Informing Research


Theoretical Framework:

Our selected framework for this study is Cultural-Historical Activity Theory, as developed by Yrjo Engestrom. This approach allows us to consider the activity of the schools from multiple perspectives, as well as including histories of practice.
Please view the following resources for more information:

Engestrom, Y. (2000). Activity theory as a framework for analyzing and redesigning work. Ergonomics 43(7): 960-974.


Engestrom, Y. (2001). Expansive learning at work: toward an activity theoretical reconceptualization. Journal of Education and Work. 14(1): 133-156.


Engeström, Y., & Sannino, A. Studies of expansive learning: Foundations, findings and future challenges. Educational Research Review (2010), doi:10.1016/j.edurev.2009.12.002.

Related Research:

Sugai, G., & Horner, R. (2006). A promising approach for expanding and sustaining school-wide positive behavior support. School Psychology Review, 35(2): 245-259.


Vincent, C., Randall, C., Cartledge, G., Tobin, T., and Swain-Bradway, J. (2011). Toward a conceptual integration of cultural responsiveness and schoolwide positive behavior support. Journal of Positive Behavioral Interventions, 20(10): 1-11.




Madison Metropolitan School District

Sun Prairie Area School District

School of Education at UW Madison

National Center for Culturally Responsive Education Systems




From Intervention to Innovation


Contact Us