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dc.contributor.authorWidman, Sari
dc.contributor.authorRepko-Erwin, Melia
dc.contributor.authorPenuel, William R.
dc.contributor.authorStevens, Reed
dc.identifier.citationWidman, S., Repko-Erwin, M., Penuel, W. R., & Stevens, R. (2020). Boundary Crossing as a Lens for Examining Scale in Collaborative Learning Sciences Innovations. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 5 (pp. 2491-2498). Nashville, Tennessee: International Society of the Learning Sciences.en_US
dc.description.abstractResearchers are increasingly seeking to support the spread of tools, practices, and curricular innovations for more equitable STE(A)M learning, through the development of collaborative relationships with schools and districts. In this study we followed two STE(A)M curricular innovations at different stages of development, as they made attempts to scale across two years through collaborations with practitioners. Our comparative case study explores how instances of dialogical learning facilitated boundary crossing (Akkerman and Bakker, 2011), which played a key role in shaping scaling efforts and usability. We illustrate how scale can be conceptualized and studied as a learning problem, using the lens of boundary crossing. This work addresses the need for longitudinal studies of researcher and practitioner collaborations, as well as the need for research that goes beyond the initial stages of an innovation’s implementation, contributing to our understanding of what makes a successful and sustainable scaling effort.en_US
dc.publisherInternational Society of the Learning Sciences (ISLS)en_US
dc.titleBoundary Crossing as a Lens for Examining Scale in Collaborative Learning Sciences Innovationsen_US
dc.typeLong Paperen_US
Appears in Collections:ICLS 2020

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