Scaling Personalization
Exploring the Implementation of an Academic and Social-Emotional Innovation in High Schools
Bibliographic Data
| ID | 11258274 |
|---|---|
| Authors | Stacey A Rutledge (0000-0003-4341-2753, Florida State University, corresponding author), Stephanie Brown (0000-0001-9812-0067, University of Colorado Boulder), Stephanie L Brown (0000-0001-7117-679X, University of Colorado Boulder), Kitchka Petrova (Florida State University) |
| Year | 2017 |
| Volume | 92 |
| Issue | 5 |
| Pages | 627-648 |
| Publication date | 2017-10-20 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Peabody Journal of Education (JOURNAL) |
| Journal identifiers | ISSN: 0161-956X • E-ISSN: 1532-7930 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/0161956x.2017.1368650 |
| OpenAlex | W2749586795 |
| Language | EN |
| Citations received | 3 |
| References cited | 30 |
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
Adaptation (eye · Mathematics education · Personalization · Process (computing · Sustainability · World Wide Web · Computer Science · Early Childhood Education and Development · Parental Involvement in Education · Psychology · Youth Development and Social Support
Establishing systemic social and emotional learning approaches in schools
Self-Efficacy Beliefs in Academic Settings
Implementation, Sustainability, and Scaling Up of Social-Emotional and Academic Innovations in Public Schools
Self-Efficacy
Getting Ideas into Action
Case Study Research
Teacher Efficacy
The Cambridge Handbook of the Learning Sciences
The Evolution Of Social Cognitive Theory
Rethinking Scale
Organizing Research and Development at the Intersection of Learning, Implementation, and Design
Understanding Effective High Schools
Human agency in social cognitive theory
Two Decades of Developments in Qualitative Inquiry
Social Cognitive Theory
Qualitative Data Analysis
The Impact of Enhancing Students' Social and Emotional Learning
Teacher Influences on Students' Attachment to School
| Unique citing works | 3 |
|---|---|
| Citations per year | 0,6 |
| Citation span | 2021 - 2025 (5) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 3 |