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What Does It Take to Scale Up and Sustain Evidence-Based Practices?

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Title: What Does It Take to Scale Up and Sustain Evidence-Based Practices?
Authors: KLINGNER, JANETTE K., BOARDMAN, ALISON G., MCMASTER, KRISTEN L.
Source: Exceptional Children. Winter2013, Vol. 79 Issue 2, p195-211. 17p.
Subjects: Evidence-based education, Special education research, Program implementation (Education), Educational intervention, Teacher development, Educational leadership, Research implementation, Scaling (Social sciences)
Abstract: This article discusses the strategic scaling up of evidence-based practices. The authors draw from the scholarly work of fellow special education researchers and from the field of learning sciences. The article defines scaling up as the process by which researchers or educators initially implement interventions on a small scale, validate them, and then implement them more widely in real-world conditions. Examples of scale-up research are included. The authors discuss challenges to scaling up and sustaining evidence-based practices, followed by factors that can potentially support scaling up, including professional development and district leadership. A case example describes how these issues can play out by highlighting experiences with a Collaborative Strategic Reading (CSR) scale-up research project in a large urban school district. The article concludes by offering recommendations for research, policy, and practice. [ABSTRACT FROM AUTHOR]
Copyright of Exceptional Children is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: <searchLink fieldCode="JN" term="%22Exceptional+Children%22">Exceptional Children</searchLink>. Winter2013, Vol. 79 Issue 2, p195-211. 17p.
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  Data: <searchLink fieldCode="DE" term="%22Evidence-based+education%22">Evidence-based education</searchLink><br /><searchLink fieldCode="DE" term="%22Special+education+research%22">Special education research</searchLink><br /><searchLink fieldCode="DE" term="%22Program+implementation+%28Education%29%22">Program implementation (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+intervention%22">Educational intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+development%22">Teacher development</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+leadership%22">Educational leadership</searchLink><br /><searchLink fieldCode="DE" term="%22Research+implementation%22">Research implementation</searchLink><br /><searchLink fieldCode="DE" term="%22Scaling+%28Social+sciences%29%22">Scaling (Social sciences)</searchLink>
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  Data: This article discusses the strategic scaling up of evidence-based practices. The authors draw from the scholarly work of fellow special education researchers and from the field of learning sciences. The article defines scaling up as the process by which researchers or educators initially implement interventions on a small scale, validate them, and then implement them more widely in real-world conditions. Examples of scale-up research are included. The authors discuss challenges to scaling up and sustaining evidence-based practices, followed by factors that can potentially support scaling up, including professional development and district leadership. A case example describes how these issues can play out by highlighting experiences with a Collaborative Strategic Reading (CSR) scale-up research project in a large urban school district. The article concludes by offering recommendations for research, policy, and practice. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Exceptional Children is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – SubjectFull: Program implementation (Education)
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              Text: Winter2013
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