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This five-year study focused on school processes that promote the scaling-up of a high school academic literacy framework. We found that initial teacher participation in team meetings and school-wide commitment to the innovation predicted “scaling-in” within schools.

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This page is a summary of: School Processes That Can Drive Scaling-Up of an Innovation or Contribute to Its Abandonment, Peabody Journal of Education, August 2017, Taylor & Francis, DOI: 10.1080/0161956x.2017.1368658.
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