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Journal of Science Education and Technology
Erschienen in: Journal of Science Education and Technology 4/2017

11.04.2017

Analysis of Propagation Plans in NSF-Funded Education Development Projects

verfasst von: Courtney Stanford, Renee Cole, Jeff Froyd, Charles Henderson, Debra Friedrichsen, Raina Khatri

Erschienen in: Journal of Science Education and Technology | Ausgabe 4/2017

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Abstract

Increasing adoption and adaptation of promising instructional strategies and materials has been identified as a critical component needed to improve science, technology, engineering, and mathematics (STEM) education. This paper examines typical propagation practices and resulting outcomes of proposals written by developers of educational innovations. These proposals were analyzed using the Designing for Sustained Adoption Assessment Instrument (DSAAI), an instrument developed to evaluate propagation plans, and the results used to predict the likelihood that a successful project would result in adoption by others. We found that few education developers propose strong propagation plans. Afterwards, a follow-up analysis was conducted to see which propagation strategies developers actually used to help develop, disseminate, and support their innovations. A web search and interviews with principal investigators were used to determine the degree to which propagation plans were actually implemented and to estimate adoption of the innovations. In this study, we analyzed 71 education development proposals funded by the National Science Foundation and predicted that 80% would be unsuccessful in propagating their innovations. Follow-up data collection with a subset of these suggests that the predictions were reasonably accurate.
Vorheriger Artikel Electrifying Engagement in Middle School Science Class: Improving Student Interest Through E-textiles
Nächster Artikel Collaborative and Competitive Video Games for Teaching Computing in Higher Education

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Metadaten
Titel
Analysis of Propagation Plans in NSF-Funded Education Development Projects
verfasst von
Courtney Stanford
Renee Cole
Jeff Froyd
Charles Henderson
Debra Friedrichsen
Raina Khatri
Publikationsdatum
11.04.2017
Verlag
Springer Netherlands
Erschienen in
Journal of Science Education and Technology / Ausgabe 4/2017
Print ISSN: 1059-0145
Elektronische ISSN: 1573-1839
DOI
https://doi.org/10.1007/s10956-017-9689-x

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