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32 - Learning Sciences and Policy

A Decade of Mutual Engagement

from Part VI - Moving Learning Sciences Research into the Classroom

Published online by Cambridge University Press:  14 March 2022

By
William R. Penuel ,
James P. Spillane  and
Min Sun
Edited by
R. Keith Sawyer
R. Keith Sawyer
Affiliation:
University of North Carolina, Chapel Hill
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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.

Keywords

policycurriculumsystemsdesign-based implementation research (DBIR)community-based design research (CBDR)
Type
Chapter
Information
The Cambridge Handbook of the Learning Sciences , pp. 638 - 657
Publisher: Cambridge University Press
Print publication year: 2022

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