Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/1078
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dc.contributor.authorStiles, Abigail
dc.contributor.authorBryant, Julie
dc.contributor.authorTyson, Kersti
dc.contributor.authorSvihla, Vanessa
dc.date.accessioned2018-05-21T22:08:52Z
dc.date.accessioned2019-01-22T19:42:10Z-
dc.date.available2018-05-21T22:08:52Z
dc.date.available2019-01-22T19:42:10Z-
dc.date.issued2014-06
dc.identifier.citationStiles, A., Bryant, J., Tyson, K., & Svihla, V. (2014). “These are Facts”: Opportunities for and Barriers to Policy Changes that Support Learning. In Joseph L. Polman, Eleni A. Kyza, D. Kevin O'Neill, Iris Tabak, William R. Penuel, A. Susan Jurow, Kevin O'Connor, Tiffany Lee, and Laura D'Amico (Eds.). Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014. Volume 3. Colorado, CO: International Society of the Learning Sciences, pp. 1643-1644.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/icls2014.1643
dc.identifier.urihttps://repository.isls.org//handle/1/1078-
dc.description.abstractBarriers to high quality learning experiences are often indirectly attributed to policy, such as mandated testing, yet learning scientists seldom engage the policy arena. This study presents early-stage design-based implementation research that aims to change policy. Interactions between legislators and a collaboratory constituted to investigate performance assessments are analyzed to better understand barriers and opportunities. We found differences along party lines that can be interpreted as barriers and constraints, suggesting directions for our ongoing work.en_US
dc.language.isoenen_US
dc.publisherBoulder, CO: International Society of the Learning Sciencesen_US
dc.title“These are Facts”: Opportunities for and Barriers to Policy Changes that Support Learningen_US
dc.typeBook chapteren_US
Appears in Collections:ICLS2014

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