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61.
There is increasing interest in researcher–practitioner partnerships, particularly those that take the form of a networked improvement community. In this paper, we describe the partnership between the National Center on Scaling Up Effective Schools and the Fort Worth Independent School District to build student ownership and responsibility. By outlining the organizational structures established to enact the partnership and roles of our various partners, we provide an in-depth look at how one researcher–practitioner partnership operates. We begin by describing the concept of an improvement community as one type of partnership, identify several types of improvement communities currently operating in educational systems, and define the key features of improvement communities. Then, we outline the specific improvement communities that are central to the Center's work, highlighting how these structures help us enact our partnership. We end with our reflections about how the partnership created new roles for both researchers and practitioners as well as the challenges and opportunities that accompanied those new roles. 相似文献
62.
The majority of school-leavers over two years from two special schools were individually interviewed (n=34), as were their parents (n=37). Both groups expressed broad satisfaction with the schooling. The parents were split on the merits of mainstream education. Those in favour tended to stress the social benefits whereas those against felt that only special schools could meet their child's particular needs. 相似文献
63.
Ángel Vázquez-Alonso Abdiel Aponte María-Antonia Manassero-Mas Marisa Montesano 《International Journal of Science Education》2016,38(11):1727-1746
This study examines the effectiveness of a teaching–learning sequence (TLS) to improve the understanding of the influences and interactions between a technology (mining) and society. The aim of the study is also to show the possibility of both teaching and assessing the most innovative issues and aspects of scientific competence and their impact on the understanding of the nature of science. The methodology used a quasi-experimental, pre–post-test design with a control group, with pre–post-test differences as the empirical indicators of improved understanding. Improvements were modest, as the empirical differences (pre–post and experimental–control group) were not large, but the experimental group scored more highly than the control group. The areas that showed improvement were identified. The paper includes the TLS itself and the standardized assessment tools that are functional and transferable to other researchers and teachers. 相似文献
64.
Isabella Meneghel Isabel M. Martínez Marisa Salanova Hans de Witte 《Psychology in the schools》2019,56(6):875-890
The aim of this article is twofold: (a) to validate the psychometric properties of the Academic Resilience Scale (AR‐S) in a Spanish university context; and (b) to test a model where different coping strategies are antecedents of AR, and where academic satisfaction and performance are its consequences. The studies were conducted with 185 (study 1) and 780 (study 2) students. In study 1, the construct validity, reliability, and convergent and divergent validity of the AR‐S were analyzed. The hypothesized model (study 2) was tested using structural equation modeling. The results confirmed the good psychometric properties of the AR‐S in the Spanish context, providing evidence of its validity. Furthermore, the distinctive role of different coping strategies in resilience was confirmed, as well as the relationship between resilience and academic satisfaction. No direct relationship between resilience and performance was found, highlighting the full mediation of satisfaction. 相似文献
65.
Tiziana Mancini Laura Fruggeri Chiara Panari 《European Journal of Psychology of Education - EJPE》2006,21(2):209-228
The first aim of this research is to introduce and to validate the new concept of School Normative Context, that revisits
the concept of School Moral Atmosphere studied by Brugman and his colleagues through the SMAQ (1999) and validated also in
the Italian context (Mancini & Fruggeri, 2005). The School Normative Context entails two new aspects: The first one concerns
the interactive dimension of each specific school context and the second one concerns the perception of responsibility (internal
vs, external) in the implementation of the norm. The second aim is to study the relation among adolescents perception of School
Normative Context, adolescents’ orientation towards social rules and their aggressive behaviours against classmates at school.
268 students (mean age 17,01) attending three Italian high schools of three different educational levels (Lyceum, technical
and professional) participated in this research. They filled a questionnaire composed of three parts: School Normative Context
Questionnaire (SNC), Normative Orientation Scale (NOS) and Aggression Scale (Orpinas, Frankowski, 2001). School Normative
Context has shown an acceptable degree of conceptual and predictive validity. The research has shown that the School Normative
Context has an influence on the aggressive behaviours against classmates. Furthermore, it is a mediating factor between the
adolescents’ orientation towards social norms and their aggressive behaviours at school. 相似文献
66.
Marisa A. Scala 《Educational gerontology》2013,39(8):747-773
The purpose of this article is to expand knowledge concerning participation motives and difficulties faced by older adults returning to intergenerational college classrooms. This study examined reasons elders returned to college, reasons they stopped attending, difficulties they faced, positive aspects of returning to school, campus integration, and variations in these experiences by gender, employment status, educational attainment, and degree‐seeking behavior. The source of the data was a survey of students over the age of 60 from a small state college. Gender and employment status proved to be important sources of difference in respondents’ participation motives as well as their experiences in the classroom. Suggestions for administrators of these programs and for future research are explored. 相似文献
67.
68.
Raheem J. Paxton Claudio Nigg Robert W. Motl Marisa Yamashita Richard Chung Jackie Battista 《Research quarterly for exercise and sport》2013,84(3):423-427
Abstract Sixty male college students were given sixty 15-sec. trials on the pursuit rotor learning task. Practice was interrupted halfway through learning by a 10-min. rest period in order to investigate whether or not a reminiscence effect would influence inter-individual differences and intra-individual variation in performance. Results were consistent with previous experimentation in that inter-individual differences increased as a result of both practice and the interpolated rest period. A corresponding effect on intra-individual variation was barely noticeable. 相似文献
69.
O P Costa Leonardo Christine Chung-Wei Lin Debora Grossi Bevilaqua Marisa Cota Mancini Anne K Swisher Chad Cook Dan Vaughn Mark R Elkins Umer Sheikh Ann Moore Gwendolen Jull Rebecca L Craik Christopher G Maher Rinaldo Roberto de Jesus Guirro Amélia Pasqual Marques Michele Harms Dina Brooks Guy G Simoneau John Henry Strupstad 《Cardiopulmonary Physical Therapy Journal》2013,24(1):4-6
70.