Literaturnachweis - Detailanzeige
| Autor/inn/en | Bal, Aydin; Afacan, Kemal; Cakir, Halil Ibrahim |
|---|---|
| Titel | Transforming Schools from the Ground-Up with Local Stakeholders: Implementing Learning Lab for Inclusion and Systemic Transformation at a Middle School |
| Quelle | In: Interchange: A Quarterly Review of Education, 50 (2019) 3, S.359-387 (29 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Bal, Aydin) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0826-4805 |
| DOI | 10.1007/s10780-019-09353-5 |
| Schlagwörter | Urban Schools; Minority Group Students; Middle School Students; Disproportionate Representation; Learning Laboratories; Culturally Relevant Education; Discipline; Intervention |
| Abstract | Historically, students from racially minoritized communities receive exclusionary disciplinary actions more frequently and severely in the United States. Researchers have recommended that schoolwide behavioral interventions implemented to address racial disproportionality need to be culturally responsive to local school contexts. Using the theory of expansive learning, we conducted a one and a half year-long formative intervention, "Learning Lab," to examine and address racial disproportionality with local stakeholders at an urban middle school. We analyzed how parents, teachers, administrators, community members, and researchers collaborated to design a culturally responsive school discipline system at Rogoff Middle School. The analysis of expansive learning actions showed that the systemic transformation process facilitated at the school included a cycle of seven expansive learning actions. We discussed implications of the current study for education research and practice. (As Provided). |
| Anmerkungen | Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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