Learning Together: The Student/Parent/Teacher Triad     

Peter Coleman  Joan Collinge  Yvonne Tabin 《School Effectiveness & School Improvement》2013,24(4):361-382

This report contains an analysis of both quantitative and qualitative data on participant perceptions of the co‐production of learning. It constitutes a refinement of the working model of the triadic relationship between parents, students, and teachers which was the basis of previous reports (Coleman, Collinge, & Seifert, 1992; Coleman, Collinge, & Tabin, 1992; Coleman & Tabin, 1992; Coleman & Collinge, 1991). Given our earlier findings the focus in this paper is upon the theme of collaboration, which is emerging as one critical element in the relationships within the student/teacher/parent triad.

The analysis shows that there are sharp differences in perceptions of collaboration between different triad members. Collaboration between parents and students is perceived to be both strong and balanced in initiation. Teachers show little awareness of its strength. Collaboration between teachers and parents is perceived by both to be one‐sided; each party sees the other as unresponsive. It is invisible to students. Collaboration between students and teachers varies between classrooms, and seems to be based upon the teachers’ perception of student acceptance of responsibility; parents are very keenly aware of this collaboration where it exists. Classroom level differences are also strong; teacher attitudes and practices clearly determine the extent of collaboration.

In British Columbia parent and student attitudes towards classrooms and teachers are affected, sometimes strongly, by teacher practices of parent involvement. These attitudes contribute to parent and student rating of particular schools.  相似文献   

Seeking the Levers of Change: Participant Attitudes and School Improvement     

Peter Coleman  Joan Collinge  Tim Seifert 《School Effectiveness & School Improvement》2013,24(1):59-83

In this paper we argue that to improve schools we must change the relationships between teachers, parents, and students to render these more satisfying to all parties. Using data collected as part of a long‐term project, we show that certain aspects of teacher practice have a strong impact upon student and parent attitudes, and hence upon their ratings of schools; we contend that improving schools requires attention to these powerful attitudinal levers of change.  相似文献   

In the Web: Internal and External Influences Affecting School Improvement     

Peter Coleman  Joan Collinge 《School Effectiveness & School Improvement》2013,24(4):262-285

ABSTRACT

A more theoretical approach to effective schools research is needed, and a political systems model is an appropriate starting‐point since it directs attention to power issues, which are critical to school improvement. The model suggests that both internal and external influences on schools are important. There are four main classes of external influence: administrative; professional; societal; and familial. Each has the potential for strengthening or weakening school effectiveness. Studies of family influence on student learning and attitudes emphasize the potential of collaborative arrangements in which families and schools work together.

We argue that classroom and school improvement cannot be attained without changing the relationships between the three central figures ‐ teacher, student, and parent; this triad model is an ‘inside out’ version of school improvement, in which classroom and school improvement occurs as fundamental relationships between the triad members become more collaborative.

Our web metaphor suggests that those interested in research on effective schools should be sensitive to the impact of external influences; and that effective schools link participants together into a collaborative and responsive mutual influence system, the integrated school environment, the school level version of a political systems model, in which all gain.  相似文献   

Enhancing professional writing skills of veterinary technology students: linking assessment and clinical practice in a communications course     

Patricia Clarke  Daniel Schull  Glen Coleman  Rachael Pitt  Catherine Manathunga 《Assessment & Evaluation in Higher Education》2013,38(3):273-287

Veterinary technology is an emerging profession within the veterinary and allied animal health fields in Australia and affords graduates the opportunity to contribute to the small but growing body of literature within this discipline. This study describes the introduction of a contextualised assessment task to develop students’ research capability, competence and confidence in professional writing, and to engage them with the academic publishing process. Students worked in self-selected dyads to author a scientific case report, of publishable standard, based on authentic cases from their clinical practicum. Intrinsic to the task, students attended a series of workshops that explored topics such as critiquing the literature, professional writing styles and oral presentation skills. Assessment was multi-staged with progressive feedback, including peer review, and culminated with students presenting their abstracts at a mock conference. Students reported the task to be an enjoyable and valuable learning experience which improved their competence and confidence in scientific writing; supported by a comparison of previously submitted work. Linking scientific writing skills to clinical practice experiences enhanced learning outcomes and may foster the professionalisation of students within this emerging discipline.  相似文献   

Theory and construction of the self-acting slide lathe     

Coleman Sellers 《Journal of The Franklin Institute》1872,94(2):106-112

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MORAL INSTRUCTION AND TRAINING IN THE STATE OF WASHINGTON     

Professor Norman F. Coleman 《Religious education (Chicago, Ill.)》2013,108(6):689-693

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A Review of “Growing Up Christian: A Congregational Strategy for Nurturing Disciples”     

Aaron Coleman  Brandon Johnson  Andy Rogers 《Religious education (Chicago, Ill.)》2013,108(3):343-344

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A Feminist Reader in Early Cinema     

Linda S. Coleman 《Journal of American culture (Malden, Mass. : 2003)》2005,28(1):128-129

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Tenure: An Important Due Process Right or a Hindrance to Change in the Schools?     

Julianne Coleman  Stephen T. Schroth  Lisa Molinaro  Mark Green 《Journal of Personnel Evaluation in Education》2005,18(3):219-231

Teacher tenure is a hotly contested concept in today’s’ school reform battles. Many discussions of tenure, however, use the term in incorrect ways that add little to the concepts that should be debated. Historically, tenure represents due process rights teachers acquire after several years of successful service. Other procedures, such as teacher credentialing, the granting of tenure, and teacher evaluation, if successfully applied, would offer the public adequate protection from less than competent teachers. Future implications and recommendations for legislatures considering reworking tenure laws are given, including extending the term necessary to gain tenure, revamping teacher evaluation procedures, increasing expenditures for supervision, and focusing reform efforts on desired outcomes.J. Coleman, L. Molinaro, M. Green, S. T. Schroth have equal contributions to the finished paper.  相似文献   

The mass production of translation— For a limited market     

Earl Maxwell Coleman 《Publishing Research Quarterly》1994,10(4):22-29

The mass production of translation for a limited market was a concept initiated at Consultants Bureau in 1946 by the author, a concept that evolved over a period of several years amid trying circumstances. At each juncture, where it seemed the enterprise might fail, fresh thinking added further dimension. Even the potential threat that Robert Maxwell would either bury or swallow Consultants Bureau led to further orderliness in the end, not only of the process, but in international affairs, all the more remarkable since these events took place during and even at the height(s) of the Cold War, and without the possibility of intervention by any justice system or government influence. Earl Maxwell Coleman is the former president and CEO of the Plenum Publishing Corporation.  相似文献