Item history (Tue Jan 05 2021 13:18:22 GMT+0530 (IST))

TY - JOUR
TI - Rethinking Scale: Moving Beyond Numbers to Deep and Lasting Change
AU - Coburn, Cynthia E.
T2 - Educational Researcher
DA - 2003/08//
PY - 2003
DO - 10.3102/0013189X032006003
DP - DOI.org (Crossref)
VL - 32
IS - 6
SP - 3
EP - 12
J2 - Educational Researcher
LA - en
SN - 0013-189X, 1935-102X
ST - Rethinking Scale
UR - http://journals.sagepub.com/doi/10.3102/0013189X032006003
Y2 - 2020/12/23/10:10:56
ER -

TY - JOUR
TI - Rethinking Scale: Moving Beyond Numbers to Deep and Lasting Change
AU - Coburn, Cynthia
T2 - Educational Researcher
AB - 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.
DA - 2003/08/01/
PY - 2003
DO - 10.3102/0013189X032006003
DP - ResearchGate
VL - 32
SP - 3
EP - 12
J2 - Educational Researcher
ST - Rethinking Scale
L1 - https://www.researchgate.net/profile/Cynthia_Coburn/publication/237932539_Rethinking_Scale_Moving_Beyond_Numbers_to_Deep_and_Lasting_Change/links/55bb482808ae9289a092a27b/Rethinking-Scale-Moving-Beyond-Numbers-to-Deep-and-Lasting-Change.pdf
L4 - https://www.researchgate.net/publication/237932539_Rethinking_Scale_Moving_Beyond_Numbers_to_Deep_and_Lasting_Change
ER -

TY - JOUR
TI - Rethinking Scale: Moving Beyond Numbers to Deep and Lasting Change
AU - Coburn, Cynthia
T2 - Educational Researcher
AB - 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.
DA - 2003/08/01/
PY - 2003
DO - 10.3102/0013189X032006003
DP - ResearchGate
VL - 32
SP - 3
EP - 12
J2 - Educational Researcher
ST - Rethinking Scale
ER -

TY - JOUR
TI - Rethinking Scale: Moving Beyond Numbers to Deep and Lasting Change
AU - Coburn, Cynthia
T2 - Educational Researcher
AB - 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.
DA - 2003/08/01/
PY - 2003
DO - 10.3102/0013189X032006003
DP - ResearchGate
VL - 32
SP - 3
EP - 12
J2 - Educational Researcher
ST - Rethinking Scale
ER -

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Rethinking Scale: Moving Beyond Numbers to Deep and Lasting Change

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Rethinking Scale: Moving Beyond Numbers to Deep and Lasting Change

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