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Differences between the SCALE-UP model and instructors' perceptions of implementation
written by Brian Zamarripa Roman, Constance M. Doty, Matthew Wilcox, Noel Klinger, Jarrad W. T. Pond, Joshua S. Von Korff, and Jacquelyn J. Chini
Recent research has highlighted the need to explore the propagation of innovative teaching strategies. SCALE-UP (Student-Centered Active Learning Environment with Upside-Down Pedagogies) is one such innovative strategy that requires transforming the learning space to support small group work. SCALE-UP is both well-propagated and frequently sustained within departments once it is implemented, possibly due to the investment in a transformed learning space. However, not all instructors and departments reach the significant learning gains typically documented in the literature. In this study, we use interviews to explore the extent to which individual instructors implement and sustain specific features of SCALE-UP, like reduced lecture time and group composition, because such features may be more easily modified over time than the classroom space. We report on instructors' perceptions of the extent to which their courses align with the SCALE-UP model and whether deviations from the literature-based model result from intentional or unintentional changes.
Physics Education Research Conference 2017
Part of the PER Conference series
Cincinnati, OH: July 26-27, 2017
Pages 460-463
Subjects Levels Resource Types
Education - Applied Research
- Active Learning
= Cooperative Learning
- Classroom Management
- Learning Environment
- Pedagogy
= Instructional Issues
Education - Basic Research
- Teacher Characteristics
= Affect
General Physics
- Physics Education Research
= Reflections and Visions
= Reform Replication
= Reform Sustainability
- Graduate/Professional
- Reference Material
= Research study
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Format:
application/pdf
Mirror:
http://dx.doi.org/10.1119/perc.20…
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 published article's author(s), title, proceedings citation, and DOI.
Rights Holder:
American Association of Physics Teachers
DOI:
10.1119/perc.2017.pr.110
NSF Numbers:
1347510
1347515
1347527
Keyword:
PERC 2017
Record Creator:
Metadata instance created February 26, 2018 by Lyle Barbato
Record Updated:
February 28, 2018 by Lyle Barbato
Last Update
when Cataloged:
March 1, 2018

2017 PERC Notable Paper

Author: Lyle
Posted: March 20, 2019 at 12:56PM

This paper was one of four 2017 PERC Proceedings papers selected as notable by PERLOC and the Notable Papers subcommittee.

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Record Link
AIP Format
B. Zamarripa Roman, C. Doty, M. Wilcox, N. Klinger, J. Pond, J. Von Korff, and J. Chini, presented at the Physics Education Research Conference 2017, Cincinnati, OH, 2017, WWW Document, (https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14669&DocID=4846).
AJP/PRST-PER
B. Zamarripa Roman, C. Doty, M. Wilcox, N. Klinger, J. Pond, J. Von Korff, and J. Chini, Differences between the SCALE-UP model and instructors' perceptions of implementation, presented at the Physics Education Research Conference 2017, Cincinnati, OH, 2017, <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14669&DocID=4846>.
APA Format
Zamarripa Roman, B., Doty, C., Wilcox, M., Klinger, N., Pond, J., Von Korff, J., & Chini, J. (2017, July 26-27). Differences between the SCALE-UP model and instructors' perceptions of implementation. Paper presented at Physics Education Research Conference 2017, Cincinnati, OH. Retrieved October 19, 2019, from https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14669&DocID=4846
Chicago Format
Zamarripa Roman, B, C. Doty, M. Wilcox, N. Klinger, J. Pond, J. Von Korff, and J. Chini. "Differences between the SCALE-UP model and instructors' perceptions of implementation." Paper presented at the Physics Education Research Conference 2017, Cincinnati, OH, July 26-27, 2017. https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14669&DocID=4846 (accessed 19 October 2019).
MLA Format
Zamarripa Roman, Brian, Constance M. Doty, Matthew Wilcox, Noel Klinger, Jarrad Pond, Joshua Von Korff, and Jacquelyn Chini. "Differences between the SCALE-UP model and instructors' perceptions of implementation." Physics Education Research Conference 2017. Cincinnati, OH: 2017. 460-463 of PER Conference. 19 Oct. 2019 <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14669&DocID=4846>.
BibTeX Export Format
@inproceedings{ Author = "Brian Zamarripa Roman and Constance M. Doty and Matthew Wilcox and Noel Klinger and Jarrad Pond and Joshua Von Korff and Jacquelyn Chini", Title = {Differences between the SCALE-UP model and instructors' perceptions of implementation}, BookTitle = {Physics Education Research Conference 2017}, Pages = {460-463}, Address = {Cincinnati, OH}, Series = {PER Conference}, Month = {July 26-27}, Year = {2017} }
Refer Export Format

%A Brian Zamarripa Roman
%A Constance M. Doty
%A Matthew Wilcox
%A Noel Klinger
%A Jarrad Pond
%A Joshua Von Korff
%A Jacquelyn Chini
%T Differences between the SCALE-UP model and instructors' perceptions of implementation
%S PER Conference
%D July 26-27 2017
%P 460-463
%C Cincinnati, OH
%U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14669&DocID=4846
%O Physics Education Research Conference 2017
%O July 26-27
%O application/pdf

EndNote Export Format

%0 Conference Proceedings
%A Zamarripa Roman, Brian
%A Doty, Constance M.
%A Wilcox, Matthew
%A Klinger, Noel
%A Pond, Jarrad
%A Von Korff, Joshua
%A Chini, Jacquelyn
%D July 26-27 2017
%T Differences between the SCALE-UP model and instructors' perceptions of implementation
%B Physics Education Research Conference 2017
%C Cincinnati, OH
%P 460-463
%S PER Conference
%8 July 26-27
%U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14669&DocID=4846


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

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