Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/994
Title: Learning Across Settings: Towards Transformative Trajectories of Practice
Authors: Vossoughi, Shirin
Escudé, Meg
Kong, Fan
Mendoza, Elizabeth
Shea, Molly
Issue Date: Jun-2014
Publisher: Boulder, CO: International Society of the Learning Sciences
Citation: Vossoughi, S., Escudé, M., Kong, F., Mendoza, E., & Shea, M. (2014). Learning Across Settings: Towards Transformative Trajectories of Practice. In Joseph L. Polman, Eleni A. Kyza, D. Kevin O'Neill, Iris Tabak, William R. Penuel, A. Susan Jurow, Kevin O'Connor, Tiffany Lee, and Laura D'Amico (Eds.). Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014. Volume 3. Colorado, CO: International Society of the Learning Sciences, pp. 1474-1480.
Abstract: This symposium brings together examples of movement across space, time and context to understand the details of building educational settings that allow for participants to create connections and grapple with the contradictions that arise as they move across settings. These analyses are examples of how students appropriate tools and make connections to assemble valued trajectories of learning. Moreover the cases provide insight into how researchers and practitioners can expand their focus on learning to include the connections and possible coordination across educational experiences in various contexts: school, afterschool programs, home, museums, and community spaces. A focus on cross setting learning recognizes all of these places as rich learning environments with their own histories and cultural practices. We are ultimately interested in how people make sense of and draw connections across settings in order to enhance the possibilities for equity oriented and transformative learning.
URI: https://doi.dx.org/10.22318/icls2014.1474
https://repository.isls.org//handle/1/994
Appears in Collections:ICLS2014

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