2019/06/25 by Jennifer Lin Russell, Richard Correnti, Mary Kay Stein +6 · 2 citations
Social Sciences · Psychology · Decision Sciences · #Teacher Education and Leadership Studies #Educational and Psychological Assessments #Educational Assessment and Improvement
paper · doi:10.3102/0002831219854050
Attempts to scale up instructional interventions confront implementation challenges that mitigate their ultimate impact on teaching and learning. In this article, we argue that learning about adaptation during the design and implementation phases of reform is critical to the development of interventions that can be implemented with integrity at scale. Through analysis of data generated during a mathematics instructional coaching initiative, we examine the adaptations coaches made to diverse relational and organizational contexts. Findings from two studies of adaptation illustrate the need to attend to the extent to which adaptations are consistent with the core features of a reform. Based on our findings, we posit a generalizable model that supports evidence-based mutual adaptation.