‘Across the Divide’: Developing Professional Learning Ecosystems in STEM Education     

Ralls  Deborah  Bianchi  Lynne  Choudry  Sophina 《Research in Science Education》2020,50(6):2463-2481

Research in Science Education - This paper reports the findings from a cross-sector research project designed to question how the development of university-school partnerships can influence...  相似文献   

‘Becoming co-operative’ – challenges and insights: repositioning school engagement as a collective endeavour     

Deborah Ralls 《International Journal of Inclusive Education》2019,23(11):1134-1148

ABSTRACT

This article explores how a school’s decision to become co-operative affects its engagement relationships with students and parents. The findings stem from a wider study exploring approaches to engagement in a recently converted co-operative academy, a large secondary school in a northern English city. The article surfaces the possibilities and tensions that occur as the school seeks to reposition itself in the English education marketplace, with a co-operative model that explicitly sets out to promote mutualisation, not privatisation; ‘we’ rather than ‘me’. The process of becoming co-operative is examined by exploring the underlying purposes of the school’s engagement with students and parents and the relationships that emerge as a result. The study surfaces the issues faced as a co-operative school seeks to enact thicker, ‘collective forms’ of democratic engagement against a backdrop of English education policy based on individualistic notions of democracy as freedom of choice. The findings point to the need for a different policy understanding of school engagement, an understanding that suggests engagement is about the process of developing more equitable, collaborative relationships with stakeholders and rests on the repositioning of students, parents and community members – from ‘choosers’ and ‘consumers’ to a collective public in education.  相似文献   

Two readiness measures as predictors of first and third-grade reading achievement     

Mildred A. Randel  Maurine A. Fry  Elizabeth M. Ralls 《Psychology in the schools》1977,14(1):37-40

Multiple-regression procedures were used to assess the effectiveness of the ABC Inventory and the Metropolitan Readiness Test (MRT) in predicting first and third-grade reading achievement. Sex and chronological age were included in the first-grade analysis (N = 62) and the first-grade PMA intelligence test score was added to the equation in predicting third-grade reading (N = 65). MRT performance accounted for 11% of the variance in first-grade SRA reading scores (R = .34). In predicting third-grade reading, the MRT accounted for 26% of the variance and the PMA IQ scores accounted for an additional 6% (final multiple R = .57). No other predictor made a significant contribution to explaining variance in first or third-grade reading achievement.  相似文献