Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/7415
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dc.contributor.authorPapendieck, Adam
dc.contributor.authorHasty, Brent
dc.contributor.authorKnowles, Jackson
dc.coverage.spatialBochum, Germanyen_US
dc.date.accessioned2021-10-09T15:50:12Z
dc.date.accessioned2021-10-09T19:52:53Z-
dc.date.available2021-10-09T15:50:12Z
dc.date.available2021-10-09T19:52:53Z-
dc.date.issued2021-06
dc.identifier.citationPapendieck, 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.urihttps://doi.dx.org/10.22318/icls2021.1097
dc.identifier.urihttps://repository.isls.org//handle/1/7415-
dc.description.abstractCollective 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.extentpp. 1097-1098
dc.language.isoen_US
dc.publisherInternational Society of the Learning Sciencesen_US
dc.relation.ispartofProceedings of the 15th International Conference of the Learning Sciences - ICLS 2021.en_US
dc.subjectLearning Sciencesen_US
dc.titleLearning in an Arts Education Collective Impact Initiativeen_US
dc.typeConference Paperen_US
dc.typePosteren_US
Appears in Collections:ISLS Annual Meeting 2021

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