Scaling Educational Innovations by Chee-Kit Looi, Laik Woon Teh

By Chee-Kit Looi, Laik Woon Teh

This quantity stimulates serious discussions of the several variations of implementation, translation and scaling study ways. It provides an built-in choice of various implementation and scaling reports that examine different points of co-design, studying layout, curriculum improvement, expertise improvement, expert improvement and programme implementation. It additionally offers serious reflections on their influence and efficacies on remodeling practices, informing policy-making, and conception derivation and development. The chapters during this quantity will supply readers a deeper knowing of scaling of academic techniques in various socio-cultural contexts.

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By Chee-Kit Looi, Laik Woon Teh

This quantity stimulates serious discussions of the several variations of implementation, translation and scaling study ways. It provides an built-in choice of various implementation and scaling reports that examine different points of co-design, studying layout, curriculum improvement, expertise improvement, expert improvement and programme implementation. It additionally offers serious reflections on their influence and efficacies on remodeling practices, informing policy-making, and conception derivation and development. The chapters during this quantity will supply readers a deeper knowing of scaling of academic techniques in various socio-cultural contexts.

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In W. R. Penuel, B. Fishman, A. Allen, & B. ), 2 The Role of Innovation in Scaling Up Educational Innovations 29 Design-based implementation research (National Society for the Study of Education Yearbook, Vol. 112, pp. 400–425). New York: Teachers College Press. Elmore, R. (1996). Getting to scale with good educational practice. Harvard Educational Review, 66(1), 1–26. Elmore, R. F. (2002). The limits of change. Harvard Education Letter, 18(1), 7–8. Elmore, R. F. (2007). School reform from the inside out: Policy, practice, and performance.

But any new implementation under different conditions, with different actors calls for a new process of innovation—a first attempt to carry out into practice something that is already developed by others. Practitioners are indeed innovating when they adapt the intervention being “scaled-up” to their own circumstances, inevitably both modifying it in the process and innovating in their own practice in order to use it. School administrators are also innovating as part of their governance when they change aspects of their policy or infrastructure to support teachers’ innovation.

Currently, principals have substantial autonomy in managing the learning programme of the schools within the Ministry of Education (MOE), Singapore guidelines. Even after three decades of reorganisation, rationalisation, consolidation and reformation, the Singapore education system remains highly centralised and regulated (Gopinathan 1985; Hogan and Gopinathan 2008). Its instructional system has been honed to a level that maximises efficiency and minimises costs. In spite of (or perhaps because of) Singapore’s success in international studies such as the Progress in International Reading Literacy Study (PIRLS), the Trends in International Mathematics and Science Study (TIMSS) and the Programme for International Student Assessment (PISA), since the late 1990s, Singapore has stepped up the 3 Scaling from the Perspectives of Policymakers and Practitioners from Singapore 33 refining and reforming of its education system since the late 1990s.

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