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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.

Date

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

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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