Total Immersion: Cultural shock or change?     

Peter Coleman 《Literacy》1992,26(2):48-50

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Unique Characteristics, Leadership Styles, and Management of Historically Black Colleges and Universities     

Joyce Coleman Nichols 《Innovative Higher Education》2004,28(3):219-229

Historically Black colleges and universities play a significant role in our nation's higher education system. Currently, there are 105 historically Black colleges operating in the United States. Over the years there have been many challenges for these institutions. Given the importance of these institutions, the purpose of this article is to explore and understand the leadership styles and management of the institutions and provide insight into how they might adapt their leadership styles to ensure that they not only survive but prosper. This article also highlights strategies suggested by former presidents of historically Black Colleges to ensure educational opportunities for African-American students and others.  相似文献   

Children's Classroom Peer Relationships and Early School Attitudes: Concurrent and Longitudinal Associations     

Gary W. Ladd  Cynthia C. Coleman 《Early education and development》1997,8(1):51-66

The purpose of this study was to further explore the linkage between children's early school attitudes and interpersonal features of the classroom, including children's relationships with classmates and their perceptions of these relationships. Participants included 102 kindergarten children (M age = 5.8 years) who were interviewed at the beginning and end of kindergarten to obtain measures of their school attitudes (i.e., school liking), classroom peer relationships (i.e., peer acceptance, mutual friendships), and peer relationship perceptions (i.e., perceived loneliness, peer support). Results showed that initial school liking was associated with all four measures of children's peer relationships; however, only the number of mutual friendships that children possessed in their classrooms predicted changes in school attitudes (gains) over time. Early school attitudes were linked to changes in children's peer perceptions; children who disliked school early in kindergarten were more likely to view classmates as unsupportive as the school year progressed. Results are discussed in terms of the potential impact that classroom peer relations may have on early school attitudes, and vice versa. Implications for educational policy are also considered.  相似文献   

Learning from history and experience: The evolution of an adult education centre     

Ursula Coleman 《Irish Educational Studies》2013,32(1):192-207

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Challenge or boredom? Gifted students’ views on their schooling     

James Gallagher  Christine C. Harradine  Mary Ruth Coleman 《Roeper Review》2013,35(3):132-136

Eight hundred seventy‐one academically gifted students from nine school districts in North Carolina were asked whether the classes they were taking challenged them and whether their schools’ climate and programs were appropriate and meeting their needs. The students generally agreed that special Academically Gifted and mathematics classes challenged them, but only about half of the students reported a similar satisfaction with their Science, Language Arts, and Social Studies classes. Consistent themes stated by the students about the curriculum's lack of challenge included a slow pace, too much repetition of already mastered information, inability to move on after mastering the regular curriculum, few opportunities to study topics of personal interest, and an emphasis on the mastery of facts rather than the use of thinking skills. Current policies of exclusive heterogeneous grouping at the Middle School level may have impacted the particular dissatisfaction of students from this group. Recommendations include the design of a more differentiated curriculum with a menu of service options and a teaching staff that has been properly prepared to deliver such curriculum.  相似文献   

Errata     

Coleman Sellers 《Journal of The Franklin Institute》1875,100(6):370

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Some Basic Problems of Consumer Education     

J. H. Coleman 《Clearing house (Menasha, Wis.)》2013,86(7):389-393

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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