Scale Up

A Multi-Tiered System of Supports (MTSS) is a framework for organizing and integrating academic, social, and emotional supports within a school. Full implementation of MTSS establishes a continuum of readily-available supports matched to student needs. Federal education statute and state-education agencies (SEAs) have prioritized the scale-up of MTSS as a means of improving student performance and the quality of the school learning environment. Our prior research into SEA MTSS scale-up projects identified critical incidents, that helped or hindered the success of these projects in 27 states. The purpose of this paper is to reexamine our findings using the active implementation framework to identify the linkages between the an implementation framework developed based on implementation science and critical incidents in the scale-up of MTSS. We provide recommendations to educational leaders and researchers. In addition, we provide commentary on the utility the active implementation framework as it applies to state scale-up and consider areas for future research.

This work demonstrated the optimization and scale up of microwave-assisted extraction (MAE) and ultrasonic-assisted extraction (UAE) of bioactive compounds from Orthosiphon stamineus using energy-based parameters such as absorbed power density and absorbed energy density (APD-AED) and response surface methodology (RSM). The intensive optimum conditions of MAE obtained at 80% EtOH, 50 mL/g, APD of 0.35W/mL, AED of 250 J/mL can be used to determine the optimum conditions of the scale-dependent parameters i.e. microwave power and treatment time at various extraction scales (100-300 mL solvent loading). The yields of the up scaled conditions were consistent with less than 8% discrepancy and they were about 91-98% of the Soxhlet extraction yield. By adapting APD-AED method in the case of UAE, the intensive optimum conditions of the extraction, i.e. 70% EtOH, 30 mL/g, APD of 0.22 W/mL, AED of 450 J/mL are able to achieve similar scale up results.

Although a positive impact of technology interventions on educational practice and student outcomes has been shown in many previous research settings, the use of technology in classrooms and schools is still often super cial and not meeting the potential of technology as envisioned by education reformers and researchers in the eld. However, when technol- ogy projects have been implemented successfully in educational practice and shown valu- able impacts, sustainability within similar contexts is not guaranteed—let alone scaling the initiative to other broader contexts. This article builds on the discussions of the EDUsum- mIT 2017 Thematic Working Group 9 (TWG9) and the summary report that captured the outcome of those discussions. The goal of TWG9 was to help inform policy and practice by providing insights into key factors that contribute to scalability and sustainability of educational technology integration and impact.

Many successful piloted programs fail when scaled up to a national level. In Kenya, which has a long history of particularly ineffective implementation after successful pilot programs, the Tusome national literacy program—which receives funding from the United States Agency for International Development—is a national-level scale-up of previous literacy and numeracy programs. We applied a scaling framework (Crouch & DeStefano; 2017) to examine whether Tusome's implementation was rolled out in ways that would enable government structures and officers to respond effectively to the new program. We found that Tusome was able to clarify expectations for implementation and outcomes nationally using benchmarks for Kiswahili and English learning outcomes, and that these expectations were communicated all the way down to the school level. We noted that the essential program inputs were provided fairly consistently, across the nation. In addition, our analyses showed that Kenya developed f...

The scale-up of oil-containing polyamide nanocapsules produced by simultaneous interfacial polycondensation and solvent diffusion was successfully achieved. Up to 1,500 mL were produced by using a Y-shaped mixer device. The sizes of nanocapsules containing olive oil were modulated from 646 to 211 nm by changing process parameters without modification of the formulation composition. All the results of nanocapsule diameters (dsc) expressed as a function of the Reynolds number (Re) showed the existence of a typical power-law relationship. It was demonstrated that the high turbulences created upon nanocapsule formation are the most important parameter allowing to nanocapsule size to be controlled without modifying the formulation composition. Finally, the power-law relationship was used to predict the size of nanocapsules composed of polyamide or polyester and loaded with Parsol(®) MCX. The physico-chemical properties of both polyamide and polyester nanocapsules at the laboratory scale ...

Although a positive impact of technology interventions on educational practice and student outcomes has been shown in many previous research settings, the use of technology in classrooms and schools is still often super cial and not meeting the potential of technology as envisioned by education reformers and researchers in the eld. However, when technol- ogy projects have been implemented successfully in educational practice and shown valu- able impacts, sustainability within similar contexts is not guaranteed—let alone scaling the initiative to other broader contexts. This article builds on the discussions of the EDUsum- mIT 2017 Thematic Working Group 9 (TWG9) and the summary report that captured the outcome of those discussions. The goal of TWG9 was to help inform policy and practice by providing insights into key factors that contribute to scalability and sustainability of educational technology integration and impact.

This report analyzes the results of the implementation at a large private Mexican university of the Pedagogical Expectancy Violation Assessment (PEVA), developed by Gaffney, Gaffney and Beichner [1]. The PEVA was designed to evaluate shifts of the first student's expectations due to the initial orientation and experiences in the classroom. The data was collected at the Student-Centered Learning (ACE) classroom, based on the Student Centered Active Learning Environment for Undergraduate Programs (SCALE-UP) classroom. Three professors participated with their groups during the first semester they implemented their courses in this environment. Participants were enrolled either in a Pre-Calculus, Differential Equations, or Electricity and Magnetism course. The results indicate shifts in students' expectations during the semester and reveals differences in shifts among the different courses.

Batch ethanol fermentations from sweet sorghum juice by Saccharomyces cerevisiae NP 01 were carried out in a 500 ml air-locked Erlenmeyer flask under very high gravity (VHG) and static conditions. The maximum ethanol production efficiency was obtained when 9 g l-1 of yeast extract was supplemented to the juice. The ethanol concentration (P), productivity (Qp) and yield (Yp/s) were 120.24 ± 1.35 g l-1, 3.01 ± 0.08 g l-1 h-1 and 0.49 ± 0.01, respectively. Scale up ethanol fermentation in a 5-litre bioreactor at an agitation rate of 100 rev min-1 revealed that P, Qp and Yp/s were 139.51 ± 0.11 g l-1, 3.49 ± 0.00 g l-1 h-1 and 0.49 ± 0.01, respectively, whereas lower P (119.53 ± 0.20 g l-1) and Qp (2.13 ± 0.01 g l-1 h-1) were obtained in a 50-litre bioreactor. In the repeated-batch fermentation in the 5-litre bioreactor with fill and drain volume of 50 % of the working volume, lower P and Qp were observed in the subsequent batches. P in batch 2 to 8 ranged from 103.37 ± 0.28 to 109.53 ±...

"What do we want to know and why? This systematic review was conducted on behalf of the United Kingdom’s Department for International Development (DFID). It examines the current evidence base to inform policy on the sustainable scale up of low-cost schools in the South and West Asia region, in particular Afghanistan and Pakistan. DFID is committed to pursuing flexible and responsive approaches to education in fragile and conflict-affected environments, such as Afghanistan and Pakistan, including through partnerships with non-state providers, to help overcome the challenges of working in these environments. What did we find? The search results found there is no uniform definition of low-cost private schools and there has been little engagement with the concept of sustainable scale up of such schools in the South and West Asia region. Overall, the search found a weak evidence base to inform policy on the sustainable scale of low-cost private schools in the region, particularly in the area of the long-term, financial sustainability of such schools in conflict affected states. There was also a paucity of research into the impact of low-cost private schools on family income. What are the implications? The review discusses the results of the synthesis process and provides implications for appropriate scale-up mechanisms and approaches, as well as a broader strategy for engagement with education in the context of fragile and conflict-affected environments. In the context of such states, the reported benefits of low-cost private schools in more stable contexts, in terms of filling gaps in provision at a lower unit cost, need to be considered alongside such issues as weak governance, corruption and lack of security found in many conflict affected states. They can also reinforce inequitable access to quality education by excluding the poorest families who cannot afford the additional fees. Therefore, support given to the sustainable scaling up of low-cost private schools should involve careful consideration of all these factors and the wider political economy of fragile states. How did we get these results? This review relied upon a systematic electronic and hand searches of bibliographic databases, organization websites, and general databases in two concept areas: low-cost private schools, and sustainable scale-up of education projects. 44 documents were included in the final data set after four rounds of screening based on the exclusion criteria. The information from these final reports was synthesized using a mixed-methods approach that built upon a foundation of Critical Interpretive Synthesis and was guided by three questions: (1) the factors affecting the sustainability of low-cost private schools, (2) the ways in which education projects, particularly those that are private-led or public-private partnerships, are sustainably scaled-up in fragile and conflict-affected countries, and (3) the challenges facing the education systems in Afghanistan and Pakistan. "

This report analyzes the results of the implementation at a large private Mexican university of the Pedagogical Expectancy Violation Assessment (PEVA), developed by Gaffney, Gaffney and Beichner [1]. The PEVA was designed to evaluate shifts of the first student's expectations due to the initial orientation and experiences in the classroom. The data was collected at the Student-Centered Learning (ACE) classroom, based on the Student Centered Active Learning Environment for Undergraduate Programs (SCALE-UP) classroom. Three professors participated with their groups during the first semester they implemented their courses in this environment. Participants were enrolled either in a Pre-Calculus, Differential Equations, or Electricity and Magnetism course. The results indicate shifts in students' expectations during the semester and reveals differences in shifts among the different courses.

Many successful piloted programs fail when scaled up to a national level. In Kenya, which has a long history of particularly ineffective implementation after successful pilot programs, the Tusome national literacy program—which receives funding from the United States Agency for International Development—is a national-level scale-up of previous literacy and numeracy programs. We applied a scaling framework (Crouch & DeStefano; 2017) to examine whether Tusome's implementation was rolled out in ways that would enable government structures and officers to respond effectively to the new program. We found that Tusome was able to clarify expectations for implementation and outcomes nationally using benchmarks for Kiswahili and English learning outcomes, and that these expectations were communicated all the way down to the school level. We noted that the essential program inputs were provided fairly consistently, across the nation. In addition, our analyses showed that Kenya developed f...