Building Student Ownership and Responsibility: Examining Student Outcomes from a Research-Practice Partnership

Autor/inn/en	Cannata, Marisa; Redding, Christopher; Nguyen, Tuan D.
Titel	Building Student Ownership and Responsibility: Examining Student Outcomes from a Research-Practice Partnership
Quelle	In: Journal of Research on Educational Effectiveness, 12 (2019) 3, S.333-362 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cannata, Marisa) ORCID (Nguyen, Tuan D.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-5747
DOI	10.1080/19345747.2019.1615157
Schlagwörter	Ownership; Student Responsibility; Educational Practices; School Culture; Learner Engagement; Grades (Scholastic); Attendance Patterns; Behavior Problems; Program Implementation; Academic Achievement; Academic Failure; Student Characteristics; Theory Practice Relationship; High School Students; Educational Innovation; School Districts; Teamwork; Student Records; Student Development; Urban Schools + Suchen Sie Ihr Suchwort? Eigentum; Bildungspraxis; Schulkultur; Schulleben; Notenspiegel; Schulleistung; Theorie-Praxis-Beziehung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Instructional innovation; Bildungsinnovation; School district; Schulbezirk; Schülerakte; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	This article is situated at the intersection of two trends in education research: a growing emphasis on the importance of co-cognitive traits and the emergence of research-practice partnerships to more effectively scale effective practices. Our partnership focused on building student ownership and responsibility for their learning, which means creating school-wide practices that foster a culture of learning and engagement among students. We find no evidence of an overall relationship between the student ownership and responsibility innovation and student outcomes that is robust to model specification. However, when results are separated by school, two schools each saw increased student grades and fewer absences that persisted across both years of implementation. We also use qualitative data about the quality of implementation to understand how school-level engagement in the improvement partnership may be related to observed outcomes. [For the Grantee Submission of this article, see ED597729. For the full text version of this paper that was presented at the annual meeting of the Association of Education Finance and Policy in Denver, CO, March 17-19, 2016, see ED578800.] (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01