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SCALE Profile


System-Wide Change for All Learners and Educators

Overview:

SCALE (System-Wide Change for All Learners and Educators) is a partnership involving two major educational research and development groups: the University of Wisconsin's Wisconsin Center for Education Research (WCER) and the University of Pittsburgh's Learning Research and Development Center (LRDC). Building on past collaborations, the partnership includes the Denver Public Schools, Los Angeles Unified School District, Madison Metropolitan School District and the Providence Public Schools, as well as institutions of higher education whose preservice programs provide many new teachers to these districts.

SCALE encompasses the following five areas of work:

  1. Implementing the best current mathematics and science programs system-wide;
  2. Creating state-of-the-art science, technology, engineering and mathematics immersion projects and implementing them system-wide;
  3. Reforming preservice and in-service STEM teacher education for teachers in the partner districts;
  4. Creating mentoring and guidance experiences for middle and high school students, especially women and minorities; and
  5. Implementing a comprehensive program of research and evaluation.

The partnership brings together mathematicians, scientists, social scientists, and education practitioners to build a whole new approach to reforming preK-12 mathematics and science education. The partnership seeks to improve the mathematics and science achievement of all students at all grade levels in the four partner school districts by engaging them in deep and authentic science and mathematics instructional experiences. The partnership is providing documentation of what works and information about how to construct such a partnership to a wide audience of policymakers and university and school leaders.

Site Contributions
08/29/12Motivating Students to Ask Scientifically Productive Questions
06/27/12Middle-School Science Through Design-Based Learning versus Scripted Inquiry: Better Overall Science Concept Learning and Equity Gap Reduction
06/09/09The Challenges of Producing Evidence-Based Claims: An Exploratory Study of NSF's Math and Science Partnership
04/21/09Madison Metropolitan School District Mathematics Task Force Report: Review of Mathematics Curriculum and Related Issues
04/16/09Policy Effectiveness of Interim Assessments in Providence Public Schools
04/13/09District-Wide Reform of Mathematics and Science Instruction: Case Studies of Four SCALE Partner Districts
07/15/08A Final Case Study of SCALE Activities at California State University, Northridge
04/16/08A Final Case Study of SCALE Activities at UW-Madison: The Influence of Institutional Context on a K-20 STEM Education Change Initiative
03/19/08Using cultural models to understand faculty sense-making processes within the structural and socio-cultural context of a comprehensive university
10/31/07Learning Communities Across Educational Continuum
10/31/07SCALE and the Future of Educational Improvements
10/31/07SCALE Opens the Door to Higher Education Change
09/28/07K-20 Partnerships: Literature Review and Recommendations for Research
09/28/07K-20 Partnerships: Literature Review and Recommendations for Research
09/19/07Math Masters Change the Way Teachers and Professors Learn
09/19/07Planting Seeds of Change
09/19/07Evolution of SCALE Professional Development
09/19/07Immersion Units and the Inquiry Tool Box
09/19/07Science Immersion Can Open Students to Lifelong Learning Skills
08/28/07Factors Influencing Change Initiatives to Improve K-20 STEM Education at California State University, Dominguez Hills: Final Case Study of SCALE Activities
08/28/07Factors Influencing Change Initiatives to Improve K-20 STEM Education at California State University, Dominguez Hills: Final Case Study of SCALE Activities
06/27/07K-20 Partnership: A Definition and Proof-of-Concept
05/23/07Analyzing Cultural Processes in Higher Education: STEM and Education Faculty Collaboration in Teacher Education
03/07/07How Do You Know That? Guiding Early Elementary Students to Develop Evidence-Based Explanations about Animals
01/12/07Preliminary Case Study of SCALE Activities at the California State University, Northridge
01/12/07SCALE Fourth Annual Progress Report to the National Science Foundation
01/12/07Organizational Change in an Institution of Higher Education: Improving K-20 Math and Science Education through a University-School Partnership
01/12/07SCALE Year 4 Evaluator's Report
01/12/07SCALE Year 3 Evaluator's Report
01/12/07SCALE Year 5 Implementation Plan
01/12/07SCALE Third Annual Progress Report to the National Science Foundation
01/12/07SCALE Year 4 Implementation Plan
10/12/06Immersion Units Enhance Science Instruction
10/04/06Magic or Mirrors? Questions about Partnership as a Construct Arising from Micro-Level Case Analysis
04/05/06Evaluation of Math Masters 2004-05 Summary Report
10/26/05System-wide Change for All Learners and Educators
04/13/05Organizational Mapping: The form and function of a K-20 partnership for improvement of mathematics and science teaching
04/13/05LAUSD Mathematics Teacher and Coach Focus Groups: Views of District Instructional Guidance from the Field: SCALE RET Case Study report
04/13/05District Case Studies Evaluation Design
01/19/04Math And Science Instruction Will Benefit From Five-Year NSF Grant And Partnership Headed By Learning Research And Development Center