CHAT-IT: Toward Conceptualizing Learning in the Context of Formal Organizations

Ogawa, Rodney T.; Crain, Rhiannon; Loomis, Molly; Ball, Tamara

doi:10.3102/0013189x08316207

Cited by 45 publications

(48 citation statements)

References 41 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Zo hebben artefacten binnen het onderzoek naar de lerende organisatie een belangrijke plaats verworven in het bestuderen van kennisconstructie (zie Ogawa, Crain, Loomis, & Ball, 2008;Paavola, Lipponen, & Hakkarainen, 2004). Binnen de sociaal-culturele leertheorie, bijvoorbeeld, worden de sociale en materiele kenmerken van leerpraktijken centraal geplaatst: "learning unfolds-not through an individual's acquisition of information solely or even mainly within the mind.…”

Section: De Materiële Dimensie Van Onderwijsvernieuwingenunclassified

Artefacten als onderwijsvernieuwers. De casus van de BaSO-fiche in de zorgcontinuïteit tussen basis- en secundair onderwijs.

et al. 2015

View full text Add to dashboard Cite

V i r g i n i e M ä r z ( U n i v e r s i t e i t v a n A m s t e r d a m ) , G e e r t K e l c h t e r m a n s , K a r e n V e r m e i r e n A n n e A p p e l t a n s ( K U L e u v e n ) URN:NBN:NL:UI:10-1-100760 SamenvattingDe inhoud en doelen van onderwijsvernieuwingen krijgen vaak gestalte in concrete objecten. De ideeën achter de vernieuwing worden dan als het ware gematerialiseerd in speciaal ontworpen instrumenten die tot doel hebben bij te dragen tot betere onderwijspraktijken, ook wel artefacten genoemd. Gedurende lange tijd werd het precieze aandeel van artefacten in het verloop van vernieuwingsprocessen echter geminimaliseerd. Om de rol van artefacten te bestuderen, zoomen we in dit artikel in op de organisatorische routines die in scholen rond een vernieuwingsartefact kunnen ontstaan. We illustreren dit met een onderzoek naar de implementatie van de BaSO-fiche in Vlaamse scholen, een instrument dat ontwikkeld werd om de zorgcontinuïteit tussen het basis-en het voortgezet onderwijs te stimuleren. Via een artefactanalyse en semi-gestructureerde interviews met de ontwerpers en gebruikers van de fiche ontrafelen we de rol die de BaSOfiche vervulde in de vernieuwing van de (zorg)praktijken van de betrokken scholen. De resultaten laten zien dat de introductie van de BaSO-fiche een specifieke manier van denken, spreken en handelen rond zorg mogelijk en vooral vanzelfsprekend heeft gemaakt in de scholen.

show abstract

Section: De Materiële Dimensie Van Onderwijsvernieuwingenunclassified

Artefacten als onderwijsvernieuwers. De casus van de BaSO-fiche in de zorgcontinuïteit tussen basis- en secundair onderwijs.

et al. 2015

View full text Add to dashboard Cite

show abstract

“…Whereas previous research has presented a general characterization of the historical era in which science centers emerged (Butler, 1992;Danilov, 1982;H. Hein, 1990), we adopt the theoretical perspective of the new institutionalism in organization theory to study how social, political, and cultural forces shaped the "look and feel" of interactive science centers and to ask how the emergence of this form of organization contributed to changes in the field of science education (Ogawa, Crain, Loomis, & Ball, 2008).…”

Section: Introductionmentioning

confidence: 99%

Institutional history of an interactive science center: The founding and development of the Exploratorium

2008

Self Cite

View full text Add to dashboard Cite

This study examines the historical conditions that fostered significant reform in science education. To understand these conditions, we employ a framework drawn from the new institutionalism in organization theory to study the founding and early development of the Exploratorium-a prominent science center that greatly impacted the field of science education. We examine how the Exploratorium employed institutional resources that were available in its environment to develop a new type of organization: an interactive science center. Our findings reveal that the Exploratorium was shaped by the state, which includes all levels of government; the mass media; and the professions, including science, education, and museums. In addition, we explore the pivotal role an individual, Frank Oppenheimer, played in leveraging the institutional environment in which an organization was developing. Our findings suggest that (a) reform in science education may be more profoundly advanced by the development of a new type of organization than by "tinkering" with an existing type of organization such as schools, and (b) that interactive science centers should exercise caution in navigating the changing seas of science education by maintaining their core mission and collaborating with new types of organizations that arise in response to the changing environment.

show abstract

“…Rather, this study emphasizes that we must consider how the context or practice of the instructors differs from that of the classroom teachers, regardless of how it is labeled. Ogawa, Crain, Loomis, and Ball (2008) have noted the importance of examining the relationships between learning and the social contexts of formal organizations. In their discussion, they encourage researchers to examine more closely the theoretical frameworks that might more effectively describe the nature of these relationships, as well as the empirical evidence that documents and supports such frameworks.…”

Section: Reframing Collaborationmentioning

confidence: 99%

Exploring a school–aquarium collaboration: An intersection of communities of practice

Kisiel¹

2009

Science Education

View full text Add to dashboard Cite

This study examines the development and ongoing activities of a collaboration between an urban elementary school and a nearby aquarium. Although the benefits of such collaborations in support of science education are touted by numerous national organizations, the pathway to creating a successful relationship between these two different institutions, with inherently different cultures, is less well documented. Using the theoretical framework of communities of practice (E. Wenger, 1998), a better understanding of the challenges and successes of this collaboration is presented. In particular, the analysis suggests that participant engagement in both communities (school and aquarium) led to the development of an overlap in these communities of practice. This resulted when common forms of mutual engagement, joint enterprise, and shared repertoire emerged over the course of the project. Consistent with Wenger's framework, boundary objects and brokers could be identified that helped secure such overlap in this particular case. Implications of this theoretical perspective for facilitating the development of such institutional collaborations are also discussed.

show abstract

CHAT-IT: Toward Conceptualizing Learning in the Context of Formal Organizations

Cited by 45 publications

References 41 publications

Artefacten als onderwijsvernieuwers. De casus van de BaSO-fiche in de zorgcontinuïteit tussen basis- en secundair onderwijs.

Artefacten als onderwijsvernieuwers. De casus van de BaSO-fiche in de zorgcontinuïteit tussen basis- en secundair onderwijs.

Institutional history of an interactive science center: The founding and development of the Exploratorium

Exploring a school–aquarium collaboration: An intersection of communities of practice

Contact Info

Product

Resources

About