home - login - register

Journal Article Detail Page

written by Kathleen Teressa Foote, Alexis V. Knaub, Charles R. Henderson, Melissa H. Dancy, and Robert J. Beichner
While many innovative teaching strategies exist, integration into undergraduate science teaching has been frustratingly slow. This study aims to understand the low uptake of research-based instructional innovations by studying 21 successful implementations of the Student Centered Active Learning with Upside-down Pedagogies (SCALE-UP) instructional reform. SCALE-UP significantly restructures the classroom environment and pedagogy to promote highly active and interactive instruction. Although originally designed for university introductory physics courses, SCALE-UP has spread to many other disciplines at hundreds of departments around the world. This study reports findings from in-depth, open-ended interviews with 21 key contact people involved with successful secondary implementations of SCALE-UP throughout the United States. We defined successful implementations as those who restructured their pedagogy and classroom and sustained and/or spread the change. Interviews were coded to identify the most common enabling and challenging factors during reform implementation and compared to the theoretical framework of Kotter's 8-step Change Model. The most common enabling influences that emerged are documenting and leveraging evidence of local success, administrative support, interaction with outside SCALE-UP user(s), and funding. Many challenges are linked to the lack of these enabling factors including difficulty finding funding, space, and administrative and/or faculty support for reform. Our focus on successful secondary implementations meant that most interviewees were able to overcome challenges. Presentation of results is illuminated with case studies, quotes, and examples that can help secondary implementers with SCALE-UP reform efforts specifically. We also discuss the implications for policy makers, researchers, and the higher education community concerned with initiating structural change.
Physical Review Physics Education Research: Volume 12, Issue 1, Pages 0101031-0101322
Subjects Levels Resource Types
Education - Applied Research
- Active Learning
- Learning Environment
General Physics
- Physics Education Research
= Reform Dissemination
= Reform Replication
- Graduate/Professional
- Reference Material
= Research study
PER-Central Type Intended Users Ratings
- PER Literature
- Researchers
- Professional/Practitioners
  • Currently 0.0/5

Want to rate this material?
Login here!


Formats:
application/pdf
text/html
Access Rights:
Free access
License:
This material is released under a Creative Commons Attribution 3.0 license. Further distribution of this work must maintain attribution to the author(s) and the published article's title, journal citation, and DOI.
Rights Holder:
American Physical Society
DOI:
10.1103/PhysRevPhysEducRes.12.010103
NSF Numbers:
1223405
1223564
1223405
Record Creator:
Metadata instance created September 6, 2016 by Madeleine Wolff
Record Updated:
September 28, 2016 by Lyle Barbato
Last Update
when Cataloged:
February 4, 2016
ComPADRE is beta testing Citation Styles!

Record Link
AIP Format
K. Foote, A. Knaub, C. Henderson, M. Dancy, and R. Beichner, Phys. Rev. Phys. Educ. Res. 12 (1), 0101031 (2016), WWW Document, (http://dx.doi.org/10.1103/PhysRevPhysEducRes.12.010103).
AJP/PRST-PER
K. Foote, A. Knaub, C. Henderson, M. Dancy, and R. Beichner, Enabling and challenging factors in institutional reform: The case of SCALE-UP, Phys. Rev. Phys. Educ. Res. 12 (1), 0101031 (2016), <http://dx.doi.org/10.1103/PhysRevPhysEducRes.12.010103>.
APA Format
Foote, K., Knaub, A., Henderson, C., Dancy, M., & Beichner, R. (2016, February 4). Enabling and challenging factors in institutional reform: The case of SCALE-UP. Phys. Rev. Phys. Educ. Res., 12(1), 0101031-0101322. Retrieved October 21, 2019, from http://dx.doi.org/10.1103/PhysRevPhysEducRes.12.010103
Chicago Format
Foote, K, A. Knaub, C. Henderson, M. Dancy, and R. Beichner. "Enabling and challenging factors in institutional reform: The case of SCALE-UP." Phys. Rev. Phys. Educ. Res. 12, no. 1, (February 4, 2016): 0101031-0101322, http://dx.doi.org/10.1103/PhysRevPhysEducRes.12.010103 (accessed 21 October 2019).
MLA Format
Foote, Kathleen, Alexis Knaub, Charles Henderson, Melissa Dancy, and Robert Beichner. "Enabling and challenging factors in institutional reform: The case of SCALE-UP." Phys. Rev. Phys. Educ. Res. 12.1 (2016): 0101031-0101322. 21 Oct. 2019 <http://dx.doi.org/10.1103/PhysRevPhysEducRes.12.010103>.
BibTeX Export Format
@article{ Author = "Kathleen Foote and Alexis Knaub and Charles Henderson and Melissa Dancy and Robert Beichner", Title = {Enabling and challenging factors in institutional reform: The case of SCALE-UP}, Journal = {Phys. Rev. Phys. Educ. Res.}, Volume = {12}, Number = {1}, Pages = {0101031-0101322}, Month = {February}, Year = {2016} }
Refer Export Format

%A Kathleen Foote
%A Alexis Knaub
%A Charles Henderson
%A Melissa Dancy
%A Robert Beichner
%T Enabling and challenging factors in institutional reform: The case of SCALE-UP
%J Phys. Rev. Phys. Educ. Res.
%V 12
%N 1
%D February 4, 2016
%P 0101031-0101322
%U http://dx.doi.org/10.1103/PhysRevPhysEducRes.12.010103
%O application/pdf

EndNote Export Format

%0 Journal Article
%A Foote, Kathleen
%A Knaub, Alexis
%A Henderson, Charles
%A Dancy, Melissa
%A Beichner, Robert
%D February 4, 2016
%T Enabling and challenging factors in institutional reform: The case of SCALE-UP
%J Phys. Rev. Phys. Educ. Res.
%V 12
%N 1
%P 0101031-0101322
%8 February 4, 2016
%U http://dx.doi.org/10.1103/PhysRevPhysEducRes.12.010103


Disclaimer: ComPADRE offers citation styles as a guide only. We cannot offer interpretations about citations as this is an automated procedure. Please refer to the style manuals in the Citation Source Information area for clarifications.

Citation Source Information

The AIP Style presented is based on information from the AIP Style Manual.

The AJP/PRST-PER presented is based on the AIP Style with the addition of journal article titles and conference proceeding article titles.

The APA Style presented is based on information from APA Style.org: Electronic References.

The Chicago Style presented is based on information from Examples of Chicago-Style Documentation.

The MLA Style presented is based on information from the MLA FAQ.

Save to my folders

Contribute

Similar Materials