TY - JOUR
AU - Coburn, Cynthia E.
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.
TI - Rethinking Scale: Moving Beyond Numbers to Deep and Lasting Change
JF - Educational Researcher
DO - 10.3102/0013189X032006003
DA - 2003-08-01
UR - https://www.deepdyve.com/lp/sage/rethinking-scale-moving-beyond-numbers-to-deep-and-lasting-change-rwc4G12DIL
SP - 3
EP - 12
VL - 32
IS - 6
DP - DeepDyve
ER -