Teacher Exit Survey Development Through a Researcher–Practitioner Partnership: A Collaborative Approach

2021 ◽  
Author(s):  
David Naff ◽  
Kimberly Good ◽  
Valeria Robnolt ◽  
Angela Allen ◽  
Meredith Parker ◽  
...  
Keyword(s):  
School Context ◽  
Reliability And Validity ◽  
Research Process ◽  
Community Context ◽  
Community Engaged Research ◽  
School Year ◽  
Exit Survey ◽  
Education Community ◽  
Study Team ◽  
Future Data

This article details the community-engaged research process employed by a researcher–practitioner partnership (RPP) to develop and pilot a common exit survey of teachers from participating school districts at the end of the 2018–2019 school year. This development occurred with input from school district representatives serving on a study team as well as through ongoing conversations with district human resource directors. There were three goals for this process: (1) to develop a common exit survey relevant to local needs with a strong conceptual framework, (2) to increase response rates and establish consistent administration practices in the region, and (3) to inform future data collection and analysis related to the broader RPP study on teacher retention. The resultant instrument articulated nine common categories of reasons for leaving based on analysis and adaptation of regional exit surveys: retirement, personal reasons, teacher preparation, compensation and benefits, career advancement/switch or higher education, community context, district context, school context, and testing and accountability context. Exit survey items are provided with reliability and validity information, and theoretical and practical implications are discussed.

Meanings of Reconciliation in the School Context

2006 ◽  
Vol 35 ◽  
pp. 68-77 ◽  
Author(s):  
Nina Burridge
Keyword(s):  
Aboriginal People ◽  
School Context ◽  
Community Context ◽  
Education Sector ◽  
Great Level ◽  
School Communities ◽  
Community Attitudes ◽  
Education Community ◽  
Using Data ◽  
Survey Responses

AbstractThis paper draws on findings from a major research project conducted between 1998 and 2000 on meanings of reconciliation in the school education sector. Using data collected from surveys and drawing from the community context in which schools exist, it explores and analyses meanings of reconciliation within school communities when the discourse of what constitutes reconciliation was at its peak. Survey responses were used to map the level of support for reconciliation and to identify what barriers existed to the teaching of reconciliation in schools. Responses were categorised into various themes which defined the type of meaning respondents had accrued to reconciliation. The overwhelming impression from this research is that Aboriginal and non-Aboriginal people aspire to a level of harmonious co-existence; what is less clear is the direction on how this can be achieved. There is a great level of support for reconciliation within the education community with almost no responses being overtly negative. Many of the comments can be seen as reflecting “soft” reconciliation perspectives. A prevailing theme of this research is that the harder issues of reconciliation are being ignored in favour of symbolic representations. What perhaps best distinguished the survey comments from the responses from the general community was the greater desire amongst the education sector for equitybased solutions and the need to redress past injustices through social justice action. There was a greater understanding of the link between past dispossession and current disadvantage and this required action through specific programmes, and education was seen as a major part of this. Given the current sociopolitical context, anecdotal indications suggest that reconciliation may reflect wider community attitudes and may be “off the agenda” in schools, except within the narrow parameters of Department of Education requirements for activities or celebrations during NAIDOC or Reconciliation weeks.

scholarly journals What makes or breaks higher education community engagement in the South African rural school context: A multiple-partner perspective

2017 ◽  
Vol 13 (2) ◽  
pp. 177-196 ◽  
Author(s):  
Eugene Gabriel Machimana ◽  
Maximus Monaheng Sefotho ◽  
Liesel Ebersöhn
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Community Engagement ◽  
School Context ◽  
Secondary Analysis ◽  
Rural School ◽  
Multiple Partner ◽  
Social Challenges ◽  
Education Community ◽  
Wide Range

The purpose of this study is to inform global citizenship practice as a higher education agenda by comparing the retrospective experiences of a range of community engagement partners and including often silent voices of non-researcher partners. Higher education–community engagement aims to contribute to social justice as it constructs and transfers new knowledge from the perspectives of a wide range of community engagement partners. This qualitative secondary analysis study was framed theoretically by the transformative–emancipatory paradigm. Existing case data, generated on retrospective experiences of community engagement partners in a long-term community engagement partnership, were conveniently sampled to analyse and compare a range of community engagement experiences ( parents of student clients ( n = 12: females 10, males 2), teachers from the partner rural school ( n = 18: females 12, males 6), student-educational psychology clients ( n = 31: females 14, males 17), Academic Service-Learning ( ASL) students ( n = 20: females 17, males 3) and researchers ( n = 12: females 11, males 1). Following thematic in-case and cross-case analysis, it emerged that all higher education–community engagement partners experienced that socio-economic challenges (defined as rural school adversities, include financial, geographic and social challenges) are addressed when an higher education–community engagement partnership exists, but that particular operational challenges (communication barriers, time constraints, workload and unclear scope, inconsistent feedback, as well as conflicting expectations) hamper higher education–community engagement partnership. A significant insight from this study is that a range of community engagement partners experience similar challenges when a university and rural school partner. All community engagement partners experienced that higher education–community engagement is challenged by the structural disparity between the rural context and operational miscommunication.

scholarly journals Towards the development of a DSS supporting the integration of crowdsourcing in theory testing: Analytical framework design

2020 ◽  
Author(s):  
I Enwereuzo ◽  
Pedro Antunes ◽  
David Johnstone
Keyword(s):  
Information Systems ◽  
Design Science ◽  
Reliability And Validity ◽  
Analytical Framework ◽  
Research Process ◽  
Theory Testing ◽  
Analytic Framework ◽  
Framework Design ◽  
Internet Users ◽  
Insight Into

© 2019 Association for Information Systems. All rights reserved. Crowdsourcing can be an adopted strategy for researchers where tasks are distributed to internet users to harness different forms of data, which adds to the reliability and validity of the research process. As theory testing is an essential part of the research process, involving activities that most times needs input from different and diverse participants, the need to consider adopting the crowdsourcing strategy for theory testing is paramount. Adopting a design science paradigm to manage this challenge, we design an analytic framework which comprises of important attributes that need to be considered if crowdsourcing is to be used for any of the theory testing activities. The framework which was justified using sample cases gives us an insight into what attributes make such activity crowdsource-able. The value of this artefact lies in its capacity to help researchers utilize crowdsourcing to their advantage.

scholarly journals Reflections From Co-Researchers With Intellectual Disability: Benefits to Inclusion in a Research Study Team

2018 ◽  
Vol 56 (4) ◽  
pp. 251-262 ◽  
Author(s):  
Brittany St. John ◽  
Iulia Mihaila ◽  
Katelyn Dorrance ◽  
Leann Smith DaWalt ◽  
Karla K. Ausderau
Keyword(s):  
Intellectual Disability ◽  
Action Research ◽  
Participatory Action Research ◽  
Research Participation ◽  
Research Process ◽  
Participatory Action ◽  
Research Staff ◽  
Study Team ◽  
Academic Faculty ◽  
The Impact

Abstract Participatory action research methodologies may empower and protect marginalized individuals; however, they remain underutilized. Limited studies have investigated the impact of participatory action research, specifically on individuals with intellectual disability (ID). This study examines (1) the perspectives of co-researchers with ID on their involvement in the research process and (2) the feasibility of their inclusion based on perspectives of research staff (academic faculty and graduate students without ID). Three co-researchers with ID were interviewed regarding their research participation. Thematic analysis of interviews identified four themes: (1) Shared Experience of Disability, (2) Teaching and Guidance, (3) Acquisition of Skills and Knowledge, and (4) Value of Participation. Research staff reviewed field notes and identified benefits and challenges to feasibility of including co-researchers with ID. Inclusion of co-researchers with ID was found to be both meaningful and feasible.

scholarly journals 4244 A Community Partnered Research Approach to Promote Health Equity in Diverse Families

2020 ◽  
Vol 4 (s1) ◽  
pp. 76-76
Author(s):  
Minerva Orellana ◽  
Linsey Jackson ◽  
Numra Bajwa ◽  
Melody Ouk ◽  
Norman Harrington ◽  
...  
Keyword(s):  
Capacity Building ◽  
Health Equity ◽  
Health Belief ◽  
Research Process ◽  
Research Approach ◽  
Non Profit ◽  
Diverse Families ◽  
Community Engaged Research ◽  
Building Community ◽  
Belief Model

OBJECTIVES/GOALS: Youth and Families Determined to Succeed (YFDS), a non-profit organization in Hennepin County, MN, provides programs to address health disparities and increase health equity in diverse families. The objective of this capacity building community engaged research study was to identify factors and opportunities to expand YFDS. METHODS/STUDY POPULATION: A community partnered participatory research framework using 3 community engaged (CE) studies was conducted. This structured research process involves a facilitated discussion with a presentation on YFDS programming and a guided discussion with YFDS stakeholders. The theoretical foundation included constructs from the Model of Improvement and Health Belief Model. A trained qualitative research team led the discussion, took detailed notes, and used traditional content analysis to thematically code the notes (n = 29 pages). The studios were not audio recorded for confidentiality. Preliminary findings were presented to YFDS leadership with plans to present the results to YFDS stakeholders and families. RESULTS/ANTICIPATED RESULTS: A total of 16 YFDS past and current members participated in the studios. The average age was 42.5 years with 69% female and 75% black participants. The main themes were YFDS programming, outreach, and partnership. Participants mentioned YFDS youth “gained confidence”, found an additional family, and suggested ways to increase outreach and partnerships. Participants suggested YFDS increase their social media presence, create multicultural programing, partner with faith based organizations and schools, and determine new ways to evaluate health, social, and athletic gains. DISCUSSION/SIGNIFICANCE OF IMPACT: YFDS has positively impacted the lives of their families. With the use of CE studios, we have the opportunity to hear the voices of the members impacted that is necessary for capacity building community engaged research. We were able to find factors that made YFDS successful and suggestions to better improve and to increase positive wellness gains.

scholarly journals Hey, Hey, Hey—Listen to What I Gotta Say: Songs Elevate Youth Voice in Alberta Wildfire Disaster Recovery

2019 ◽  
Vol 5 (2) ◽  
pp. 181-194 ◽  
Author(s):  
Tamara Plush ◽  
Robin Cox
Keyword(s):  
Social Media ◽  
Research Process ◽  
Media Campaign ◽  
Youth Engagement ◽  
Youth Voice ◽  
Fort Mcmurray ◽  
Community Engaged Research ◽  
Personal Experiences ◽  
Original Songs ◽  
Post Disaster

Music pulses emotion in its lyrics, its tune, and in the creative process.A song can move people to dance, to reflect, and—often—to act. For an artist, a song’s creation can also reveal and clarify one’s own emotions. When people listen, a song can legitimize that the artists have something valuable to say—especially when the artists are youth who believe their ideas need a wider audience. This article talks about the power of song for youth recovery post-disaster in the context of the 2016 Fort McMurray wildfire disaster in Alberta, Canada. It highlights the use of music in a community-engaged research project that aimed to understand and amplify youth ideas for improving their community. The article draws on the value of Youth-Adult Partnerships, where eight youth worked with a professional recording studio in the wildfire-affected community to produce original songs for a youth-centric social media campaign. Focusing on the youths’ songs and personal experiences of their development, the article offers ways forward for wildfire recovery through processes that strengthen youth voice and wellbeing. The community-engaged research process underscores the power of music creation as an empowering method for enhancing youth engagement and reveals youths’ insights through their musical reflections on their priorities for a resilient community after disaster.

scholarly journals Peers Matter: Links Between Classmates’ and Individual Students’ Executive Functions in Elementary School

AERA Open ◽  
2019 ◽  
Vol 5 (1) ◽  
pp. 233285841982943 ◽  
Author(s):  
Jenna E. Finch ◽  
Elisa B. Garcia ◽  
Michael J. Sulik ◽  
Jelena Obradović
Keyword(s):  
Elementary School ◽  
Executive Functions ◽  
Middle Childhood ◽  
Processing Speed ◽  
School Success ◽  
School Context ◽  
School Age Children ◽  
School Age ◽  
School Year

Students’ executive functions (EFs) are linked to school success. Although school-age children spend much of their time interacting with peers, few studies have explored how children’s classmates may promote EF development in elementary school. In this study, we test whether mean levels and variability in classmates’ EF skills are associated with growth in individual students’ accuracy and speed on EF tasks among third, fourth, and fifth graders (N = 806). We find that classmates’ speed, but not accuracy, on EF tasks is linked to significant improvements in individual students’ EFs over the school year. Classmates’ average EFs, as indexed by faster accurate responses on EF tasks, are associated with improvements in individual students’ speed on EF tasks. These results were robust to the inclusion of individual students’ general processing speed. In contrast, variability in classmates’ accuracy and speed on EF tasks was not associated with individual students’ EF growth. Our results highlight the role of peers and the school context for EF development in middle childhood.

Thinking with Deconstruction: Book-Adult-Child Events in Children's Literature Research

2019 ◽  
Vol 41 (2) ◽  
pp. 185-201
Author(s):  
Justyna Deszcz-Tryhubczak
Keyword(s):  
Children's Literature ◽  
Sense Of Belonging ◽  
Children’S Literature ◽  
Adult Child ◽  
Research Process ◽  
Decision Makers ◽  
Utopian Literature ◽  
Literature Research ◽  
School Year ◽  
Alternative Communities

As Nathalie op de Beeck (2018) has recently pointed out, children's literature scholars need to forge more meaningful connexions between ecoliteracy and environmental action to create possibilities for achieving environmental justice. I propose that we achieve this goal by (auto-)deconstructing our research practices and subjectivities through promoting the participation of children as active contributors to all elements of the research process. Such approaches enable young decision-makers to engage with one another, with books and with the world through ethics of interconnectivity. I see such praxis as exemplifying deconstructive events and discuss their emergence in Shaping a Preferable Future: Children Reading, Thinking and Talking about Alternative Communities and Times (ChildAct), a project I co-conducted with children in Cambridgeshire, UK, in the school year 2017–2018. The project centered on child-adult collaboration towards a better understanding of how utopian literature shapes ideas for preferred futures, how these ideas evolve in readers’ encounters with their localities and how they call readers into action. As I show, ChildAct testifies to the possibility of de-centering children's literature research towards a field promoting a shared sense of belonging to and responsibility for our world.

scholarly journals Two new scales in the field of couples and marriage counseling: The inclusion of other in the self scale and Turkish self-change in romantic relationships scale

2018 ◽  
Vol 48 ◽  
pp. 01053 ◽  
Author(s):  
Duygu Dincer ◽  
Halil Eksi ◽  
Arthur Aron
Keyword(s):  
Romantic Relationships ◽  
Cultural Context ◽  
Romantic Relationship ◽  
Reliability And Validity ◽  
Research Process ◽  
The Self ◽  
Relational Self ◽  
Validity And Reliability ◽  
Good Reliability ◽  
Third Stage

This study had two aims. One aim was to adapt the Inclusion of Other in the Self (IOS) Scale into the Turkish cultural context. The second aim was to develop the Turkish Self-Change in Romantic Relationships Scale (TSCRRS) based on the existing Relational Self-Change Scale. The research process for this study consisted of four stages. In the first stage, forward-backward translation of the IOS Scale was performed to determine bilingual equivalence. In the second stage, an item-pool was created to measure self-change in romantic relationships. In the third stage, data were collected to determine the reliability and validity of the TSCRRS (N = 426). In the fourth stage, new data were collected to determine the validity and reliability of the IOS Scale and the TSCRRS (N = 348). All of the participants were in a romantic relationship. The findings revealed that both the TSCRRS and the IOS Scale have good reliability and validity.

scholarly journals A Validation Study of Classroom Assessment Scoring System–Secondary in the Finnish School Context

2017 ◽  
Vol 38 (6) ◽  
pp. 849-880 ◽  
Author(s):  
T. E. Virtanen ◽  
E. Pakarinen ◽  
M.-K. Lerkkanen ◽  
A.-M. Poikkeus ◽  
M. Siekkinen ◽  
...  
Keyword(s):  
Organizational Support ◽  
Scoring System ◽  
Classroom Assessment ◽  
School Context ◽  
Reliability And Validity ◽  
The United States ◽  
Classroom Assessment Scoring System ◽  
Related Stress ◽  
Trained Observers ◽  
Original Class

This study examined the reliability and validity of the Classroom Assessment Scoring System–Secondary (CLASS-S) in Finnish classrooms. Trained observers coded classroom interactions based on video recordings of 46 Grade 6 classrooms (450 cycles). Concurrent associations were investigated with respect to teacher self-ratings (e.g., efficacy beliefs and teaching-related stress). Confirmatory factor analysis showed that the hypothesized three-factor structure of the original CLASS-S (Emotional Support, Organizational Support, and Instructional Support), with some modifications, provided a better fit for the data compared with one- and two-factor structures. Structural validity was demonstrated by mostly high factor loadings. Except for two interrater intraclass correlations, all item, scale, and interrater reliabilities were either acceptable or good. The study found some evidence for concurrent associations between the three CLASS-S factors and teacher self-ratings. The results provide evidence of the applicability of the CLASS-S instrument in educational contexts (Finland) outside the United States.

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