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dc.contributor.authorSvihla, Vanessa
dc.contributor.authorKittinger, Liza
dc.identifier.citationSvihla, V. & Kittinger, L. (2016). Agentic Trajectories: Development and Learning in a Project-Based High School for Marginalized Students In Looi, C. K., Polman, J. L., Cress, U., and Reimann, P. (Eds.). Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS) 2016, Volume 2. Singapore: International Society of the Learning Sciences.en_US
dc.description.abstractTraditional approaches to schooling can marginalize already vulnerable students, preventing them from learning; we explore how agency might play a role in supporting such students to develop as learners in a project-based high school that employs design pedagogy. We first examine whether agency can explain variance in standardized mathematics scores. Regression analysis indicates home language and agency had a significant effect on mathematics scores. We then turn to data collected through extended participant observation to characterize decisions students make. Based on these, we detail a developmental agency trajectory: dis/engagement agency serves as a covert means for students to learn; makerly agency serves as an entry point for students to explore and develop interests, and designerly agency allows students to take ownership of design problems and learn as they do so.en_US
dc.publisherSingapore: International Society of the Learning Sciencesen_US
dc.titleAgentic Trajectories: Development and Learning in a Project-Based High School for Marginalized Studentsen_US
dc.typeBook chapteren_US
Appears in Collections:ICLS 2016

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