Special Interest Groups (SIGs) provide a forum within AERA for the involvement of individuals drawn together by a common interest in a field of study, teaching, or research when the existing divisional structure may not directly facilitate such activity. The Association provides SIGs program time at the Annual Meeting, publicity, scheduling, staff support, viability, and the prestige of AERA affiliation.
We are pleased to offer five webinars intended to familiarize you with the concept of a Networked Improvement Community, and each of the four important components and elements of a successful NIC. An introductory 30-minute webinar will feature one or two experts from out team providing key background information about the focal challenges of building a NIC. A facilitated discussion forum will continue for two weeks after the video is posted to this site. At the end of the two weeks, another live webinar with the same expert will be featured. This follow-up webinar will focus on the topics that have arisen through the online forum, as well as questions that are asked live during the webinar.
Cohen-Vogel, L., Tichnor-Wagner, A., Allen, D., Harrison, C., Kainz, K., Socol, A. R., & Wang, Q. (2015). Implementing Educational Innovations at Scale: Transforming Researchers Into Continuous Improvement Scientists. Educational Policy, 29(1), 257-277. PAIS Index; Research Library. https://doi.org/10.1177/0895904814560886
Peurach, D. J., Glazer, J. L., & Winchell Lenhoff, S. (2016). The Developmental Evaluation of School Improvement Networks. Educational Policy, 30(4), 606–648. https://doi.org/10.1177/0895904814557592
Coburn, C. E., Russell, J. L., Kaufman, J. H., & Stein, M. K. (2012). Supporting Sustainability: Teachers’ Advice Networks and Ambitious Instructional Reform. American Journal of Education, 119(1), 137–182. https://doi.org/10.1086/667699
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Cohen, D. K., Peurach, D. J., Glazer, J. L., Gates, K. E., & Goldin, S. (2013). Improvement by Design: The Promise of Better Schools. University of Chicago Press.
Berends, M., Bodilly, S. J., & Kirby, S. N. (2002). Facing the Challenges of Whole-School Reform: New American Schools After a Decade. Rand Corporation.
Cohen-Vogel, L., Cannata, M., Rutledge, S. A., & Socol, A. R. (2016). A Model of Continuous Improvement in High Schools: A Process for Research, Innovation Design, Implementation, and Scale. Teachers College Record, 118(13), 1–26. https://doi.org/10.1177/016146811611801301
Cannata, M., Cohen-Vogel, L., & Sorum, M. (2017). Partnering for Improvement: Improvement Communities and Their Role in Scale Up. Peabody Journal of Education, 92(5), 569–588. https://doi.org/10.1080/0161956X.2017.1368633
Redding, C., Cannata, M., & Taylor Haynes, K. (2017). With Scale in Mind: A Continuous Improvement Model for Implementation. Peabody Journal of Education, 92(5), 589–608. https://doi.org/10.1080/0161956X.2017.1368635
Spillane, J. P., Reiser, B. J., & Reimer, T. (2002). Policy Implementation and Cognition: Reframing and Refocusing Implementation Research. Review of Educational Research, 72(3), 387–431. https://doi.org/10.3102/00346543072003387
Peurach, D. J., & Glazer, J. L. (2012). Reconsidering Replication: New Perspectives on Large-Scale School Improvement. Journal of Educational Change, 13(2), 155–190. https://doi.org/10.1007/s10833-011-9177-7
Cohen, D. K., & Mehta, J. D. (2017). Why Reform Sometimes Succeeds: Understanding the Conditions That Produce Reforms That Last. American Educational Research Journal, 54(4), 644–690. https://doi.org/10.3102/0002831217700078
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Coburn, C. E. (2003). Rethinking Scale: Moving Beyond Numbers to Deep and Lasting Change. Educational Researcher, 32(6), 3–12. https://doi.org/10.3102/0013189X032006003
Zavadsky, H. (2016). Bringing Effective Instructional Practice to Scale in American Schools: Lessons from the Long Beach Unified School District. Journal of Educational Change, 17(4), 505–527. https://doi.org/10.1007/s10833-016-9287-3
Berman, P., & McLaughlin, M. W. (1974). Federal Programs Supporting Educational Change: Vol. I, A Model of Educational Change. RAND Corporation. https://www.rand.org/pubs/reports/R1589z1.html
Cohen, D. K., & Ball, D. L. (2007). Educational Innovation and the Problem of Scale. In B. L. Schneider & S.-K. McDonald (Eds.), Scale-up in Education: Volume 1, Ideas in Principle (pp. 19–36). Rowman & Littlefield.
Elmore, R. (2010). Getting to Scale with Good Educational Practice. Harvard Educational Review, 66(1), 1–27. https://doi.org/10.17763/haer.66.1.g73266758j348t33
Elmore, R. F. (2016). “Getting to Scale…” It Seemed Like a Good Idea at the Time. Journal of Educational Change, 17(4), 529–537. https://doi.org/10.1007/s10833-016-9290-8
McDonald, S.-K., Keesler, V. A., Kauffman, N. J., & Schneider, B. (2006). Scaling-Up Exemplary Interventions. Educational Researcher, 35(3), 15–24. https://doi.org/10.3102/0013189X035003015
Morel, R. P., Coburn, C., Catterson, A. K., & Higgs, J. (2019). The Multiple Meanings of Scale: Implications for Researchers and Practitioners. Educational Researcher, 48(6), 369–377. https://doi.org/10.3102/0013189X19860531
Quinn, R., Oelberger, C. R., & Meyerson, D. (2016). Getting to Scale: Ideas, Opportunities, and Resources in the Early Diffusion of the Charter Management Organization, 1999–2006. Teachers College Record, 118(9), 1–44. https://doi.org/10.1177/016146811611800902
Chrispeels, J. H., & González, M. (2006). The Challenge of Systemic Change in Complex Educational Systems: A District Model to Scale Up Reform 1. In A. Harris & J. H. Chrispeels (Eds.), Improving Schools and Educational Systems. Routledge.
Lynch, S. J. (2012). Metaphor and Theory for Scale-up Research: Eagles in the Anacostia and Activity Systems. In B. J. Fraser, K. Tobin, & C. J. McRobbie (Eds.), Second International Handbook of Science Education (pp. 913–929). Springer Netherlands. https://doi.org/10.1007/978-1-4020-9041-7_61
Roschelle, J., Tatar, D., & Kaput, J. (2008). Getting to Scale with Innovations that Deeply Restructure How Students Come to Know Mathematics. In A. E. Kelly, R. A. Lesh, & J. Y. Baek (Eds.), Handbook of Design Research Methods in Education (pp. 369–395). Routledge.
Banerji, R., & Chavan, M. (2016). Improving Literacy and Math Instruction at Scale in India’s Primary Schools: The Case of Pratham’s Read India Program. Journal of Educational Change, 17(4), 453–475. https://doi.org/10.1007/s10833-016-9285-5
Colbert, V., & Arboleda, J. (2016). Bringing a Student-Centered Participatory Pedagogy to Scale in Colombia. Journal of Educational Change, 17(4), 385–410. https://doi.org/10.1007/s10833-016-9283-7
Earl, L., Watson, N., & Torrance, N. (2002). Front Row Seats: What We’ve Learned from the National Literacy and Numeracy Strategies in England. Journal of Educational Change, 3(1), 35–53. https://doi.org/10.1023/A:1016579405813
Fleisch, B. (2016). System-Wide Improvement at the Instructional Core: Changing Reading Teaching in South Africa. Journal of Educational Change, 17(4), 437–451. https://doi.org/10.1007/s10833-016-9282-8
Klingner, J. K., Boardman, A. G., & McMaster, K. L. (2013). What Does it Take to Scale up and Sustain Evidence-Based Practices? Exceptional Children, 79(3), 195–211. https://doi.org/10.1177/001440291307900205
Rincón-Gallardo, S. (2016). Large Scale Pedagogical Transformation as Widespread Cultural Change in Mexican Public Schools. Journal of Educational Change, 17(4), 411–436. https://doi.org/10.1007/s10833-016-9286-4
Rincón-Gallardo, S., & Fleisch, B. (2016). Bringing Effective Instructional Practice to Scale: An Introduction. Journal of Educational Change, 17(4), 379–383. https://doi.org/10.1007/s10833-016-9288-2
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Goldman, S. R. (2005). Designing for Scalable Educational Improvement: Processes of Inquiry in Practice. In C. Dede, J. P. Honan, & L. C. Peters (Eds.), Scaling Up Success: Lessons from Technology-Based Educational Improvement (pp. 67–96). Wiley.
Quinn, D. M., & Kim, J. S. (2017). Scaffolding Fidelity and Adaptation in Educational Program Implementation: Experimental Evidence From a Literacy Intervention. American Educational Research Journal, 54(6), 1187–1220. https://doi.org/10.3102/0002831217717692
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Hargreaves, A. (2002). Sustainability of Educational Change: The Role of Social Geographies. Journal of Educational Change, 3(3), 189–214. https://doi.org/10.1023/A:1021218711015
McLaughlin, M. W., & Mitra, D. (2001). Theory-based Change and Change-based Theory: Going Deeper, Going Broader. Journal of Educational Change, 2(4), 301–323. https://doi.org/10.1023/A:1014616908334
Sabelli, N. H., & Harris, C. J. (2015). The Role of Innovation in Scaling Up Educational Innovations. In C.-K. Looi & L. W. Teh (Eds.), Scaling Educational Innovations (pp. 13–30). Springer. https://doi.org/10.1007/978-981-287-537-2_2
Sherer, J. Z., & Spillane, J. P. (2011). Constancy and Change in Work Practice in Schools: The Role of Organizational Routines. Teachers College Record, 113(3), 611–657. https://doi.org/10.1177/016146811111300302
Timperley, H., Wilson, A., Barrar, H., & Fung, I. (2007). Teacher Professional Learning and Development: Best Evidence Synthesis Iteration (BES). Ministry of Education.
Bean, R. M., Dole, J. A., Nelson, K. L., Belcastro, E. G., & Zigmond, N. (2015). The Sustainability of a National Reading Reform Initiative in Two States. Reading & Writing Quarterly, 31(1), 30–55. https://doi.org/10.1080/10573569.2013.857947
