“Failure is just another try” : Re-framing failure in school through the FUSE Studio approach

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dc.contributor University of Helsinki, Learning, Culture & Interventions (LECI) en
dc.contributor.author Hilppö, Jaakko
dc.contributor.author Stevens, Reed
dc.date.accessioned 2020-03-24T10:53:01Z
dc.date.available 2020-03-24T10:53:01Z
dc.date.issued 2020
dc.identifier.citation Hilppö , J & Stevens , R 2020 , ' “Failure is just another try” : Re-framing failure in school through the FUSE Studio approach ' , International Journal of Educational Research , vol. 99 , 101494 . https://doi.org/10.1016/j.ijer.2019.10.004 en
dc.identifier.issn 0883-0355
dc.identifier.other PURE: 127425996
dc.identifier.other PURE UUID: 2cb2a143-4c11-4b57-89da-16db1338d9ac
dc.identifier.other ORCID: /0000-0003-0236-9517/work/71183355
dc.identifier.other WOS: 000528559400004
dc.identifier.uri http://hdl.handle.net/10138/313547
dc.description.abstract In an era of high-stakes testing and performance demands that regulate future educational opportunities and affect how schools are managed and funded, failure can easily become stigmatized in the practices of schooling. In turn, it can lead students to avoid activities in which they can be evaluated as failing. As researchers, if we wish to help students recognize the value of failure in the process of learning and to capitalize on failures as significant learning opportunities, we must find ways in which failure at school can be reframed as something productive, rather than punitive. In this study, we investigated how student experience in a FUSE Studio—an alternative infrastructure for learning in schools organized around principles of student choice and interest (Stevens et al., 2016)— support a different, more productive ‘use’ of failure. Our study is an investigation of how failure was framed in the FUSE Studio by students and teachers and whether these participants recognized learning from failure as a productive part of their FUSE Studio experience. Our analysis, which was based on a year-long video ethnography conducted in a typical FUSE Studio, revealed two distinct ways in which failure was framed. In addition, an analysis of participant interviews highlighted that the students and a facilitator viewed failure as a significant and productive part of their FUSE Studio experience. In sum, the study contributes to the existing literature on the value of failure for learning, by highlighting a way that failure can be framed as being productive for both students and teachers. fi
dc.format.extent 11
dc.language.iso eng
dc.relation.ispartof International Journal of Educational Research
dc.rights en
dc.subject Alternative learning infrastructure en
dc.subject Ethnography en
dc.subject Failure en
dc.subject Interactional analysis en
dc.subject Learning en
dc.subject 516 Educational sciences en
dc.title “Failure is just another try” : Re-framing failure in school through the FUSE Studio approach en
dc.title.alternative "Moka on lahja". Kuinka epäonnistumiset voidaan jäsentää uudestaan koulussa FUSE Studio lähestymistavan kautta en
dc.type Article
dc.description.version Peer reviewed
dc.identifier.doi https://doi.org/10.1016/j.ijer.2019.10.004
dc.type.uri info:eu-repo/semantics/other
dc.type.uri info:eu-repo/semantics/publishedVersion
dc.contributor.pbl
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