Re: [xmca] Collective Mediation of High-Stakes Accountability Program

From: Lisa Kuh <lpk2 who-is-at>
Date: Fri Jun 08 2007 - 08:00:21 PDT

My work on early childhood teacher collaboration is showing that
documentation of student work (as influenced by Reggio Emilia and Making
Learning Visible constructs) does serve as an important boundary object.
Also, when districts provide time and intellectual space for collaborative
activity, teachers tend to generate boundary objects which aid them in
traversing the minefield of policy constraints. Also, the role of brokers
who link teacher groups with new activity systems, often outside district
(or school context), seem to imbue their groups with the intellectual
confidence to have richer, student learning/teacher practice centered
Please remind me which article you are referring to, RER?

Lisa P. Kuh, M.Ed
PhD Candidate, Teacher Education
University of Washington
Head Teacher, Eliot-Pearson Children's School
Tufts University
146 Allston Street
Medford, MA 02155
206-406-0134 781-391-1533

----- Original Message -----
From: <>
To: "eXtended Mind, Culture, Activity" <>
Sent: Friday, June 08, 2007 10:14 AM
Subject: [xmca] Collective Mediation of High-Stakes Accountability Program

> Tony:
> As promised I did return to the above mentioned article. Thank you for
> reminding me about it. I am most appreciate of the discussion that
> revolves around boundary objects and how they "support brokering and the
> bridging of perspectives, thereby contributing to the alignment of the
> enterprises of the various communities (p.93)." I also appreciate how the
> school district provided time and resource for the teachers to collaborate
> regarding best practices. Good observation by the authors that what
> teachers used in their discussions (student generated work) did not
> extrapolate beyond the teacher-only meetings. I believe if student
> generated work did become a boundary object this would be helpful.
> what do you think?
> eric
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> xmca mailing list

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