Adaptive Assistance for Learning Improvement Efforts: The Case of the Institute for Learning

Autor/inn/en	Honig, Meredith I.; Ikemoto, Gina S.
Titel	Adaptive Assistance for Learning Improvement Efforts: The Case of the Institute for Learning
Quelle	In: Peabody Journal of Education, 83 (2008) 3, S.328-363 (36 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-956X
Schlagwörter	Learning Theories; Focus Groups; Educational Change; Educational Improvement; Improvement Programs; Consultation Programs; Consultants; Change Strategies; Partnerships in Education; Professional Services; Case Studies; School Districts; Training Methods; Theory Practice Relationship + Suchen Sie Ihr Suchwort? Learning theory; Lerntheorie; Bildungsreform; Teaching improvement; Unterrichtsentwicklung; Effizienzsteigerung; Fachberatung; Consultant; Berater; Lösungsstrategie; Hochschulpartnerschaft; Berufsbegleitender Dienst; Case study; Fallstudie; Case Study; School district; Schulbezirk; Didaktik; Trainingsmaßnahme; Theorie-Praxis-Beziehung
Abstract	Districts across the country face significant demands to strengthen student learning districtwide, and many are turning to intermediary organizations to help them build their capacity for such demanding, large-scale work. However, how these "learning-support intermediary organizations" assist with these capacity-building efforts is little understood. This article reports data from a largely qualitative investigation into how one such intermediary organization, the Institute for Learning (IFL) at the University of Pittsburgh, partnered with multiple urban districts to help build district capacity for districtwide learning improvements. Our conceptual framework draws on sociocultural learning theory to identify key features of the IFL-district assistance relationships that seem associated with these outcomes. We utilized data from interviews, observations, document reviews, and focus groups conducted over a five-year period. Findings elaborate specific features of their assistance relationships--which we call adaptive assistance relationships--such as enabling particular forms of modeling, tools, and opportunities for rich dialogue. We conclude with implications for the research and practice of districtwide learning improvement efforts and the participation of intermediary organizations in the process. (Contains 2 footnotes.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10