Basit öğe kaydını göster

dc.contributor.authorBal, Aydın
dc.contributor.authorAfacan, Kemal
dc.contributor.authorClardy, Tremayne
dc.contributor.authorÇakır, Halil İbrahim
dc.date.accessioned2021-03-24T13:07:13Z
dc.date.available2021-03-24T13:07:13Z
dc.date.issued2021en_US
dc.identifier.citationBal, A., Afacan, K., Clardy, T., & Çakır, H. I. (2021). Inclusive Future Making: Building a Culturally Responsive Behavioral Support System at an Urban Middle School with Local Stakeholders. Cognition and Instruction, 1-31.en_US
dc.identifier.urihttps://doi.org/10.1080/07370008.2021.1891070
dc.identifier.urihttps://hdl.handle.net/11494/2802
dc.description.abstractThis article presents a formative intervention study, called Learning Lab that facilitated the collective design of a culturally responsive behavioral support system at an urban middle school in the United States. Learning Lab united parents, teachers, support staff, education leaders, and researchers, specifically those who have been historically excluded from schools’ problem-solving activities to address an inner contradiction that they face—racial disproportionality in school discipline. Learning Lab members excavated and analyzed the school’s discipline system with its activities and disturbances and designed a new school-wide behavioral support system that is responsive to diverse experiences, perspectives, practices, and goals of their school community. A qualitative analysis of the Learning Lab process was conducted related to the development of the new system. Members examined outcomes in the existing discipline system, identified daily manifestations of the inner contradiction and collectively designed a culturally responsive system. The study showed the “how” of a systemic design and transformation process that helped develop a deeper understanding of educational change as a form of collective learning. The study demonstrated how a secondary artifact (system mapping) might facilitate movement from problem-definition to envisioning new possibilities. Given the inability of top-down education policies to impact sustained systemic transformation in schools, Learning Lab provides an ecologically valid collective knowledge-production and systemic design process that shows the possibilities of transforming marginalizing systems from the ground-up and collectively envisioning schools as spaces of solidarity, emancipation, and innovation.en_US
dc.language.isoengen_US
dc.publisherRoutledgeen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subject[No Keywords Available]en_US
dc.titleInclusive future making: building a culturally responsive behavioral support system at an urban middle school with local stakeholdersen_US
dc.typearticleen_US
dc.relation.journalCognition and Instructionen_US
dc.departmentAÇÜ, Eğitim Fakültesien_US
dc.authorid0000-0002-2691-6397en_US
dc.identifier.volumeArticle in presen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.identifier.doi10.1080/07370008.2021.1891070en_US
dc.contributor.institutionauthorAfacan, Kemalen_US


Bu öğenin dosyaları:

Thumbnail

Bu öğe aşağıdaki koleksiyon(lar)da görünmektedir.

Basit öğe kaydını göster