Transforming schools from the ground-up with local stakeholders: Implementing learning lab for inclusion and systemic transformation at a middle school
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Dosyalar
Tarih
2019
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Springer Netherlands
Erişim Hakkı
info:eu-repo/semantics/embargoedAccess
Özet
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.
Açıklama
Anahtar Kelimeler
Cultural-historical activity theory, Culturally responsive behavioral interventions and supports, Formative intervention, Learning Lab, Racial disproportionality, Theory of expansive learning
Kaynak
Interchange
WoS Q Değeri
Scopus Q Değeri
Q2
Cilt
50
Sayı
3
