Getting to Scale with Good Educational Practice

Item

Title

Getting to Scale with Good Educational Practice

Abstract/Description

How can good educational practice move beyond pockets of excellence to reach a much greater proportion of students and educators? While many children and young adults in school districts and communities around the country have long benefited from the tremendous accomplishments of successful teachers, schools, and programs, replicating this success on a larger scale has proven to be a difficult and vexing issue. In this article, Richard Elmore addresses this problem by analyzing the role of school organization and incentive structures in thwarting large-scale adoption of innovative practices close to the "core" of educational practice. Elmore then reviews evidence from two attempts at large-scale reform in the past — the progressive movement and the National Science Foundation curriculum reform projects — to evaluate his claims that ambitious large-scale school reform efforts, under current conditions, will be ineffective and transient. He concludes with four detailed recommendations for addressing the issue of scale in improving practice in education.

Author/creator

Elmore, Richard

Date

2010

In publication

Harvard Educational Review

Volume

66

Issue

1

Pages

1-27

Resource type

en Research/Scholarly Media

Resource status/form

en Published Text

Scholarship genre

en Historical

en Synthesis/Overview

Open access/full-text available

en No

Peer reviewed

en Yes

ISSN

0017-8055

DOI

10.17763/haer.66.1.g73266758j348t33

Citation

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

Cited in

Scale and Sustainability of Education Innovation and Improvement

Abbreviation

Harvard Educational Review

Item sets

OB Citations - Scale and Sustainability of Education Innovation and Improvement

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