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Conference Paper: The fragility of innovation in enriched and impoverished school settings
Title | The fragility of innovation in enriched and impoverished school settings |
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Authors | |
Issue Date | 2013 |
Publisher | All Academic, Inc.. |
Citation | The 2013 Annual Meeting of the American Educational Research Association (AERA), San Francisco, CA., 27 April-1 May 2013. How to Cite? |
Abstract | Bereiter and Scardamalia (2003) stressed knowledge building as an alternative concept to learning in the classroom and there have been many reports of successful innovations that implement knowledge building (KB) pedagogy in classrooms. There have also been major local and international efforts to build a network of networks of innovation (Knowledge Building International Project) that leverages multiple levels of support to scale up KB practices. The design and operation of such a network aligns with a complex system view of how education transformations can be effected (Hargreaves, 2003). This paper 1) examines how far such an innovation network is succeeding in sustaining knowledge building as a pedagogical innovation; 2) sketches an ecological model for understanding the fragility of school-level innovations. |
Description | Meeting Theme: Education and Poverty: Theory, Research, Policy, and Praxis Session - Gamification and Knowledge Building |
Persistent Identifier | http://hdl.handle.net/10722/191711 |
DC Field | Value | Language |
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dc.contributor.author | Laferrière, T | en_US |
dc.contributor.author | Law, N | en_US |
dc.date.accessioned | 2013-10-15T07:21:21Z | - |
dc.date.available | 2013-10-15T07:21:21Z | - |
dc.date.issued | 2013 | en_US |
dc.identifier.citation | The 2013 Annual Meeting of the American Educational Research Association (AERA), San Francisco, CA., 27 April-1 May 2013. | en_US |
dc.identifier.uri | http://hdl.handle.net/10722/191711 | - |
dc.description | Meeting Theme: Education and Poverty: Theory, Research, Policy, and Praxis | - |
dc.description | Session - Gamification and Knowledge Building | - |
dc.description.abstract | Bereiter and Scardamalia (2003) stressed knowledge building as an alternative concept to learning in the classroom and there have been many reports of successful innovations that implement knowledge building (KB) pedagogy in classrooms. There have also been major local and international efforts to build a network of networks of innovation (Knowledge Building International Project) that leverages multiple levels of support to scale up KB practices. The design and operation of such a network aligns with a complex system view of how education transformations can be effected (Hargreaves, 2003). This paper 1) examines how far such an innovation network is succeeding in sustaining knowledge building as a pedagogical innovation; 2) sketches an ecological model for understanding the fragility of school-level innovations. | - |
dc.language | eng | en_US |
dc.publisher | All Academic, Inc.. | - |
dc.relation.ispartof | Annual Meeting of the American Educational Research Association, AERA 2013 | en_US |
dc.title | The fragility of innovation in enriched and impoverished school settings | en_US |
dc.type | Conference_Paper | en_US |
dc.identifier.email | Law, N: nlaw@hku.hk | en_US |
dc.identifier.authority | Law, N=rp00919 | en_US |
dc.description.nature | link_to_OA_fulltext | - |
dc.identifier.hkuros | 225289 | en_US |