School change and educational reform: How activity theory could respond to Sarason's insights

Auteurs-es

  • Sharada Gade Department of Science and Mathematics Education, Umeå University, 901 87 Umeå Sweden

DOI :

https://doi.org/10.25757/invep.v6i2.75

Résumé

Three perspectives are brought together in this paper, towards recognising the centrality of participant agency in school change and educational reform. First, observations made by Sarason in relation to school change and educational reform. Second, Engeström's activity theory based interventionist methodology, which seeks recognition of agency in the conduct of local interventions. Finally an empirical case of teacher-researcher collaboration and project based intervention at a Grade four mathematics classroom in Sweden. Herein lies the possibility of viewing school change and educational reform in terms of students' interests and teacher agency within classroom interventions.

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Références

Barnes, D. (2008) Exploring talk for learning. In Mercer, N. & Hodgkinson, S. (Eds.) Exploring talk in school (pp. 1 - 15). Cornwall: Sage.

Blunden, A. (2010) Interdisciplinary theory of activity. Boston, MA: Brill Academic Publishers.

Cochran-Smith, M. & Donnell, K. (2006). Practitioner inquiry: Blurring the boundaries of research and practice. In J. L. Green; G. Camilli & P. B. Elmore (Eds.) Handbook of complementary methods in education research (pp. 503-518). Mahwah NJ: Lawrence Erlbaum Associates.

Engeström, Y. (2001) Expansive learning at work: Toward an activity theoretical reconceptualization, Journal of Education and Work, 14(1), 133 - 156.

Engeström, Y. (2011) From design experiments to formative interventions. Theory and Psychology. 21(5), 598-628.

Fried, R. L. (Ed.) (2003) The skeptical visionary: A Seymour Sarason reader. Philadelphia, PA: Temple University Press.

Lehrer, R., Jaslow, L. & Curtis, C. (2003) Developing and understanding of measurement at the early grades. In D. Clements & G. Bright (eds.) Learning and teaching measurement: 2003 Yearbook (p 100-121). Reston, VA: NCTM

Mercer, N. & Dawes, L. (2008). The value of exploratory talk. In N. Mercer & S. Hodgkinson (Eds.) Exploring talk in schools (pp 55-71). London: Sage.

Roth, W-M. & Lee, Y-J. (2007) “Vygotsky’s Neglected Legacy”: Cultural-Historical Activity Theory, Review of Educational Research, 77(2), 186–232.

Sarason, S. (1982) The culture of school and the problem of change. Boston, MA: Allyn and Bacon Inc.

Sarason, S. (1990) The predictable failure of educational reform: Can we change the course before it's too late. San Francisco, CA: Jossey-Bass Publishers

Sarsason, S. (1999) Teaching as a performing art. New York, NY: Teachers College Press

Wells, C. G. (1999). Dialogic inquiry: towards a sociocultural practice and theory of education. New York: Cambridge University Press.

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Publié-e

2016-09-22

Comment citer

Gade, S. (2016). School change and educational reform: How activity theory could respond to Sarason’s insights. Da Investigação às Práticas: Estudos De Natureza Educacional, 6(2), 25–38. https://doi.org/10.25757/invep.v6i2.75

Numéro

Vol. 6 No. 2 (2016)

Rubrique

Artigos

Licence

(c) Tous droits réservés Sharada Gade 2016

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