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CHAT-IT: Toward Conceptualizing Learning in the Context of Formal Organizations

Rodney T. Ogawa, Rhiannon Crain, Molly Loomis and Tamara Ball
Educational Researcher
Vol. 37, No. 2 (Mar., 2008), pp. 83-95
Stable URL: http://www.jstor.org/stable/30137968
Page Count: 13
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CHAT-IT: Toward Conceptualizing Learning in the Context of Formal Organizations
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Abstract

This article is intended to spark a discussion between two research communities-scholars who study learning and scholars who study educational organizations. A secondary purpose is to encourage researchers to look beyond schools to examine learning in other types of educational organizations. The authors outline a framework to guide research on the relationship between learning and the social contexts afforded by formal organizations. The framework combines elements of cultural historical activity theory, a sociocultural theory of learning, and institutional theory, which is a constructivist theory of organization. The authors employ preliminary findings from research and secondary historical accounts to illustrate the potential of the framework for guiding research that ties learning to contexts in formal organizations.

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