en
pubs.record-created-at-source-date 2016-03-03 en

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