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ABSTRACTThis paper draws on evidence from a study carried out in England to explore how schools can support one another’s improvement within a policy context that emphasises competition. The findings offer some reasons to be optimistic, and are suggestive of the capacity and potential of the school system in England to “self-improve” through collaborative means. However, light is also thrown on a number of barriers that need to be overcome to make such an approach work. The paper argues that developing a greater understanding of the social complexities involved in school-to-school support requires research that takes account of the views of those involved. With this in mind, the paper reflects on the experiences of a group of school leaders in England, leading to lessons that are likely to be relevant to those in other national contexts where competition is seen as a driver for school improvement. 相似文献
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Linda Reichwein Zientek Z. Ebrar Yetkiner Ozel Carlton J. Fong Mel Griffin 《Community College Journal of Research & Practice》2013,37(12):990-1010
Mathematics is a particular stumbling block for community college students in developmental course work. The present study empirically investigated student-level and teacher-level factors that influence the success of community college students enrolled in developmental mathematics courses. Specifically, numerous variables in one statistical model were examined, which included student self-efficacy (SE) beliefs in various aspects of academic engagement, previous course difficulties, full-time teaching status, and class attendance policies. Multiple regression results show that attendance was the largest predictor for higher course grades, followed by repeating a mathematics course and students’ sense of SE. In the hierarchical line modeling (HLM) model, teachers’ full-time status was a significant predictor in the model, but when teaching status was controlled for, the remaining student belief variables in the model were not statistically significant except SE in Cognitive Strategies, Self-Regulated Learning, and Motivational Strategies. The results provide empirical support for increased communication between full- and part-time faculty members, implementation of attendance policies, academic interventions prior to students’ failures, and the need to address students’ sense of SE. 相似文献
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Molly Secor-Turner Brandy A. Randall Katie Christensen Amy Jacobson Migdalia Loyola Meléndez 《Sex education》2017,17(5):544-554
Although comprehensive sexuality education programmes have the potential to improve the sexual health and well-being of young people, many socially conservative rural states in the USA have laws and policies restricting school-based comprehensive sexuality education and supporting abstinence-only education. This paper describes the process of building a community-university partnership to implement a community-based comprehensive sexuality education peer education programme for high-risk young people and presents preliminary findings from a longitudinal evaluation. Through purposive recruitment, the sample included 386 young people (mean age) who were more diverse than the local community. Important university-community partnership components included (1) establishing local connections and legitimacy, (2) adapting and tailoring programmes to meet community context, (3) sustainability planning, and (4) flexibility, persistence, and patience. Building community trust and capitalising on the mutual benefits of community-university partnerships are effective methods of building community sexuality education programming in a conservative environment. Tailoring evidence-based approaches to comprehensive sexuality education in a politically restrictive environment shows promise in improving the sexual and reproductive health of young people. 相似文献
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The idea that school systems should become self-improving is a growing trend internationally. Put simply, this involves the strengthening of links between schools so that they can provide mutual support and challenge. So far, however, there is little research that throws light on what is involved in attempts to introduce this approach for the first time. Drawing on its authors’ privileged access over a 4-year period, this paper analyses what happened as one education system explored such a move. In particular, it looks at the challenges involved in strengthening collaboration between schools within policy contexts that continue to emphasise competition as a means of achieving improvements. It also examines the nature of the transitional arrangements that are required in order to move from existing organisational conditions to more collaborative ways of working. Drawing on lessons from these experiences, the paper concludes with a series of principles that are intended be useful to those in other policy contexts that are involved in introducing similar reforms. 相似文献
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