Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/614
Title: Equitable Science Outcomes and School Organizational Conditions
Authors: Settlage, John
Issue Date: Jul-2018
Publisher: International Society of the Learning Sciences, Inc. [ISLS].
Citation: Settlage, J. (2018). Equitable Science Outcomes and School Organizational Conditions. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 3. London, UK: International Society of the Learning Sciences.
Abstract: Achievement gap severity is not a matter of uneven resource distribution between towns or districts. Rather, schools with comparable demographic profiles generate widely varied results. Inequities correspond to conditions inside schools. This predicament suggests that learning research would benefit by drawing upon sociological frameworks. Individual students are embedded within peer groups, classrooms are constituted by multiple inter-relationships, and school level learning is shaped by complex interactions amongst adults and children. My research has revealed multiple institutional factors strongly associated with student outcomes and those suggest that equity agendas should more intentionally attend to organizational factors.
URI: https://doi.dx.org/10.22318/cscl2018.1345
https://repository.isls.org//handle/1/614
Appears in Collections:ICLS 2018

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