The surprising path to significant impact in schools for one alternative learning environment

• In Event: Tracing the Contours of Having an “Impact”: Reflections From Learning Sciences Faculty

Abstract

Purpose: Among learning scientists, there is an open secret about longer-term impact. Design experiments offering new arrangements for learning in schools often have a short shelf life; eventually, the principal investigator and her or his research associates pull up stakes and move on. And then the new learning environment dissolves. Previously, this has been the case for the proposing author, and colleagues over the years have lamented the same fate. Of course, short-lived proof-of-concept projects are of value for research publications from which others can learn. But most learning scientists want more from their well-crafted designs for learning.

Theoretical & Methodological Perspectives: This presentation examines how to prevent the dying of innovative projects by exploring conditions that sustain learning innovations and their integration into existing socio-technical infrastructures. The broad theoretical perspective of this project is that of actor network theory, which involves tracing the evolution and stabilization of socio-technical entities (like new learning environments) over time and space (Latour, 2007; Coauthors & Author3, 2023).

Data and Results: In this presentation, I will share research about a classroom-based learning environment that is dramatically different from the traditional organization of classroom learning, but that has met a surprising fate. Implementations of this university-based Project J (Author3 & Coauthors, 2016) number over 220 with nearly 50,000 children participating in the last school year. Findings from three NSF-funded projects will be shared, highlighting impacts on students, teachers, and broader school culture.

The focus of this presentation will be on how Project J achieved this scale. Two initial guiding principles were crucial: (1) the project would continue only if evidence showed young people found joy in the learning environment, and (2) students were provided with something they are rarely offered in K-12 schooling—choice. My analysis will describe how these two original principles have been critical to Project J’s broad impact. As well, a related pair of principles emerged as the project found its footing in schools. Informed by the 5th Dimension project (Cole & Distributive Literacy Consortium, 2006), we came to emphasize that the learning environment have: (i) flexibility in implementation timing and location within the school day, while still preserving (ii) integrity—rather than fidelity—of implementation (LeMahieu, 2011) regarding the essential elements like choice.

The final element that was key to Project J’s growth and sustainability is best seen as serendipitous and opportunistic. Through unlikely circumstances that I will describe in the presentation, we created an internal granting process within our university. Schools apply for two cost-free years of Project J and are selected in a competitive process that emphasizes alignment of pedagogical philosophy between school-based educators and Project J. This model has been used to secure grant funds from industry partners, which has provided Project J to over 150 under-resourced schools over the last decade. Unlike in most university-generated design experiments where researchers seek out partners, in Project J community partners choose us. I will argue that this produces a conspicuous sense of ownership among participating educators that fosters sustainability.

Author

• Reed Stevens, Northwestern University