Architectures for Learning: A Comparative Analysis of Two Urban School Districts
Item
Title
Architectures for Learning: A Comparative Analysis of Two Urban School Districts
Abstract/Description
This article explores the usefulness of communities of practice theory for understanding how districts can create organizational environments that foster teachers’ opportunities to learn the new ideas and practices required to carry out ambitious reforms. It draws on data from a longitudinal study of the implementation of ambitious mathematics curricula in two urban districts. By analyzing the contrasting ways that teachers in two schools in each district were linked to each other and reform efforts at the district level, the article shows how the district reform effort in one district led to significant opportunities for teacher learning and alignment with reform goals while efforts in the other district coordinated action but failed to spur meaningful opportunities for teacher learning. The article closes with implications for policy and practice.
Author/creator
Date
In publication
Volume
114
Issue
4
Pages
583-626
Resource type
Research/Scholarly Media
Resource status/form
Published Text
Scholarship genre
Empirical
Open access/full-text available
Yes
Peer reviewed
Yes
ISSN
0195-6744
DOI
URL
Citation
Stein, M. K., & Coburn, C. E. (2008). Architectures for Learning: A Comparative Analysis of Two Urban School Districts. American Journal of Education, 114(4), 583–626. https://doi.org/10.1086/589315
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