Module 7 by Geelyn Warren https://padlet.com/gdeering0001/n84kd46fz0j23upz en-us 2021-10-13 22:50:25 UTC 2024-12-11 23:11:37 UTC hello@padlet.com The Multiple Meanings of Scale: Implications for Researchers and Practitioners arw077 https://padlet.com/gdeering0001/n84kd46fz0j23upz/wish/1818697804

In the article, the authors grapple with the concept of scale and how it is viewed. They work to frame scale as falling into one of four potential categories; Adoption, Replications, Adaption, and Reinvention. However, the authors state that scale is often conflated with the process and that innovators tend to define scale as the outcome or reformers desire end-state for how a larger number of users engage with an innovation (Morel et al, 2019). 

Based on these categories and definitions, how do you view scale in your leadership or research? 

What impact do you see on your leadership or research from your view of scale?]]> 2021-10-15 02:48:25 UTC https://padlet.com/gdeering0001/n84kd46fz0j23upz/wish/1818697804 Overview https://padlet.com/gdeering0001/n84kd46fz0j23upz/wish/1819329043
Encouraging Innovation and Building Fitness
Complexity Theory

Schools as Cultures
Theory Z

Additional Readings
  • Measures that Matter Most:  How Do Next Generation Educators Measure Success?
  • Chronicle report (2016) 2026:  The Decade Ahead in Higher Education
  • Morel et al. (2019) Multiple Meanings of Scale:  Implications for Researchers & Practitioners
  • Ishimaru & Galloway (2021) Hearts and Minds First:  Institutional Logics in Pursuit of Educational Equity
]]> 2021-10-15 10:15:32 UTC https://padlet.com/gdeering0001/n84kd46fz0j23upz/wish/1819329043 Hearts and Minds First: Institutional Logics in Pursuit of Educational Equity https://padlet.com/gdeering0001/n84kd46fz0j23upz/wish/1820302286 Ishimaru and Galloway (2021) analyze the theory that drives the work of two different K-8 equity task forces in the Pacific Northwest. The authors discovered that although each task force had different leadership, different definitions of equity, and different initiatives, both groups prioritized an implicit theory of change that individuals’ hearts and minds must first be addressed before any school-wide actions could be undertaken (p. 482). To take part in actual equity work, the task forces each believed that they had to change individuals’ perceptions, beliefs, and understandings regarding equity first. However, both schools lacked effectiveness in handling actual equity situations and making significant progress on change. 

In thinking about the article and the Week 7 topics, what would be an example of strong, equity work that moves beyond the “hearts and minds” approach and builds an educationally productive environment?

Do you think equity work is possible without focusing on changing individuals' beliefs regarding equity first?]]> 2021-10-15 19:18:41 UTC https://padlet.com/gdeering0001/n84kd46fz0j23upz/wish/1820302286 Discussion Word Cloud gdeering0001 https://padlet.com/gdeering0001/n84kd46fz0j23upz/wish/1820303837 ·        How do creativity, innovation, collective learning, and adaptability emerge in organizations?
·        Explore ways to build cultures that contribute to educational productivity.
·        How do educators measure success? 


There are a lot of times organizations incorrectly identify what success means to them and/or the measures for their goals and that can steamroll any needed initiatives or change.

View of Success: Losing weight
Measure: Number on a scale

How can I reframe what is considered “success” in this situation and then ultimately adjust my measures?


Can you think of an example within an organization?

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