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Bernice Raveche Garnett Lance C. Smith Colby T. Kervick Tracy A. Ballysingh Mika Moore Eliaquin Gonell 《International Journal of Research & Method in Education》2019,42(3):305-316
ABSTRACTThis paper considers the emancipatory potential of incorporating youth participatory action research (YPAR) and restorative practices (RP) implementation into a transformative mixed methods study design as a means to create equitable and caring school systems for marginalized youth. The utilization of transformative mixed methods research offers a methodological orientation to legitimize, illuminate, and prioritize perspectives from marginalized youth that may be undervalued, decontextualized, and oversimplified in traditional quantitative and qualitative research methodologies. Furthermore, the authors suggest that YPAR and RP align with Critical Theory and Quantitative Criticalism, which are theoretical and methodological frameworks consistent with the transformative paradigm. The integration of these various theoretical, methodological and applied frameworks provides researchers opportunities to flatten hierarchies and actively engage marginalized youth to address the structural and programmatic inequities they experience in schools. Informed by the authors’ multi-year university-school district action research partnership, this paper explores how the alignment of YPAR, RP, and transformative mixed methods may promote critical consciousness amongst students, families, staff, and administration in schools. Finally, we also demonstrate how social science researchers can blend YPAR, RP, and transformative mixed methods design to partner with school districts to address structural societal problems, such as racism and inequity. 相似文献
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Bernice Y.L. Wong Maureen Hoskyn Debbie Jai Patty Ellis Kim Watson 《Contemporary educational psychology》2008,33(4):757-784
Children in sixth grade randomly assigned to a teacher-made writing procedure anchored in the self-regulated strategy development (SRSD) model and training procedures were predicted to surpass children assigned to the comparison condition on dependent measures of writing clarity, organization, and cogency. The prediction was generally substantiated. The results suggest that the rate of change among individual children in the SRSD condition was faster than among children in the comparison condition on measures of clarity and organization. On the measure of cogency, findings showed that the rate of change among individuals in the SRSD condition compared to the comparison condition approached but did not reach statistical significance. Variance in growth parameters on the measure of writing clarity was statistically significant; however on the measure of organization, there was no substantive variation in individual growth parameters. Social validity data from all the children and teachers indicated the training was well received. The results are taken to support the efficacy of the SRSD model and training procedures. 相似文献
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R. Bruce Thompson Maryann Corsello Samuel McReynolds Bernice Conklin-Powers 《Mentoring & Tutoring: Partnership in Learning》2013,21(4):378-391
In this study, we explored socioeconomic status (SES) and family structure as predictors of resiliencies among at-risk youth before and after participating in schools-based mentoring programs. Twenty-four youths (13 girls) aged 13–18 (M = 16.21, SD = 1.76) participated. Youths completed pre- and post-test Developmental Assets Profile questionnaires, which assessed internal (e.g. social competence) and external (e.g. support) assets. Partial correlations (age, number of siblings controlled) indicated gains in internal and external assets were associated with lower family SES. These associations were predominantly due to links between maternal occupational status and child outcomes. Maternal education was not a unique predictor of risk among youth, suggesting that more proximal factors may impact the efficacy of youth mentoring. 相似文献
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Bernice Y. L. Wong 《Learning disabilities research & practice》2003,18(2):68-76
In this article, I discuss several general and specific issues that pertain to the risk and resilience framework. I propose that these issues deserve consideration by researchers using or interested in using the risk and resilience framework to guide their research in the social domain of learning disabilities. General issues discussed include: (1) integrating current research findings with those from prior longitudinal research by Emmy Werner and her associates, and from research in the 1980s and 1990s on problems in social perception and communication in children with learning disabilities; (2) measurement problems; and (3) the need for more differentiation in research regarding gender and the severity of learning disabilities. The specific issues discussed include: the need to continue to search for potential risk and protective factors; the need to research mediating processes or mechanisms that render a factor a risk or a protection; and the nature of intervention research. 相似文献
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Here is a program that is serving multiple purposes of helping freshmen adjust to the university using peer guidance while giving them a “jump start” with technology. It's also linking information resources in a meaningful way to academics and actively promoting collaboration among students, librarians, and faculty. For more information about the different aspects of this program, consult the following resources: ? University of Washington Freshman Interest Group Program. (Online.) Available HTTP: http://webetu.washington.edu/～figs/ ? University of Washington UWired Program. (Online.) Available HTTP: http://www.washington.edu/uwired/ ? UWired: Beyond Technology. Produced by UWTV. Directed by Ann Coppel. 10:17 min. University of Washington, 1995. (Videocassette.) 相似文献
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Bernice Schrank 《Interchange》1997,28(4):351-362
W. Richard Bond's “Zero Tolerance: A New Enemy of Academic Freedom?,” Michael Kubara's “Academic Freedom,” and Fred Wilson's “In Defence of Speech Codes” included in the Symposium published in Interchange, Volume 27, #2, 1996, deal with the role and importance of academic freedom in Canadian universities and the pressures both within and without the academy for its attenuation. Although the Bond paper begins with the recent controversy in Ontario universities over the attempted introduction of a policy of zero tolerance of harassment and discrimination, it quickly moves to a summary of the traditional position regarding academic freedom in which that right is balanced by a corresponding responsibility. As insistent as Bond on the importance of academic freedom, Kubara and Wilson both approach the topic in a more argumentative fashion. Kubara and Wilson differ, however, in the kinds of arguments they propound. Kubara defends the traditional liberal conception of the university and attacks what he regards as the trendy feminist attack on academic freedom. Wilson recognizes that along with the rights bestowed by the acceptance of the principle of academic freedom is an obligation to engage in rational debate. The mechanism in Wilson's view for ensuring such debate is a well-crafted speech code in which professionally unacceptable speech acts are unambiguously defined. The fundamental difference between these two positions is that, whereas Kubara advocates an academic discourse that is as unfettered as is permissible within the law, Wilson proposes stricter limitations. I will discuss the Bond, Kubara, and Wilson papers in turn, commenting briefly on their positions. I will then present my own position on academic freedom and speech codes. 相似文献
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While constructivism has emerged as a major reform in science education from the last decade, wide-spread adoption of constructivist
practices in school laboratories and classrooms is yet to be achieved. If constructivist approaches are to be utilised more
widely, teachers will need to accept a more active and constructivist role in their own pedagogical learning. One experienced
junior science teacher was able to implement constructivist approaches in her classroom by using a personally constructed
metaphor to guide her practice.
Specializations: science education, teaching of thinking, professional development.
Specializations: constructivism, professional development. 相似文献
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