Informal Learning Organizations as Part of an Educational Ecology: Lessons from Collaboration across the Formal-Informal Divide

Autor/inn/en	Russell, Jennifer Lin; Knutson, Karen; Crowley, Kevin
Titel	Informal Learning Organizations as Part of an Educational Ecology: Lessons from Collaboration across the Formal-Informal Divide
Quelle	In: Journal of Educational Change, 14 (2013) 3, S.259-281 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1573-1812
DOI	10.1007/s10833-012-9203-4
Schlagwörter	Informal Education; Case Studies; Art Education; Comparative Analysis; Museums; Community Organizations; Urban Schools; School Districts; Organizational Theories; Educational Cooperation + Suchen Sie Ihr Suchwort? Informelle Bildung; Nichtformale Bildung; Case study; Fallstudie; Case Study; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Museum; Museumswesen; Museen; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School district; Schulbezirk; Organisationstheorie; cooperation; Kooperation
Abstract	How do informal learning organizations work with schools as part of a broader educational ecology? We examined this question through a comparative case study of two collaborative efforts whereby informal arts education organizations, a children's museum and a community-based organization, worked with an urban school district to redefine the provision of educational services for children and youth. Grounded conceptually in organizational theory, our study identified factors that enable and constrain collaboration across the formal-informal divide. We argue that examining the dynamics of cross-sector collaboration as occurring within a regional ecology of diverse learning organizations and broader institutional context provides insights into the outcomes of joint work. Our findings have implications for designing collaborations between schools and informal organizations that contribute to their respective strength, as well as the broader regional educational ecology in which they reside. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10