Alumni Amy Koehler-Catterson and Jenni Higgs Publish on The Multiple Meanings of Scale

08 Aug, 2019

Alumni Amy Koehler-Catterson and Jenni Higgs Publish on The Multiple Meanings of Scale

Alumni Amy Koehler-Catterson and Jenni Higgs co-authored "The Multiple Meanings of Scale: Implications for Researchers and Practitioners" with Richard Paquin Morel and Cynthia Coburn, which was published in volume 48, issue 5, of Educational Researcher!

From the abstract:

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.

Read the article here!

Amy Koehler Catterson, PhD, is a researcher and faculty member specializing in literacy instruction at Alder Graduate School of Education. Her current research focuses on the co-teaching practices of mentor teachers and their apprentice teacher candidates, or residents, and the relationship between co-teaching and K–12 student learning in teacher residency programs.

Jennifer Higgs, PhD, is an assistant professor at the University of California, Davis. Her research focuses on uses of digital tools that support equitable learning and teaching in and across school and non-school contexts.