Using activity theory to evaluate and improve K-12 school and university partnerships

Evaluation and Program Planning

Volumn 30, Issue 4, 2007, Pages 364-380

  Yamagata Lynch, Lisa C ^a   Smaldino, Sharon ^a  

^a NORTHERN ILLINOIS UNIVERSITY   (United States)

Author keywords

Activity theory; Program evaluation; Program planning

Indexed keywords

EDUCATION; PARTNERSHIP APPROACH; PLANNING METHOD; QUALITATIVE ANALYSIS; UNIVERSITY SECTOR;

ARTICLE; COMMUNITY CARE; CONSUMER; COOPERATION; EDUCATIONAL MODEL; FEMALE; HEALTH CARE QUALITY; HUMAN; MALE; METHODOLOGY; NONBIOLOGICAL MODEL; ORGANIZATION AND MANAGEMENT; PROGRAM DEVELOPMENT; PUBLIC RELATIONS; SCHOOL; SYSTEM ANALYSIS; UNITED STATES; UNIVERSITY;

COMMUNITY NETWORKS; COMMUNITY-INSTITUTIONAL RELATIONS; CONSUMER PARTICIPATION; COOPERATIVE BEHAVIOR; FACULTY; FEMALE; HUMANS; ILLINOIS; INTERINSTITUTIONAL RELATIONS; MALE; MODELS, EDUCATIONAL; MODELS, ORGANIZATIONAL; PROGRAM DEVELOPMENT; PROGRAM EVALUATION; SCHOOLS; SYSTEMS ANALYSIS; UNIVERSITIES;

EID: 35248879164     PISSN: 01497189     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.evalprogplan.2007.08.003     Document Type: Article

References (42)

1. Bacharach N., and Hasslen R. Creating a professional development school. Phi Delta Kappan Fastbacks 480 (2001) 7-44
2. Bakhtin M.M. Speech genres and other lat essays. In: Emerson C., and Holmquist M. (Eds) (1986), University of Texas Press, Austin
3. Barab S.A., Barnet G.M., Yamagata-Lynch L.C., Squire K., and Keating T. Using activity theory to understand the contradictions characterizing a technology-rich introductory astronomy course. Mind, Culture, and Activity 9 2 (2002) 76-107
4. Barab S.A., Schatz S., and Scheckler R. Using activity theory to conceptualize online community and using online community to conceptualize activity theory. Mind, Culture, and Activity 11 1 (2004) 25-47
5. Barge J.K. Practical theory as mapping, engaged reflection, and transformative practice. Communication Theory 11 1 (2001) 5-13
6. Barge J.K., and Little M. Dialogical wisdom, communicative, practice, and organizational live. Communication Theory 12 4 (2002) 375-397
7. Blumenfeld P.C., Fishman B.J., Krajcik J., and Marx R.W. Creating usable innovations in systemic reform: Scaling up technology-embedded project-based science in urban schools. Educational Psychologist 35 3 (2000) 149-164
8. Clark R.W. School-university partnerships and professional development schools. Peabody Journal of Education 74 3&4 (1999) 164-177
9. Cole M. The zone of proximal development: Where cultural and cognition create each other. In: Wertsch J. (Ed). Culture, communication, and cognition (1985), Cambridge University Press, New York 146-161
10. Cole M., and Engeström Y. A cultural-historical approach to distributed cognition. In: Salomon G. (Ed). Distributed cognitions: Psychological and educational considerations (1993), Cambridge University Press, New York 1-46
11. Craig R.T. Practical-theoretical argumentation. Argumentation 10 4 (1996) 461-474
12. Craig R.T., and Tracy K. Grounded practical theory: The case of intellectual discussion. Communication Theory 5 3 (1995) 248-272
13. Day C. Re-thinking school-university partnerships: A Swedish case study. Teaching and Teacher Education 14 8 (1998) 807-819
14. Delandshere G., and Petrosky A. Political rationales and ideological stances of the standards-based reform of teacher education in the US. Teaching and Teacher Education 20 1 (2004) 1-15
15. Denzin N.K. The research act: A theoretical introduction to sociological methods. 3rd ed. (1989), Prentice-Hall, Englewood Cliffs, NJ
16. Edens K., Shirley J., and Toner T. Sustaining a professional development school partnership: Hearing the voices, heading the voices. Action in Teacher Education 23 3 (2001) 27-32
17. Engeström Y. Learning by expanding: An activity-theoretical approach to developmental research (1987), Orienta-Konsultit Oy, Helsinki
18. Engeström Y. Developmental studies of work as a testbench of activity theory: The case of primary care medical practice. In: Chaiklin S., and Lave J. (Eds). Understanding practice: Perspectives on activity and context (1993), Cambridge University Press, New York 64-103
19. Engeström Y. Activity theory and individual and social transformation. In: Engeström Y., Miettinen R., and Punamaki R.-L. (Eds). Perspectives on activity theory (1999), Cambridge University Press, New York, NY 19-38
20. Galperin P.I. The problem of activity in Soviet psychology. Journal of Russian and East European Psychology 30 4 (1992) 37-59
21. Goodlad J.I. Educational renewal: Better teachers, better schools (1994), Jossey-Bass, San Francisco
22. Gore J.M., Griffiths T., and Ladwig J.G. Towards better teaching: Productive pedagogy as a framework for teacher education. Teaching and Teacher Education 20 4 (2004) 375-387
23. In: Hakkarainen P. (Ed). Editor's introduction: Challenges of activity theory. Journal of Russian and East European Psychology 42 2 (2004) 3-11
24. Jonassen D.H., and Rohrer-Murphy L. Activity theory as a framework for designing constructivist learning environments. ETR&D 47 1 (1999) 61-79
25. Kincheloe J.L. The knowledge of teacher education: Developing a critical complex epistemology. Teacher Education Quarterly 31 1 (2004) 49-66
26. Lazarev V.S. The crisis of "the activity approach" in psychology and possible ways to overcome it. Journal of Russian and East European Psychology 42 3 (2004) 35-58
27. Lieberman M.W., and McLaughlin W. Networks for educational change: Powerful and problematic. Phi Delta Kappan 73 9 (1992) 673-677
28. Luria A.R. The making of mind: A personal account of Soviet psychology (1979), Harvard University Press, Cambridge, MA
29. Perry C., Komesaroff L., and Kavanagh M. Providing space for teacher renewal: The role of the facilitator in school-university partnerships. Asia-Pacific Journal of Teacher Education 30 3 (2002) 243-257
30. Perry C., and Power B.M. Finding the truths in teacher preparation field experiences. Teacher Education Quarterly 31 2 (2004) 125-136
31. Roth W.M., and Tobin K. Redesigning an "urban" teacher education program: An activity theory perspective. Mind, Culture, and Activity 9 2 (2002) 108-131
32. Simpson F.P., Robert M., and Hughes S. Using information and communications technology as a pedagogical tool: Who educates the educators?. Journal of Education for Teaching 25 3 (1999) 247-263
33. Stetsenko A. Activity as object-related: Resolving the dichotomy of individual and collective planes of activity. Mind, Culture, and Activity 12 1 (2005) 70-88
34. Strauss A., and Corbin J. Basics of qualitative research: Techniques and procedures for developing grounded theory. 2nd ed. (1998), Sage Publications, Thousand Oaks, CA
35. Teitel L. The professional development schools handbook: Starting, sustaining, and assessing partnerships that improve student learning (2003), Corwin Press Inc, Thousand Oaks, CA
36. Teitel L. Using research to connect school-university partnerships to student outcomes. In: Wiseman D.L., and Knight S.L. (Eds). Linking: School-university collaboration and K-12 outcomes (2003), American Association of Colleges of Teacher Education, Washington, DC 13-27
37. Wells G. Dialogic inquiry: Towards a sociocultural practice and theory of education (1999), Cambridge University Press, New York
38. Wenger E. Communities of practice: Learning, meaning, and identity (1998), Cambridge University Press, New York
39. Wertsch J.V. Vygotsky and the social formation of mind (1985), Harvard University Press, Cambridge, MA
40. Wertsch J.V. Mind as action (1998), Oxford University Press, New York
41. Yamagata-Lynch L.C. Using activity theory as an analytical lens for examining technology professional development in schools. Mind, Culture, and Activity 10 2 (2003) 100-119
42. Yamagata-Lynch, L. C. (in press). Confronting analytical dilemmas for understanding complex human interactions in design-based research from a Cultural-Historical Activity Theory (CHAT) framework. The Journal of The Learning Sciences.