Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/14611
Title: 
Authors: 
Issue Date: 
2011
Citation: 
Lim, K. Y. T., Hung, D., & Huang, J. S. (2011). Towards a situative view of extending and scaling innovations in education: A case study of the six learning framework. Educational Research for Policy and Practice, 10(2), 77-89.
Abstract: 
This paper seeks to draw from contemporary understandings of translation science to highlight and elaborate upon possible norms and procedures which the authors have found to be critical in the successful extension and scaling of design-based research interventions in education into wider practitioner-based adoption and adaptation. The impetus for this interrogation is the desire to mediate the tensions which sometimes arise between researcher, practitioner, and other stakeholders in educational research – such as policy-makers and funding agencies. It is hoped that these explications will contribute to the as yet nascent body of literature on translation science as applied to innovation in education.
Description: 
This is the final draft, after peer-review, of a manuscript published in Educational Research for Policy and Practice. The published version is available online at http://link.springer.com/article/10.1007/s10671-010-9094-1
URI: 
ISSN: 
1570-2081
DOI: 
File Permission: 
Open
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With file
Appears in Collections:Journal Articles

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