Researchers & Developers

When a Theory of Change Fails to Meet a Problem of Practice

Authors : Jennifer Medeiros

When researchers seek to create a product, program, or intervention to enhance educational outcomes for students, they often start from a theoretical foundation. A theory of change, or a conceptual model based in research of how a specific product can lead to a desired change, is often the launchpad for creation.

What does it mean to “scale” an educational product?

Authors : Jennifer Medeiros

“Scaling” a product in business typically means moving from a small number of “early adopters” to a larger number of “early majority” users. In the field of education, however, “scaling” an educational product or program has been more challenging to define.

Using the Invent-Apply-Transition Framework to Design Educational Innovations for Scale

Authors : Kate Borelli

Wide use of evidence-based educational innovations has the potential to accelerate learning and enhance outcomes for all learners. However, even when educational products have evidence of effectiveness, they do not often achieve scale. In other words, they are often not broadly adopted by schools and districts.

Designing and Scaling Equity-Focused Educational Products

Authors : Kate Borelli

When designing and scaling evidence-based educational products, it is critical to ensure they are relevant and accessible to the communities they aim to serve, or they might inadvertently cause harm. When creating evidence-based products, designers should gather input from, or sufficiently consider, the people most impacted by problematic practices, policies, funding allocations, and organizational cultures. Without such input, designers miss opportunities to authentically co-create products that support equitable student outcomes and meet user needs.