Abstract
Variability is inherent in educational phenomena. Research-practice approaches face a conundrum of how to deal with variability. It can be positive, providing evidence for effective innovation in local sites, but interferes with a goal of consistent effectiveness. Our methods for capitalizing on variation have become sophisticated, and solutions to the unwanted facets of variability are emerging. A working model for how to think about variability and setting expectations about the tolerance levels is proposed.
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