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3 results

  • 32 - Learning Sciences and Policy

  • from Part VI - Moving Learning Sciences Research into the Classroom
  • Edited by R. Keith Sawyer, University of North Carolina, Chapel Hill
  • Book:
    The Cambridge Handbook of the Learning Sciences
    Published online:
    14 March 2022
    Print publication:
    07 April 2022, pp 638-657

  • Summary

    This chapter describes three strategies for learning scientists to contribute to policymaking and implementation. First, educational systems design and redesign – where all aspects of school systems (curriculum, assessment, teacher professional development, school leadership, resources to coordinate and maintain instructional quality) are designed to improve instructional quality and redress educational inequities. Second, formative implementation research that studies both micro- and macro-levels of systems including classrooms and schools, local administrative offices, and regional education agencies as well as community organizations and cultural institutions. Third, family- and community-centered organizing to pursue systematic societal transformation, such as shifting power relations and addressing systemic oppression in society.