Rethinking Scale: Moving Beyond Numbers to Deep and Lasting Change

Item

Title

Rethinking Scale: Moving Beyond Numbers to Deep and Lasting Change

Abstract/Description

The issue of “scale” is a key challenge for school reform, yet it remains undertheorized in the literature. Definitions of scale have traditionally restricted its scope, focusing on the expanding number of schools reached by a reform. Such definitions mask the complex challenges of reaching out broadly while simultaneously cultivating the depth of change necessary to support and sustain consequential change. This article draws on a review of theoretical and empirical literature on scale, relevant research on reform implementation, and original research to synthesize and articulate a more multidimensional conceptualization. I develop a conception of scale that has four interrelated dimensions: depth, sustainability, spread, and shift in reform ownership. I then suggest implications of this conceptualization for reform strategy and research design.

Author/creator

Coburn, Cynthia E.

Date

2003

In publication

Educational Researcher

Volume

32

Issue

6

Pages

3-12

Resource type

en Research/Scholarly Media

Resource status/form

en Published Text

Scholarship genre

en Theoretical

Language

en

Open access/full-text available

en Yes

Peer reviewed

en Yes

ISSN

0013-189X

DOI

10.3102/0013189X032006003

URL

Official Publisher's Webpage (SAGE Journals)

Full-text PDF Shared by Author (ResearchGate)

Citation

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

Cited in

Scale and Sustainability of Education Innovation and Improvement

Item sets

Handbook Chapter 14 Citations

OB Citations - Scale and Sustainability of Education Innovation and Improvement

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