Scaling Personalization: Exploring the Implementation of an Academic and Social-Emotional Innovation in High Schools

Item

Title

Scaling Personalization: Exploring the Implementation of an Academic and Social-Emotional Innovation in High Schools

Abstract/Description

Scaling in educational settings has tended to focus on replication of external programs with less focus on the nature of adaptation. In this article, we explore the scaling of Personalization for Academic and Social-emotional Learning (PASL), a systemic high school reform effort that was intentionally identified, developed, and implemented with adaption in mind for both the innovation and the scaling process itself. Drawing on focus group and individual interviews with administrators, guidance counselors, and teachers in eight urban high schools in Florida, we explore five elements of scale: depth, sustainability, spread, shift in reform ownership, and evolution of PASL. We find that implementers demonstrated a depth of belief, sustainability, and spread related to the idea of personalization. They did not show the same levels of sustainability and spread regarding the organizational routines related to PASL, although this differed widely by school. The reform approach using continuous improvement helped with shift in reform ownership and gave implementers control over the evolution of the reform. Despite this active involvement, administrators and teachers responded to PASL much like they would have an external reform, identifying the lack of time and school norms as impeding the implementation of routines and practices.

Author/creator

Rutledge, Stacey A.

Brown, Stephanie L.

Petrova, Kitchka

Date

2017

In publication

Peabody Journal of Education

Series

Peabody Journal of Education [Special Issue]: New Frontiers in Scaling Up Research

Volume

92

Issue

5

Pages

627-648

Resource type

en Research/Scholarly Media

Resource status/form

en Published Text

Scholarship genre

en Empirical

en Methodological

IRE Approach/Concept

Personalization for Academic and Social Emotional Learning (PASL)

Scale Up

Plan Do Study Act (PDSA) Cycle

School Improvement Design Team (SIDT)

District Innovation Design Team (DIDT)

Implementation

Featured case/project

National Center on Scaling Up Effective Schools (NCSU)

Primary national context

United States

DOI

10.1080/0161956X.2017.1368650

URL

Publisher Webpage

Open Access PDF (via ERIC)

Grant funding

Institute of Education Sciences (IES)

Grant number

Institute of Education Sciences Grant #R305C10023

Other related resources/entities

[Untitled]

Citation

Rutledge, S. A., Brown, S., & Petrova, K. (2017). Scaling Personalization: Exploring the Implementation of an Academic and Social-Emotional Innovation in High Schools. Peabody Journal of Education, 92(5), 627–648. https://doi.org/10.1080/0161956X.2017.1368650

Cited in

Continuous Improvement and "High Leverage" Educational Problems

Item sets

Open Access Resource (IRE)

Peabody Journal of Education [Special Issue]: New Frontiers in Scaling Up Research

OB Citations - Continuous Improvement and "High Leverage" Educational Problems

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