Complexity, Conceptual Models, and Teacher Decision-Making Research
Emergence: Complexity & Organization
Institute for the Study of Coherence and Emergence
Informed by complexity research and models for analyzing conditions in complex adaptive systems such as schools, I describe findings from a descriptive case study of influences on teacher decision-making about writing instruction in a high-stakes writing assessment grade. I highlight how the use of complexity as a theoretical framework for research provides a unique look at education systems, particularly looking at one teachers decisions across a school semester. I focus specifically on two conceptual models from the field of human systems dynamics (HSD), one used as a conceptual framework for complex adaptive systems, and the other used as a retrospective analysis tool in describing and explaining underlying conditions at work at a particular time for a particular decision.
Robertson, M., & Patterson, L.(2016). Complexity, conceptual models, and teacher decision-making research. Emergence: Complexity and Organization, 18(2), https://journal.emergentpublications.com/article/complexity-conceptual-models-and-teacher-decision-making-research/. doi: 10.emerg/10.17357.fa6ec4e6ef0c66be07c001a2a0d474c0.