Contexts for Agency: A Framework for Managing Educational Development Work

Autor/inn/en	Landy, Kathleen; Flaming, Anna L. Bostwick; Tapp, Suzanne; Kaldor, Eric C.
Titel	Contexts for Agency: A Framework for Managing Educational Development Work
Quelle	In: To Improve the Academy, 41 (2022) 1, S.17-37 (21 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Landy, Kathleen) ORCID (Flaming, Anna L. Bostwick) ORCID (Tapp, Suzanne) ORCID (Kaldor, Eric C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Educational Development; COVID-19; Pandemics; Social Problems; Decision Making; Educational Change; Reflection + Suchen Sie Ihr Suchwort? Bildungsentwicklung; Social problem; Soziales Problem; Decision-making; Entscheidungsfindung; Bildungsreform
Abstract	Often working in multiple roles and operating at multiple scales, educational developers deal with layered tensions and a complex context that can be difficult for an individual or team to reconcile. In May 2020, the authors participated in a cross-institutional scholarly project, the Pandemic Educational Development Research Collaborative (PEDRC), designed to explore the impact of multiple crises (e.g., the COVID-19 pandemic and our collective civil and political unrest) and associated large-scale instructional changes on educational developers and their work. The Contexts for Agency framework reflects the project's emergent theme that the circumstances in which we act have considerable influence on our decision-making. Specifically, the framework identifies "identity," "institution," and "impact" as critical contexts for the decisions educational developers make. The authors highlight multiple benefits to analyzing what we know--and what we do not know--about our respective contexts and offer suggestions for applying the framework using a guide for structured reflection. (As Provided).
Anmerkungen	Michigan Publishing. 839 Greene Street, Ann Arbor, MI 48104. Tel: 734-764-3417; e-mail: mpublishing@umich.edu; Web site: https://www.toimprovetheacademy.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01