2017
DOI: 10.4135/9781473998933
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Participatory Knowledge Building Within Research-Practice Partnerships in Education

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Cited by 11 publications
(11 citation statements)
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“…Our RPP engaged in "participatory knowledge building" (Santo et al, 2017) by leveraging the principles of Plan-Do-Study-Act (PDSA) cycles to iteratively improve on the guide and workshop toward answering our research question regarding what supports education leaders want in order to better understand issues related to equityoriented implementation of CS education in public schools. The process included: (1) developing a plan for scaling equitable CS education (Plan), (2) carrying out the plan with tools and workshops (Do), (3) observing and learning from the results (Study), and (4) identifying modifications that could improve the usefulness of the tools and supports (Act).…”
Section: Methodsmentioning
confidence: 99%
“…Our RPP engaged in "participatory knowledge building" (Santo et al, 2017) by leveraging the principles of Plan-Do-Study-Act (PDSA) cycles to iteratively improve on the guide and workshop toward answering our research question regarding what supports education leaders want in order to better understand issues related to equityoriented implementation of CS education in public schools. The process included: (1) developing a plan for scaling equitable CS education (Plan), (2) carrying out the plan with tools and workshops (Do), (3) observing and learning from the results (Study), and (4) identifying modifications that could improve the usefulness of the tools and supports (Act).…”
Section: Methodsmentioning
confidence: 99%
“…For example, although the interactions that occur as part of youth development programming undoubtedly lead to relationships of varying degrees of closeness, Hive members recognized that they lacked a formalized way to maintain those relationships and cultivate them into something more meaningful and longer lasting. To capture this and similar challenges, the authors engaged the Hive community in a participatory process aimed at developing a white paper (Santo et al ., 2015). In the course of this process, we developed a greater awareness of these challenges, strategies for addressing them and for reflecting on how well and for whom educators are brokering opportunities (Ching et al ., 2015).…”
mentioning
confidence: 99%
“…This includes both critically (re)conceptualizing how knowledge is built and what outputs are valued and shared. Strategies such as participatory knowledge building (Santo et al, 2017) argue for a disruption of privilege in our knowledge building process by attempting to flatten the knowledge inherent in the I n f o r m a t i o n a n d L e a r n i n g S c i e n c e structural and systemic hierarchies in which we conduct our work. As part of this reconceptualization, it also demands that we critically consider what products of our scholarship we value and seek to produce outputs that are mutually beneficial (Bevan, 2017).…”
Section: Intellectual Foundationmentioning
confidence: 99%