Consequential change: Teachers scale project-based learning in English language arts

Inundated with expectations for student growth, teachers are expected to embrace novel pedagogical approaches. Despite resources devoted to engaging in "new" practices, limited research exists on longlasting change. We explore what drove teachers to scale - deepen, sustain, and take ownership of - an English language arts project-based learning curriculum to explore teachers' long-term use of innovations. Teachers scaled practices by shifting instruction, modifying for new contexts, making decisions to meet students' and colleagues' needs, and using design principles to organize classrooms even after formal support ended. Findings illustrate the need for long-term research to understand scaling of innovations. Published by Elsevier Ltd.