État de publication: publié
Type de présentation: Paper session: Activity Theory: Mediating Interdisciplinary Methods and Methodologies
Nom de la rencontre: Annual meeting of the American Educational Research Association (AERA)
Lieu: San Antonio, États-Unis
Résumé: This study focuses on boundary-spanning within and across a university-school- community partnership meant to foster equality of opportunity for at-risk secondary school students. Cooperative education for 9th-11th graders enrolled in a general education program was the context of the study. Formative intervention and design research methodologies were applied, and ethnographic methods used. Results are presented in three forms: 1)tensions that arose between educational partners’ activity systems; 2) partners’ manifestations of boundary spanning, and 3) students’ learning outcomes. Implications for educational policy with attention to context are drawn.
Théorie de l'activité: