[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-602714-105":59,"doc-detail-602714-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","implementing-educational-innovations-at-scale-educational-policy-2015","Implementing Educational Innovations at Scale - Educational Policy 2015","","Growing concern exists among researchers and government officials that identifying what works in education is insufficient for durable school improvement at scale. Evidence often fails to translate into practice because it may seem irrelevant to local problems and is difficult to implement in new contexts, undermining efforts to replicate positive outcomes. The article presents improvement science as a systemic reconfiguration of the research-practice relationship, outlining its roots, key features, and how it differs from traditional educational policy research, illustrated through experience at the National Center on Scaling Up Effective Schools.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/implementing-educational-innovations-at-scale-educational-policy-2015/602714/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/implementing-educational-innovations-at-scale-educational-policy-2015/602714.png","ImageObject",300,407,{"name":92,"@type":93},"dabgoudw","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why is evidence alone considered insufficient for school improvement at scale?","Question",{"text":112,"@type":113},"Because practitioners may view evidence as irrelevant to their own problems of practice and face challenges when implementing it, leading to difficulties in sustaining large-scale change.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What relationship between research and practice does the article argue for?",{"text":117,"@type":113},"A systemic perspective on improvement that transforms the role of research and supports continuous improvement through research-practice partnerships.",{"name":119,"@type":110,"acceptedAnswer":120},"How does improvement science differ from traditional research?",{"text":121,"@type":113},"It emphasizes multiple small rapid tests of change linked to causal thinking, rigorous problem analysis, and common data to accelerate learning for improvement under varying conditions.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},602714,1792231099,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},3985747860484,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Implementing Educational Innovations at Scale: Transforming Researchers  \nInto Continuous Improvement Scientists  \nEducational Policy 2015, Vol. 29(1) 257–277 © The Author(s) 2014  \nReprints and permissions: [sagepub.com/journalsPermissions.nav](sagepub.com/journalsPermissions.nav)[ ](sagepub.com/journalsPermissions.nav)[DOI: 10.1177/0895904814560886](DOI: 10.1177/0895904814560886)  \n[epx.sagepub.com](epx.sagepub.com)  \nLora Cohen-Vogel 1, Ariel Tichnor-Wagner 1, Danielle Allen 1, Christopher Harrison 1, Kirsten Kainz 1, Allison Rose Socol 1, and Qi Wang 1  \nAbstract  \nThere is growing concern among researchers and governmental officials that knowing what works in education is important, but not enough for school improvement. Sound evidence alone is not sufficient for large-scale, sustainable change, both because practitioners may consider it irrelevant to their own problems of practice or run into challenges when they try to implement. Failed attempts at replicating positive outcomes in new (or simply expanded) settings underscore the need for a different relationship between research and practice, one that takes a systemic perspective on improvement and transforms the role for research. In this article, we describe the new science of improvement and where it sits in the evolution of research on education policy implementation. We discuss the roots of the approach as well as its key features. We explain how the work differs from that of traditional research and end with illustrations of this difference from our experiences with the National Center on Scaling Up Effective Schools.  \n1 University of North Carolina at Chapel Hill, USA  \nCorresponding Author:  \nLora Cohen-Vogel, School of Education, University of North Carolina at Chapel Hill, Peabody Hall, Campus Box 3500, Chapel Hill, NC 27599-3500, USA.  \nEmail: [Lora.cohen-vogel@unc.edu](Lora.cohen-vogel@unc.edu)  \nKeywords  \ncontinuous improvement, improvement science, education policy implementation, scale  \n[The science of improvement] emphasizes multiple, small rapid tests of change by varied individuals working under different conditions. When this activity is organized around causal thinking that links hypothesized solutions to rigorous problem analysis and common data, we accelerate learning for improvement at scale.  \n—Anthony Bryk, Carnegie Foundation for the Advancement of Teaching  \nThere is growing concern among researchers and governmental officials that knowing what works in education is important, but not enough for school improvement. Sound evidence alone is not sufficient for large-scale, sustainable change, both because practitioners may consider it irrelevant to their own problems of practice or run into challenges when they try to implement (e.g., Coburn & Turner, 2011; Fishman, Penuel, Allen, & Cheng, 2013) . Failed attempts at replicating positive outcomes in new (or simply expanded) settings underscore the need for a different relationship between research and practice, one that takes a systemic perspective on improvement and transforms the role for research.  \nUnderstanding this, the Institute of Education Sciences (IES) has launched a set of new grant initiatives to support efforts to build research–practice partnerships focused on developing and refining methods for answering what works, for whom, and under what conditions. These initiatives are intended to encourage researchers to explore processes by which schools in different contexts can continue to improve over time. The Carnegie Foundation, arguably one of the most influential of American grant-making foundations, is also using its substantial influence and funds to reshape our thinking around implementation by actively propagating a science of improvement.  \nIn this article, we describe the new science of improvement and where itsits in the evolution of research on education policy implementation. We discuss the roots of the approach as well as its key features. We explain how the work differs","cbCaid83mxCWMvs4","https://ap.wps.com/l/cbCaid83mxCWMvs4","pdf",492643,21,"English","# Abstract\n# Keywords and Core Idea\n## The science of improvement and causal thinking\n# Situating Improvement Science in Research on Education Policy Implementation\n## Changes since 1991: early waves of implementation research\n## Second-wave findings: mutual adaptation and local implementation\n## From implementation to effectiveness: the research-practice gap","[{\"question\":\"Why is evidence alone considered insufficient for school improvement at scale?\",\"answer\":\"Because practitioners may view evidence as irrelevant to their own problems of practice and face challenges when implementing it, leading to difficulties in sustaining large-scale change.\"},{\"question\":\"What relationship between research and practice does the article argue for?\",\"answer\":\"A systemic perspective on improvement that transforms the role of research and supports continuous improvement through research-practice partnerships.\"},{\"question\":\"How does improvement science differ from traditional research?\",\"answer\":\"It emphasizes multiple small rapid tests of change linked to causal thinking, rigorous problem analysis, and common data to accelerate learning for improvement under varying conditions.\"}]","Implementing Educational Innovations at Scale - Educational Policy 2015 | PDF",1792095114,53]