Towards a situative view of extending and scaling innovations in education: a case study of the Six Learnings framework

This article seeks to draw from contemporary understandings of translation science to highlight and elaborate upon possible norms and procedures which the authors have found to be critical in the successful extension and scaling of design-based research interventions in education into wider practitioner-based adoption and adaptation. The impetus for this interrogation is the desire to mediate the tensions which sometimes arise between researcher, practitioner, and other stakeholders in educational research—such as policy-makers and funding agencies. It is hoped that these explications will contribute to the as yet nascent body of literature on translation science as applied to innovation in education.