Por que teoria é importante: Uma investigação das reformas contemporâneas do tempo de aprendizagem

Autores

  • Daniela K. DiGiacomo University of Colorado Boulder
  • Joshua J. Prudhomme University of Colorado Boulder
  • Hannah R. Jones University of Colorado Boulder
  • Kevin G. Welner University of Colorado Boulder
  • Ben Kirshner University of Colorado Boulder

DOI:

https://doi.org/10.14507/epaa.24.2334

Palavras-chave:

Tempo de aprendizagem, equidade, teoria de aprendizagem, zona de mediação, processos de reformas

Resumo

Este artigo examina o promover da reforma contemporânea das regras para ampliar e expandir o tempo de aprendizagem nas escolas. Considerando o potencial e o contínuo destaque da reforma do tempo de aprendizagem no ambiente da educação nacional atualmente, este artigo ilustra as maneiras em que teoria é importante para o sucesso imediato e futuro das reformas educacionais que se focalizam em equidade. Usando a recente promulgação das reformas do tempo de aprendizagem em Colorado como ilustração, e o sistema de zona de mediação como uma lente conceitual, o artigo demonstra como tais reformas serão provavelmente enfraquecidas sem uma forte base teórica.

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Biografia do Autor

Daniela K. DiGiacomo, University of Colorado Boulder

Daniela K. DiGiacomo is a doctoral candidate in Learning Sciences and Human Development at the University of Colorado Boulder. With a background in urban secondary education, international development, and social work, Daniela remains interested in how to design for more equitable teaching and learning relationships in the context of today’s market-driven sociopolitical climate. Please send questions/comments about this article to daniela.digiacomo@colorado.edu.

Joshua J. Prudhomme, University of Colorado Boulder

Joshua J. Prudhomme is a doctoral candidate in Educational Foundations, Policy, and Practice at the University of Colorado Boulder. His research explores policy processes and practices that engender (in)/equity in educational opportunities and schooling experiences for historically marginalized and hyper-marginalized communities and youth. Particularly, communities and youth of color and economic disenfranchisement and students involved in foster care. 

Hannah R. Jones, University of Colorado Boulder

Hannah R. Jones earned her doctorate degree in Learning Sciences and Human Development in 2015. Hannah’s work focuses on designing equitable learning environments, with a focus on educational equity and college access for marginalized students. 

Kevin G. Welner, University of Colorado Boulder

Kevin G. Welner is a professor of education policy at the University of Colorado Boulder School of Education and is director of the National Education Policy Center (NEPC), housed at CU Boulder. His books include 2016’s law school casebook, Education and the Law (co-authored with Stuart Biegel and Robert Kim) and 2013’s Closing the Opportunity Gap (co-edited with Prudence Carter). Welner has been recognized by the American Educational Research Association as a Fellow and been given the AERA’s Early Career Award (in 2006) and Palmer O. Johnson Award (best article in 2004). He received his B.A. in Biological Sciences from UCSB and his J.D. and Ph.D. from UCLA.

Ben Kirshner, University of Colorado Boulder

Ben Kirshner is an associate professor of education at the University of Colorado Boulder School of Education and is Faculty Director of CU Engage: Center for Community-Based Learning and Research. His 2015 book, Youth Activism in an Era of Education Inequality, was recognized as the best authored social policy book by the Society for Research on Adolescence. 

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Publicado

2016-04-04

Como Citar

DiGiacomo, D. K., Prudhomme, J. J., Jones, H. R., Welner, K. G., & Kirshner, B. (2016). Por que teoria é importante: Uma investigação das reformas contemporâneas do tempo de aprendizagem. Arquivos Analíticos De Políticas Educativas, 24, 44. https://doi.org/10.14507/epaa.24.2334

Edição

v. 24 (2016)

Seção

Articles