ERIC Number: EJ1227487
Record Type: Journal
Publication Date: 2019
Pages: 9
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0013-189X
EISSN: N/A
The Multiple Meanings of Scale: Implications for Researchers and Practitioners
Morel, Richard Paquin; Coburn, Cynthia; Catterson, Amy Koehler; Higgs, Jennifer
Educational Researcher, v48 n6 p369-377 Aug-Sep 2019
Interest in the study of scale has grown over the past three decades, yet it still suffers from a lack of conceptual clarity. Despite attempts at conceptualizing scale, there is still wide diversity in how the term "scale" is used. These differences matter. They impact how scale is studied, the strategies used to achieve scale, and the lessons we can draw across studies of the scale of innovations. In this article, we argue that scale is a polysemic and dynamic phenomenon. There are multiple, legitimate definitions of scale, and such definitions can shift over time, depending on the goals and needs of reformers. Drawing upon an extensive review of the literature, we present a typology of scale comprising four predominant conceptualizations in the literature. We detail the conceptualizations and discuss the affordances and challenges of each. We conclude by offering implications of the polysemic, dynamic nature of scale for researchers and reformers. Presenting this typology, we aim to spark new conversations about scale and to help guide future scale research and practice.
Descriptors: Measures (Individuals), Research and Development, Theory Practice Relationship, Educational Change, Educational Policy, Educational Innovation, Educational Researchers, Outcomes of Education, Educational Research
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A