Collaboration as a Means to Building Capacity: Results and Future Directions of the National Girls Collaborative Project

Marra, Rose M.; Peterson, Karen; Britsch, Brenda

doi:10.1615/jwomenminorscieneng.v14.i2.10

Cited by 10 publications

(9 citation statements)

References 8 publications

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“…Various studies show that the collaboration activities which are carried out take place through a wide range of areas and repeated relationships due to the needs of the students. In this study, the findings obtained through three different approaches have verified this as well ( [58], [62], [83]). In the study, the collaboration relationship network between the educational organizations at the city center have been analyzed in-depth and the collaboration activities carried out in ten different subjects and the collaboration levels have been analyzed by revealing both the whole network's structural characteristics and the individual network relationships.…”

Section: Resultssupporting

confidence: 77%

“…According to Slater and Ravid [75], collaboration takes place in various areas such as sharing of information and sources between schools and other organizations, consultation, support, solidarity, activities related to school developmentreforms and sharing of views. In the evaluation carried out by Marra, Peterson and Britsch [62] of the national project on the development of collaboration among girls, it has been stated that collaboration between all social organizations and project partners in the realization of projects can be used as a lever and a collaboration model has been suggested. As it can be seen, schools' collaboration relationships with their environments take place in various subjects and manners.…”

Section: Inter-organizations Collaboration and Social Network Theory mentioning

confidence: 99%

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The Effect of the Position of Educational Organizations within the Social Network on Their Collaboration Levels

Uğurlu¹

2016

ujer

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In this research, it has been aimed to determine the opinions of administrators serving in the public education organizations at the central districts of Sinop on inter-organizations collaboration (collaboration levels). The study, in the descriptive survey model, has been carried out by a mixed research approach where qualitative, quantitative and social network analyses have been used collectively. At the qualitative phase of the research, 36 school administrators have been interviewed, and then the interview inventory has been subjected to content analysis. In the social network analysis phase of the research, the Collaboration Levels Scale developed by the researcher has been applied to 36 school administrators. The obtained data have been analyzed in the UCINET 6.0 software. The density, structural holes, centrality degrees of the responses of the administrators to the items included in the scale have been calculated and network maps have been generated. In the quantitative phase of the research, whether the positional characteristics of the administrators within the organization and network demonstrated variations depending on variables or not has been analyzed with the Mann-Whitney U and Kruskall Wallis Test, since the distribution was not normal. According to the conclusions reached in the study, 36 education institutions have established a collaboration network of 68 actors, including themselves. From these organizations, 39 are education organizations, while 29 are public, private sector and non-governmental organizations. All education organizations at the provincial center have established a collaboration network. There are no isolated organizations. According to the density analysis, 57% of the maximum relations that the organizations could achieve among themselves, has been established. Accordingly, the education organizations have both close and distant connections within the collaboration network. According to the research findings, the education organizations at the provincial center display a structure that is very close within themselves -but closed to the outside. While the areas where the collaboration potential could be used the most in proportion are data sharing, financial resources sharing and administrator opinion exchange, the lowest levels have materialized in working on a common project, institutional health and safety. Among the collaboration levels, from the five levels that are networking, cooperation, coordination, coalition and collaboration, the highest achieved collaboration is the collaboration level. In conclusion, meaningful differentiations have been determined between collaboration subjects and levels, depending on the positions of the organizations within the network (central actor, effectiveness level and betweenness condition). Positions within the network have an impact on the collaboration levels of organizations.

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Section: Resultssupporting

confidence: 77%

Section: Inter-organizations Collaboration and Social Network Theory mentioning

confidence: 99%

The Effect of the Position of Educational Organizations within the Social Network on Their Collaboration Levels

Uğurlu¹

2016

ujer

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“…Future research should also investigate how to extend scaffolding's reach to benefit underrepresented groups in STEM, a very important goal (Ceci, Williams, & Barnett, 2009;Syed, Azmitia, & Cooper, 2011;Thoman, Smith, Brown, Chase, & Lee, 2013). This could be pursued through a combination of strategies: look at the differences between scaffolds that work well among underrepresented groups, and those that are not as effective, examine the literature on designing effective instructional supports for members of underrepresented groups (Cuevas, Fiore, & Oser, 2002;Marra, Peterson, & Britsch, 2008), examine the literature on universal design for learning (Rao, Ok, & Bryant, 2014;Scott, Mcguire, & Shaw, 2003), and examine whether there are differences in how students from underrepresented groups are using scaffolds that could explain lower effectiveness (Belland & Drake, 2013).…”

Section: Resultsmentioning

confidence: 99%

Conclusion

Belland¹

2016

Instructional Scaffolding in STEM Education

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In this chapter, I conclude this book on computer-based scaffolding in science, technology, engineering, and mathematics (STEM) education. I note the overall effect size point estimate for scaffolding-g = 0.46-and compare that to other effect size estimates in the literature. I summarize the wide variation in contexts in which and learner populations among which scaffolding is used, as well as note the characteristics along which the magnitude of scaffolding's impact does not vary-contingency, generic versus context specific, and intended learning outcome-as well as characteristics along which it does-problem-centered model with which scaffolding is used, and grade level and learner characteristics. I also note areas in which more research is needed-motivation scaffolding, scaffolding for students with learning disabilities, and scaffolding in the context of projectbased and design-based learning.

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“…Further research is needed to examine how to design and deploy computer-based scaffolding so as to increase its efficacy among underrepresented groups. There may also be a need to develop versions of scaffolds that draw on strategies known to be effective among the underrepresented groups (Cuevas et al, 2002;Lynch, 2001;Marra et al, 2008). It is clear from the literature that this is possible, as some studies have shown that specific scaffolds are more effective among lower-achieving and lower-SES middle school students than among higher-achieving and average-to-higher-SES students (Belland et al, 2011;Belland, Gu, Armbrust, et al, 2015;Belland, Gu, Kim, et al, 2015).…”

Section: Results From the Meta-analysismentioning

confidence: 99%

Context of Use of Computer-Based Scaffolding

Belland

2016

Instructional Scaffolding in STEM Education

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The contexts in which computer-based scaffolding is used can vary widely. Such variation is by learner population (e.g., grade level and other characteristics such as achievement level and socioeconomic status), subject matter (i.e., science, technology, engineering, and mathematics), and instructional model with which scaffolding is used (e.g., design-based learning and problem-based learning). I describe these variations, and note accompanying variations in effect size estimates. Notably, scaffolding had its strongest impact when students were (a) at the adult level, (b) engaged in project-based learning or problem solving and (c) from traditional learner populations. Rationale for this ChapterTo begin this chapter, it is important to discuss the need for a consideration of the context of use of computer-based scaffolding. After all, in its original definition, scaffolding was provided on a one-to-one basis to toddlers who engaged in unstructured problem-solving (Wood, Bruner, & Ross, 1976). All structure to the problem-solving activity was provided by the scaffolding process itself. This was practical when there was one teacher for each student, but lost its practicality as a single source of support when using scaffolding in formal schooling. After all, when a teacher can work on a one-to-one basis with one student for an unlimited time span, the teacher can continually assess what structure is needed, and provide it. This is hard to beat in terms of effectiveness. But in formal school settings, teachers very rarely have this opportunity. So, as researchers turned their attention to how instruction could be centered on problem-solving in formal education, it was important to think about additional ways to provide structure to student learning in 56 3 Context of Use of Computer-Based Scaffolding this context (Palincsar & Brown, 1984;Schmidt, Rotgans, & Yew, 2011). This was often accomplished by pairing scaffolding with formal problem-centered instructional models (e.g., inquiry-based learning and problem-based learning; Crippen & Archambault, 2012;Hmelo-Silver, Duncan, & Chinn, 2007;Kolodner et al., 2003). Such formal, problem-centered instructional models needed to be paired with support for students' reasoning abilities, and instructional scaffolding (one-to-one and, later, computer-based and peer scaffolding) fit such a need nicely.A natural question is whether the specific problem-centered instructional model with which scaffolding is used influences scaffolding's efficacy. This is an empirical question. It is beyond the scope of this book to investigate variations in the efficacy of one-to-one scaffolding and peer scaffolding based on the specific problem-centered instructional model with which it is used. But I do investigate how the efficacy of computer-based scaffolding varies based on the problem-centered instructional model with which it is used.Deploying scaffolding in formal education environments also entailed an expansion of the age groups with which scaffolding was used. Computer-based...

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Collaboration as a Means to Building Capacity: Results and Future Directions of the National Girls Collaborative Project

Cited by 10 publications

References 8 publications

The Effect of the Position of Educational Organizations within the Social Network on Their Collaboration Levels

The Effect of the Position of Educational Organizations within the Social Network on Their Collaboration Levels

Conclusion

Context of Use of Computer-Based Scaffolding

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