Learner agency in urban schools? A pragmatic transactional approach

Raffo, Carlo; Roth, Wolff‐Michael

doi:10.1080/01425692.2020.1748571

Cited by 5 publications

(4 citation statements)

References 39 publications

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“…Like Sheridan et al (2022), we recognize agency as a key ingredient in the process of learning, especially in PBL and PjBL classrooms. However, just as self-efficacy is commonly treated contextually-that is, we expect people to vary in their confidence in mathematics, art, science inquiry, etc.so too should agency (Du et al, 2021;Raffo & Roth, 2020). We extend our research that takes this approach (Svihla et al, 2021), situating agency by the types of decisions.…”

Section: Task Structures: Authentic Design Problems Invite Agentive L...mentioning

confidence: 93%

Supporting Agency over Framing Authentic Design Problems

Svihla,

Gomez,

Crudo

2024

ijpbl

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While project-based learning purportedly values student agency, supporting and managing this remains challenging. We conducted a design-based research study to understand how problem authenticity, and task and participant structures can contribute to students’ framing agency, in which students make decisions that are consequential to their learning through ill-structured problem framing. We compared three semesters of an undergraduate engineering design project (cohort 1 n=70; cohort 2 n=70; cohort 3 n=66). Discourse analysis of team talk highlights how task and participant structures supported students in the first and third cohorts to display framing agency. In contrast, cohort 2 displayed high agency over task completion, which they had framed as well-structured. We discuss implications for designing ill-structured learning in terms of participant and task structure and problem authenticity.

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Section: Task Structures: Authentic Design Problems Invite Agentive L...mentioning

confidence: 93%

Supporting Agency over Framing Authentic Design Problems

Svihla,

Gomez,

Crudo

2024

ijpbl

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“…Although national regimes are strongly influential, it is noticeable that this strength ultimately relies on the alignment between national and local policy orientations. While the bulk of the research has documented coordinated action between these two geographical levels in the Scandinavian enabling mode and the Central European employment-centered mode of youth citizenship, some previous findings already report exceptions in Anglo-Saxon regimes, where local actors sometimes undertake actions that build more comprehensive (albeit weak and small) arrangements at the local level [16,23]. We wonder to what extent these exceptions also take place in countries in which, after school leaving age, students are tracked to different programs and certain VET programs are tailored to the alleged needs of the most disadvantaged.…”

Section: Spurs Of Local Change In Italy and Spainmentioning

confidence: 99%

“…Another strand of the literature has added that collective agency contributes to shape youth transitions [15][16][17]. Some studies have critically scrutinized local partnerships of VET providers [18] in diverse countries as Spain [19] and Sweden [20].…”

Section: Institutional Modes Of Weak Support Across Life Course Regimesmentioning

confidence: 99%

An Institutional Analysis of Local Lifelong Learning Approaches to Early School Leaving in Italy and Spain

Rambla,

Bartolini

2023

Societies

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In this paper, we will analyze how a few initial vocational education and training (VET) schools have elaborated wide-ranging responses to early leaving from education and training in Liguria (Italy) and Catalonia (Spain). In contrast with many members of the EU and the OECD, the prevailing institutional arrangements in these two countries hardly support disadvantaged youths to catch up with basic academic performance and find an appealing pathway between compulsory and post-compulsory education. Despite this bias of official policies, we argue that some initial VET schools manage to navigate the interface between social structure and agency and accommodate the aspirations of disadvantaged students by involving local stakeholders and shaping school time organization in a particular way.

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“…In Dewey's view, we constantly engage with reality in our environment through incessantly ongoing transactions. Referred to as a pragmatist relational perspective, transactional realism implies that human activities can never be fully understood in isolation (Raffo & Roth, 2020). Actions involve a movement back and forth between the actor and the environment, whereby the actor both influences and is influenced by it.…”

Section: Transactional Realismmentioning

confidence: 99%

Equity, Teaching Practice and the Curriculum

Wahlström¹

2022

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His research concerns curriculum studies, with a focus on the intertwined relationships between transnational policy, national educational reforms and their implications in local schools. Other research areas are teacher education, teacher leadership and school development. A recent publication is Curriculum Making in Europe: Policy and Practice Within and Across Diverse Contexts (Emerald, 2021, co-edited with M. Priestley, S. Philippou and T. Soini).

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Learner agency in urban schools? A pragmatic transactional approach

Cited by 5 publications

References 39 publications

Supporting Agency over Framing Authentic Design Problems

Supporting Agency over Framing Authentic Design Problems

An Institutional Analysis of Local Lifelong Learning Approaches to Early School Leaving in Italy and Spain

Equity, Teaching Practice and the Curriculum

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