Architectures for learning and successive processes of scaling

Abstract

This study examines how school-level learning architectures affect the scalability of an innovation by conceptualizing scalability as successive scaling-up processes from the scale-up of teacher reform capacity to the result of spread. A longitudinal qualitative two-case study was conducted at two different schools, in the context of developing self-directed learning (SDL) practice in science education. The results showed how components of learning architectures affected successive scaling-up processes. These are components to be monitored at the school level for achieving innovation at scale.