A View from the Canopy: Building Collective Knowledge on School Innovation

Autor/in	Waite, Chelsea
Institution	Clayton Christensen Institute for Disruptive Innovation
Titel	A View from the Canopy: Building Collective Knowledge on School Innovation
Quelle	(2019), (36 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Educational Innovation; Elementary Secondary Education; Student Centered Learning; Educational Trends; Social Development; Emotional Development; Rural Schools; Experiential Learning; Competency Based Education; Low Income Students; Data Collection; Information Retrieval; Institutional Characteristics; School Location; Disadvantaged Schools; Institutional Cooperation; Minority Group Students; Knowledge Management + Suchen Sie Ihr Suchwort? Instructional innovation; Bildungsinnovation; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Bildungsentwicklung; Soziale Entwicklung; Gefühlsbildung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Experiental learning; Erfahrungsorientiertes Lernen; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Data capture; Datensammlung; Schulgelände; Institute; Co-operation; Cooperation; Institut; Kooperation; Wissensmanagement
Abstract	Knowledge of how schools are reimagining the learning experience for students remains deeply fragmented and woefully insufficient, creating real consequences--not only for funders, researchers, and school support organizations, but ultimately for the evolution and spread of promising practices. Recognizing this challenge, the Christensen Institute has worked with a range of partners to launch a project we're calling the Canopy: an effort to build better collective knowledge about the diverse range of schools offering learning experiences designed with students at the center. The Canopy reimagines both where information comes from as well as how it is structured to address some of the fractures in the current system. By casting a wide net through a crowdsourcing approach, Canopy surfaced 235 schools making strides towards student-centered learning--72% of which do not appear on other commonly referenced lists of innovative schools. Nominators and schools also used a consistent set of "tags" or common keywords to describe each school's model, meaning the dataset can be filtered, analyzed, and built out over time. This report offers a proof of concept for how better collective knowledge can generate insights about school innovation that may otherwise go undetected. The research uncovered patterns in the innovative approaches reported by schools, with particularly noteworthy trends tied to geographic context, Free and Reduced Price Lunch eligibility, and racial/ethnic composition of the student body. While the findings are not nationally representative, the data illuminates questions worthy of further investigation. This initial stage of the Canopy demonstrates how a process designed to advance collective knowledge has the potential to unveil a more diverse, complete picture of K-12 school innovation. (ERIC).
Anmerkungen	Clayton Christensen Institute for Disruptive Innovation. 425 Broadway Street, Redwood City, CA 94063. Tel: 650-887-0788; e-mail: info@christenseninstitute.org; Web site: http://www.christenseninstitute.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01