Rather than the initial linear theory of action, a cycle of learning emerged generated by flexibility, relationships, and responsiveness¶

Claim · All claims
Evidence · 1 study · qualitative r? · q2
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The observed Year 1 model replaced the initial theory that learning would result from access to tools and social conditions with a learning cycle generated by flexibility, relationships, and responsiveness. → Austin et al. 2011

Evidence¶

Austin et al. 2011¶

Austin, K., Ehrlich, S. B., Puckett, C., & Singleton, J. (2011). Reimagining Learning, Literacies, and Libraries: A Snapshot of Year 1. Consortium on Chicago School Research, University of Chicago Urban Education Institute. https://youmediachicago.org

q2 · i? · qualitative · r?

The report's observed model (Figure 2), developed from analysis of over 130 hours of observation, formal interviews with 20 teens and 15 staff, and a stakeholder focus group. The model highlights the interactive, responsive, and dynamic nature of the environment and the crucial role of peer-to-peer and youth-staff relationships.

"Rather than the initial theory that learning would result from access to a set of tools and social conditions, a cycle of learning emerged that was generated by flexibility, relationships, and responsiveness."

Discussion¶

Related Claims¶

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