Policy and Complex Systems
where appropriate ( Maroulis et al ., 2010 ; Sarkis , 2012 ).
No single model is applicable across a broad spectrum of schools or interventions , and attempting to develop a one-size-fits-all model would marginalize the nuances of different schools and the dynamics of the combination of a school and a particular intervention ( Barab & Squire , 2004 ). In this paper , we present and demonstrate Education System Intervention Modeling Framework ( ESIM ), a framework that can guide model development for specific intervention implementations . By applying the framework to interventions across diverse school settings , variables can be identified that are likely to affect intervention implementation and sustainability . The resulting models allow decision makers to make informed resource allocations during interventions , assess risk factors in different school settings , and ensure that interventions are sustainable and scalable .
2 . Modeling Sustainability of Interventions
The intent of this modeling effort is
to understand whether an education intervention is sustainable . Specifically , can the intervention be carried forward by a school without additional resources from the interveners ? Many interventions occur with the aid of a federal or state-level grant , which brings significant personnel and financial resources to bear . However , grants have finite lifespans . If we can identify school partners more intelligently and understand the factors most likely to affect the sustainability of the intervention , resources can be allocated strategically . To quantify a sustainable intervention outcome , a conceptual study from the educational public policy literature is utilized ( Blumenfeld et al ., 2000 ).
This study presents three gaps affecting intervention implementation : policy management ( PM ), capability ( Ca ), and cultural ( Cu ) gaps . In this work , we assign appropriate variables to each gap and assess the difference between the actual state of an organization and the “ ideal ” state . In each of these three dimensions , we define an acceptable “ tolerance ” with respect to the ideal state that constitutes the “ acceptable zone .” The acceptable zone bounds the set of end states in which the education researchers and practitioners believe that sustainability can be achieved . We can then simulate different school settings with different initial conditions , assess the likelihood of sustainability after a grant period , and determine the factors having the biggest impacts on the school ’ s intervention capacity .
3 . Education System Intervention Modeling Framework
The ESIM framework has four
stages : model definition , model design , model analysis , and model validation . We present the ESIM framework stages in conjunction with a case study intervention called “ Science Learning : Integrating Design , Engineering , and Robotics ” ( SLIDER ), an eighth grade physical science curricular intervention promoting inquiry learning using LEGO ® robots ( Usselman , Aguilar , Llewellyn , & Ryan , 2009 ). This NSF-funded 5-year intervention was implemented in three different middle schools , each exhibiting very different demographics and cultures . In this paper , we refer to these schools as “ Rural School ,” “ Suburban School ,” and “ Lab School .” Lab School is treated as an ideal reference point because the school is always within the acceptable zone . While an ideal or near-ideal school setting is useful
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