[ { "key": "3V4CSGDN", "version": 1, "library": { "type": "group", "id": 4031, "name": "Complexity in the classroom", "links": { "alternate": { "href": "https://www.zotero.org/groups/complexity_in_the_classroom", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/4031/items/3V4CSGDN", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/complexity_in_the_classroom/items/3V4CSGDN", "type": "text/html" } }, "meta": { "creatorSummary": "Dalke et al.", "parsedDate": "2007-06-01", "numChildren": 0 }, "data": { "key": "3V4CSGDN", "version": 1, "itemType": "journalArticle", "title": "Emergent pedagogy: learning to enjoy the uncontrollable—and make it productive", "creators": [ { "creatorType": "author", "firstName": "Anne", "lastName": "Dalke" }, { "creatorType": "author", "firstName": "Kim", "lastName": "Cassidy" }, { "creatorType": "author", "firstName": "Paul", "lastName": "Grobstein" }, { "creatorType": "author", "firstName": "Doug", "lastName": "Blank" } ], "abstractNote": "Abstract This essay reflects the shared experiences of four college faculty members (a biologist, a psychologist, a computer scientist,\nand a feminist literary scholar) working together with K-12 teachers to explore a new perspective on educational practice.\nIt offers a novel rationale for independent thinking and learning, one that derives from rapidly developing interdisciplinary\nand transdisciplinary inquiries in the sciences and social sciences into what are known as “complex” or “emergent” systems.\nUsing emergent systems as a model of teaching and learning makes at least three significant contributions to our thinking\nbout teaching, in three very different dimensions. It invites us into an awareness that the brains of individual students\nand teachers operate as emergent systems that are neither possible nor desirable to control fully. It invites us to appreciate\nas well that the activities and benefits of a classroom are not all individual interactions between teacher and student. Interactions\namong students and teachers are collectively contributing to a somewhat unpredictable project with an insistently social dimension,\nwhich is in turn crucial to the individual achievements of all involved. Finally, emergent pedagogy encourages us to consider\nmore carefully the relations between the individual classroom and the larger educational community of which it is a component,\nincluding a challenge to rethink the matter of assessment.", "publicationTitle": "Journal of Educational Change", "publisher": "", "place": "", "date": "June 01, 2007", "volume": "8", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "111-130", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1007/s10833-007-9021-2", "citationKey": "", "url": "http://dx.doi.org/10.1007/s10833-007-9021-2", "accessDate": "2009-07-05T12:22:55Z", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "Emergent pedagogy", "language": "", "libraryCatalog": "SpringerLink", "callNumber": "0021", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2010-02-15T17:40:27Z", "dateModified": "2010-02-17T01:36:50Z" } }, { "key": "WTUGWDN6", "version": 1, "library": { "type": "group", "id": 4031, "name": "Complexity in the classroom", "links": { "alternate": { "href": "https://www.zotero.org/groups/complexity_in_the_classroom", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/4031/items/WTUGWDN6", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/complexity_in_the_classroom/items/WTUGWDN6", "type": "text/html" } }, "meta": { "creatorSummary": "Overbye", "parsedDate": "2009-12-10", "numChildren": 0 }, "data": { "key": "WTUGWDN6", "version": 1, "itemType": "newspaperArticle", "title": "Collider Sets Record, and Europe Takes U.S.’s Lead", "creators": [ { "creatorType": "author", "firstName": "Dennis", "lastName": "Overbye" } ], "abstractNote": "", "publicationTitle": "The New York Times", "publisher": "", "place": "", "date": "December 10, 2009", "volume": "", "issue": "", "edition": "", "section": "Science", "pages": "", "ISSN": "0362-4331", "DOI": "", "citationKey": "", "url": "http://www.nytimes.com/2009/12/10/science/10collide.html?_r=1&hp", "accessDate": "2009-12-09T23:05:22Z", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "NYTimes.com", "callNumber": "0000", "rights": "", "extra": "Collider Sets Record, and Europe Takes U.S.’s Lead - NYTimes.com\n\n * eclipsing a record for collisions held by an American machine, the Tevatron, at the Fermi National Accelerator Laboratory in Illinois.\n * The collider first boosted protons to the new energy record of 1.2 trillion electron volts on Nov. 29, and CERN hopes to be having sustained collisions at that energy within a week.\n * “Particle accelerators and detectors (initially with the bold and innovative ideas and technologies) have touched our lives in many ways and I have no doubt that this will continue,” she wrote in an e-mail message.\n * Congress canceled a behemoth project in Texas known as the Superconducting SuperCollider, after estimated costs rose to $11 billion.\n * Particle colliders get their magic from Einstein’s equation of mass and energy. The more energy that these machines can pack into their little fireballs, in effect the farther back in time they can go, and the smaller and smaller things they can see.The first modern accelerator, the cyclotron built by Ernest Lawrence at the University of California, Berkeley, in 1932, was a foot in diameter and boosted protons to just 1.25 million electron volts.\n * If it yields nothing, in the words of CERN physicist, John Ellis, it would mean that theorists have been talking rubbish for the last 35 years. 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McDonald Institute for Archaeological Research, Cambridge. Online at: http://liris. cnrs. fr/enaction/docs/documents2006/ImaginingCogLifeThings. pdf", "conferenceName": "", "publisher": "", "place": "", "date": "2006", "eventPlace": "", "volume": "", "issue": "", "numberOfVolumes": "", "pages": "", "series": "", "seriesNumber": "", "DOI": "", "ISBN": "", "citationKey": "", "url": "", "accessDate": "", "ISSN": "", "archive": "Google Scholar", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "0006", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2009-08-25T22:32:56Z", "dateModified": "2009-11-28T23:43:05Z" } }, { "key": "D23727HX", "version": 1, "library": { "type": "group", "id": 4031, "name": "Complexity in the classroom", "links": { "alternate": { "href": "https://www.zotero.org/groups/complexity_in_the_classroom", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/4031/items/D23727HX", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/complexity_in_the_classroom/items/D23727HX", "type": "text/html" } }, "meta": { "creatorSummary": "Dalke et al.", "parsedDate": "2007-06-01", "numChildren": 0 }, "data": { "key": "D23727HX", "version": 1, "itemType": "journalArticle", "title": "Emergent pedagogy: learning to enjoy the uncontrollable—and make it productive", "creators": [ { "creatorType": "author", "firstName": "Anne", "lastName": "Dalke" }, { "creatorType": "author", "firstName": "Kim", "lastName": "Cassidy" }, { "creatorType": "author", "firstName": "Paul", "lastName": "Grobstein" }, { "creatorType": "author", "firstName": "Doug", "lastName": "Blank" } ], "abstractNote": "Abstract This essay reflects the shared experiences of four college faculty members (a biologist, a psychologist, a computer scientist,\nand a feminist literary scholar) working together with K-12 teachers to explore a new perspective on educational practice.\nIt offers a novel rationale for independent thinking and learning, one that derives from rapidly developing interdisciplinary\nand transdisciplinary inquiries in the sciences and social sciences into what are known as “complex” or “emergent” systems.\nUsing emergent systems as a model of teaching and learning makes at least three significant contributions to our thinking\nbout teaching, in three very different dimensions. It invites us into an awareness that the brains of individual students\nand teachers operate as emergent systems that are neither possible nor desirable to control fully. It invites us to appreciate\nas well that the activities and benefits of a classroom are not all individual interactions between teacher and student. Interactions\namong students and teachers are collectively contributing to a somewhat unpredictable project with an insistently social dimension,\nwhich is in turn crucial to the individual achievements of all involved. Finally, emergent pedagogy encourages us to consider\nmore carefully the relations between the individual classroom and the larger educational community of which it is a component,\nincluding a challenge to rethink the matter of assessment.", "publicationTitle": "Journal of Educational Change", "publisher": "", "place": "", "date": "June 01, 2007", "volume": "8", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "111-130", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1007/s10833-007-9021-2", "citationKey": "", "url": "http://dx.doi.org/10.1007/s10833-007-9021-2", "accessDate": "2009-07-05T12:22:55Z", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "Emergent pedagogy", "language": "", "libraryCatalog": "SpringerLink", "callNumber": "0018", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2009-08-25T22:20:00Z", "dateModified": "2009-11-28T23:43:03Z" } }, { "key": "BESAB6WK", "version": 1, "library": { "type": "group", "id": 4031, "name": "Complexity in the classroom", "links": { "alternate": { "href": "https://www.zotero.org/groups/complexity_in_the_classroom", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/4031/items/BESAB6WK", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/complexity_in_the_classroom/items/BESAB6WK", "type": "text/html" } }, "meta": { "creatorSummary": "Alexander et al.", "parsedDate": "1977", "numChildren": 1 }, "data": { "key": "BESAB6WK", "version": 1, "itemType": "book", "title": "A Pattern Language: Towns, Buildings, Construction", "creators": [ { "creatorType": "author", "firstName": "Christopher", "lastName": "Alexander" }, { "creatorType": "author", "firstName": "Sara", "lastName": "Ishikawa" }, { "creatorType": "author", "firstName": "Murray", "lastName": "Silverstein" } ], "abstractNote": "", "series": "", "seriesNumber": "", "volume": "", "numberOfVolumes": "", "edition": "", "date": "1977", "publisher": "Oxford University Press", "place": "", "originalDate": "", "originalPublisher": "", "originalPlace": "", "format": "", "numPages": "", "ISBN": "0195019199", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "A Pattern Language", "language": "", "libraryCatalog": "Amazon.com", "callNumber": "1701", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2009-08-25T22:16:28Z", "dateModified": "2009-11-28T23:43:02Z" } }, { "key": "48RWFD7I", "version": 1, "library": { "type": "group", "id": 4031, "name": "Complexity in the classroom", "links": { "alternate": { "href": "https://www.zotero.org/groups/complexity_in_the_classroom", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/4031/items/48RWFD7I", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/complexity_in_the_classroom/items/48RWFD7I", "type": "text/html" } }, "meta": { "creatorSummary": "Eisenhardt", "parsedDate": "1989", "numChildren": 1 }, "data": { "key": "48RWFD7I", "version": 1, "itemType": "journalArticle", "title": "Building theories from case study research", "creators": [ { "creatorType": "author", "firstName": "K. M", "lastName": "Eisenhardt" } ], "abstractNote": "", "publicationTitle": "Academy of management review", "publisher": "", "place": "", "date": "1989", "volume": "", "issue": "", "section": "", "partNumber": "", "partTitle": "", "pages": "532–550", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "Google Scholar", "callNumber": "9359", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2009-08-25T22:11:42Z", "dateModified": "2009-11-28T23:43:01Z" } }, { "key": "MUDA5NBS", "version": 1, "library": { "type": "group", "id": 4031, "name": "Complexity in the classroom", "links": { "alternate": { "href": "https://www.zotero.org/groups/complexity_in_the_classroom", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/4031/items/MUDA5NBS", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/complexity_in_the_classroom/items/MUDA5NBS", "type": "text/html" } }, "meta": { "creatorSummary": "Plowman et al.", "parsedDate": "2007", "numChildren": 0 }, "data": { "key": "MUDA5NBS", "version": 1, "itemType": "journalArticle", "title": "The role of leadership in emergent, self-organization.", "creators": [ { "creatorType": "author", "firstName": "Donde Ashmos", "lastName": "Plowman" }, { "creatorType": "author", "firstName": "Stephanie", "lastName": "Solansky" }, { "creatorType": "author", "firstName": "TAMMY E.", "lastName": "BECK" }, { "creatorType": "author", "firstName": "LaKami", "lastName": "Baker" }, { "creatorType": "author", "firstName": "Mukta", "lastName": "Kulkarni" }, { "creatorType": "author", "firstName": "Deandra Villarreal", "lastName": "Travis" } ], "abstractNote": "Abstract: As complex systems, organizations exist far from equilibrium where the ongoing interaction of system components leads to emergent and self-organizing behavior. What, then, is the role of leadership in systems where change often emerges in unexpected ways? In this paper, we build on the work of Marion and Uhl-Bien who suggest that in complex systems leaders enable rather than control the future. While traditional views of leadership focus on the leader''s responsibility for determining and directing the future through heavy reliance on control mechanisms, we offer empirical support for a different view of leadership based on a complexity perspective of organizations. Our findings show that as enablers, leaders disrupt existing patterns of behavior, encourage novelty, and make sense of emerging events for others. The results of our qualitative study include a set of research propositions as well as a discussion of the implications for managers and researchers. Copyright 2007 Elsevier", "publicationTitle": "Leadership Quarterly", "publisher": "", "place": "", "date": "2007", "volume": "18", "issue": "4", "section": "", "partNumber": "", "partTitle": "", "pages": "341-356", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1016/j.leaqua.2007.04.004", "citationKey": "", "url": "http://search.ebscohost.com.libsrv.wku.edu/login.aspx?direct=true&db=buh&AN=25619060&site=ehost-live", "accessDate": "2009-07-04T12:24:56Z", "PMID": "", "PMCID": "", "ISSN": "10489843", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "EBSCOhost", "callNumber": "0018", "rights": "", "extra": "", "tags": [ { "tag": "COMPLEX systems", "type": 1 }, { "tag": "LEADERSHIP", "type": 1 }, { "tag": "ORGANIZATION", "type": 1 }, { "tag": "SELF-organizing systems", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2009-08-25T22:06:42Z", "dateModified": "2009-11-28T23:43:00Z" } }, { "key": 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1, "itemType": "book", "title": "The End of Certainty", "creators": [ { "creatorType": "author", "firstName": "Ilya", "lastName": "Prigogine" } ], "abstractNote": "", "series": "", "seriesNumber": "", "volume": "", "numberOfVolumes": "", "edition": "1", "date": "1997-08-17", "publisher": "Free Press", "place": "", "originalDate": "", "originalPublisher": "", "originalPlace": "", "format": "", "numPages": "", "ISBN": "0684837056", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "Amazon.com", "callNumber": "0162", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2009-08-25T21:21:34Z", "dateModified": "2009-11-28T23:42:56Z" } }, { "key": "NMHX7F8D", "version": 1, "library": { "type": "group", "id": 4031, "name": "Complexity in the classroom", "links": { "alternate": { "href": "https://www.zotero.org/groups/complexity_in_the_classroom", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/4031/items/NMHX7F8D", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/complexity_in_the_classroom/items/NMHX7F8D", "type": "text/html" } }, "meta": { "creatorSummary": "Lorenz", "parsedDate": "1996-04", "numChildren": 1 }, "data": { "key": "NMHX7F8D", "version": 1, "itemType": "book", "title": "The Essence of Chaos", "creators": [ { "creatorType": "author", "firstName": "Edward N.", "lastName": "Lorenz" } ], "abstractNote": "", "series": "", "seriesNumber": "", "volume": "", "numberOfVolumes": "", "edition": "", "date": "1996-04", "publisher": "University of Washington Press", "place": "", "originalDate": "", "originalPublisher": "", "originalPlace": "", "format": "", "numPages": "", "ISBN": "0295975148", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "Amazon.com", "callNumber": "0000", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2009-08-25T21:14:02Z", "dateModified": "2009-11-28T23:42:53Z" } }, { "key": "ZTTCNKDG", "version": 1, "library": { "type": "group", "id": 4031, "name": "Complexity in the classroom", "links": { "alternate": { "href": "https://www.zotero.org/groups/complexity_in_the_classroom", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/4031/items/ZTTCNKDG", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/complexity_in_the_classroom/items/ZTTCNKDG", "type": "text/html" } }, "meta": { "creatorSummary": "Goldspink", "parsedDate": "2007-03", "numChildren": 0 }, "data": { "key": "ZTTCNKDG", "version": 1, "itemType": "journalArticle", "title": "Transforming education: Evidential support for a complex systems approach.", "creators": [ { "creatorType": "author", "firstName": "Chris", "lastName": "Goldspink" } ], "abstractNote": "This paper documents the findings of research into a rare example of successful school-based education reform. The reform commenced within the South Australian Department of Education and Children's Services in 1999 and is ongoing. It drew explicitly on systems thinking in establishing change principles. Subsequent research into \"what worked\" reinforced the value of following practices consistent with loosely coupled and complex systems theory. This paper compares the approach adopted in South Australia with the more commonly adopted managerialist or so-called new public management approaches and elaborates on the relevance of complexity as a base for planning and implementing reform. The paper demonstrates that complex systems ideas have profound implications for the policy underpinning institutional change and provides evidence of their relevance and value in practice. 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