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DC Field | Value | Language |
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dc.contributor.author | Papendieck, Adam | |
dc.contributor.author | Hasty, Brent | |
dc.contributor.author | Knowles, Jackson | |
dc.coverage.spatial | Bochum, Germany | en_US |
dc.date.accessioned | 2021-10-09T15:50:12Z | |
dc.date.accessioned | 2021-10-09T19:52:53Z | - |
dc.date.available | 2021-10-09T15:50:12Z | |
dc.date.available | 2021-10-09T19:52:53Z | - |
dc.date.issued | 2021-06 | |
dc.identifier.citation | Papendieck, A., Hasty, B., & Knowles, J. (2021). Learning in an Arts Education Collective Impact Initiative. In de Vries, E., Hod, Y., & Ahn, J. (Eds.), Proceedings of the 15th International Conference of the Learning Sciences - ICLS 2021. (pp. 1097-1098). Bochum, Germany: International Society of the Learning Sciences. | en_US |
dc.identifier.uri | https://doi.dx.org/10.22318/icls2021.1097 | |
dc.identifier.uri | https://repository.isls.org//handle/1/7415 | - |
dc.description.abstract | Collective impact is a well-known approach to changemaking that involves establishing a set of five conditions for change. This mixed methods case study of an arts education initiative combines a longitudinal network analysis of partnership dynamics with a qualitative analysis of situated narratives about learning and partnership to provide a deeper, empirically-based understanding of how and to what extent the conditions of collective impact operate in practice to support changemaking. | en_US |
dc.format.extent | pp. 1097-1098 | |
dc.language.iso | en_US | |
dc.publisher | International Society of the Learning Sciences | en_US |
dc.relation.ispartof | Proceedings of the 15th International Conference of the Learning Sciences - ICLS 2021. | en_US |
dc.subject | Learning Sciences | en_US |
dc.title | Learning in an Arts Education Collective Impact Initiative | en_US |
dc.type | Conference Paper | en_US |
dc.type | Poster | en_US |
Appears in Collections: | ISLS Annual Meeting 2021 |
Files in This Item:
File | Size | Format | |
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1097-1098.pdf | 389.17 kB | Adobe PDF | View/Open |
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