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Peer-reviewed article

Informal learning organizations as part of an educational ecology: Lessons from collaboration across the formal-informal divide

August 1, 2013 | Public Programs, Informal/Formal Connections

How do informal learning organizations work with schools as part of a broader educational ecology? We examined this question through a comparative case study of two collaborative efforts whereby informal arts education organizations, a children's museum and a community-based organization, worked with an urban school district to redefine the provision of educational services for children and youth. Grounded conceptually in organizational theory, our study identified factors that enable and constrain collaboration across the formal-informal divide. We argue that examining the dynamics of cross-sector collaboration as occurring within a regional ecology of diverse learning organizations and broader institutional context provides insights into the outcomes of joint work. Our findings have implications for designing collaborations between schools and informal organizations that contribute to their respective strength, as well as the broader regional educational ecology in which they reside.

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    Author
    University of Pittsburgh
  • REVISE logo
    Author
    University of Pittsburgh
  • 2013 05 17 Kevin crowley headshot
    Author
    University of Pittsburgh
  • Citation

    ISSN : 1389-2843
    DOI : 10.1007/s10833-012-9203-4
    Publication Name: Journal of Educational Change
    Volume: 14
    Number: 3
    Page Number: 259
    Resource Type: Research Products
    Discipline: Education and learning science | General STEM
    Audience: Elementary School Children (6-10) | Middle School Children (11-13) | Youth/Teen (up to 17) | Educators/Teachers | Museum/ISE Professionals
    Environment Type: Public Programs | Community Outreach Programs | Museum and Science Center Programs | Informal/Formal Connections | K-12 Programs
    Access and Inclusion: Urban

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