Creating Small Learning Communities: Lessons From the Project on High-Performing Learning Communities About “What Works” in Creating Productive, Developmentally Enhancing, Learning Contexts

Felner, Robert D.; Seitsinger, Anne; Brand, Stephen; Burns, Amy; Bolton, Natalie

doi:10.1080/00461520701621061

Cited by 69 publications

(67 citation statements)

References 18 publications

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“…Hence, we are prone to believe that support measures, planned and implemented in accordance with individual student's needs, scaffold social and cognitive development better (Cole, 1996;Rogoff, 2003;Vygotsky, 1993;Wertsch, 1991), therefore opening up space for academic progress and improved wellbeing (e.g. Felner et al, 2007;Slavin, Madden, & Leavy, 1984).…”

Section: Discussionmentioning

confidence: 99%

“…For example, for each repeated grade, school dropout probability increases by four times (Ferić, Milas & Rihtar, 2010). The findings also indicate that interventions and changes in the school based on the needs of students, which lead to the creation of school environment in the form of "small learning communities", contribute to the welfare of students, higher students' achievement, and the reduction of dropout (Felner et al, 2007).…”

Section: Measures In the Dropout Prevention Model Dpm In Serbian Scmentioning

confidence: 99%

“…Additionally, the schools which are not sufficiently inclusive and do not promote the atmosphere of wellbeing, peer acceptance and cooperation between students, indirectly "lead" certain students towards dropout, especially those who, for other reasons (e.g. poverty) are already at risk of leaving the school (Felner, Seitsinger, Brand, Burns & Bolton, 2007;Lee & Burkam, 2003). Dropout rates were shown to be lower in schools with better teachers (based on the evaluation of students) while the dropout rate was higher in the schools with a larger number of students from marginalised groups, the schools with a larger number of students in general (over 900 students), the schools with higher grade repetition rate, the schools situated in larger urban centres, as well as in the schools where teachers' salaries were lower (Rumberger & Thomas, 2000).…”

Section: Measures In the Dropout Prevention Model Dpm In Serbian Scmentioning

confidence: 99%

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Effectiveness of individualised support measures in the dropout prevention model (DPM) in Serbian schools

Jovanovic¹,

Markovic-Cekic²,

Jokic³

et al. 2017

Psihol istra

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The purpose of this paper was to evaluate the effectiveness of individualised support measures within the Dropout Prevention Model (DPM) after two years of implementation in 10 pilot schools in the seven most vulnerable municipalities in Serbia. The core activities within the DPM identification of students at risk of dropping out were the calculation of the Risk Index (RI) for each of them, and the development of the Individual Plans for Dropout Prevention (IPDPs) as a tool for sustainable planning and provision of support to at-risk students. The sample consisted of 450 students with IPDPs from the pool of 5,884 students with the calculated RI. The evaluation of individualised support measures was conducted through quasi-experimental design at different time points, a qualitative analysis of structural aspects of IPDPs and the examination of the relationship of categories of measures and risk factors, RI and key indicators. Results demonstrate desirable effects of the individualised measures on the prevention of dropout. The Instrument for identification of students at risk of dropout showed high sensitivity for students at very high dropout risk. Only 5% of the students at very high dropout risk for whom IPDPs were developed dropped out of school after two years of implementation of the DPM. Further analysis of the correspondence between the types of support in IPDPs showed a good adjustment to the types of 1 The DPM has been developed during the UNICEF/Centre for Education Policy project "Combating early school leaving in Serbia through effective dropout prevention and intervention measures at the school level".

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Section: Discussionmentioning

confidence: 99%

Section: Measures In the Dropout Prevention Model Dpm In Serbian Scmentioning

confidence: 99%

Section: Measures In the Dropout Prevention Model Dpm In Serbian Scmentioning

confidence: 99%

See 1 more Smart Citation

Effectiveness of individualised support measures in the dropout prevention model (DPM) in Serbian schools

Jovanovic¹,

Markovic-Cekic²,

Jokic³

et al. 2017

Psihol istra

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“…Collaborative learning has been found to give students the benefits of student motivation and confidence (Felner et al, 2007).…”

Section: Significant Studiesmentioning

confidence: 99%

Collaborative Learning in College English Teaching at Sport Universities

Liu¹,

Zhou²

2015

Proceedings of the 2015 International Conference on Social Science, Education Management and Sports Education

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“…This is a question about the kind of environment they can create when organizing and developing teaching and learning activities for their students. Researchers have tried to answer it studying the kinds of classroom goal structure (Midgley et al, 2000), of classroom motivational climate (Alonso-Tapia & Fernández, 2008;Ames, 1992) or of teaching practice (Felner, Seitsinger, Brand, Burns, & Bolton, 2007;Urdan & Turner, 2005;Wigfield & Wentzel, 2007) that most promote motivation and learning, that favour greater student's satisfaction and that best prevent the appearance and consolidation of disruptive behaviors.…”

Section: Palabras Clave: Diferencias Individuales En Motivación Oriementioning

confidence: 99%

Differences between Immigrant and National Students in Motivational Variables and Classroom-Motivational-Climate Perception

Alonso‐Tapia

Rueda

2012

Span. j. psychol.

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Esta es la versión de autor del artículo publicado en: This is an author produced version of a paper published in: El acceso a la versión del editor puede requerir la suscripción del recurso Access to the published version may require subscription AbstractThe objective of this study is to see whether Immigrant (IM) and Spanish (National) students (SP) need different kinds of help from teachers due to differences in motivation, family expectancies and interests and classroom-motivational-climate perception. A sample of Secondary Students -242 Spanish and 243 Immigrants-completed questionnaires assessing goal orientations and expectancies, family attitudes towards academic work, perception of classroom motivational climate and of its effects, satisfaction, disruptive behavior and achievement. ANOVAs showed differences in many of the motivational variables assessed as well as in family attitudes. In most cases, Immigrant students scored lower than Spanish students in the relevant variables. Regression analyses showed that personal and family differences were related to student's satisfaction, achievement and disruptive behavior.Finally, multi-group analysis of classroom-motivational-climate (CMC) showed similarities and differences in the motivational value attributed by IM and SP to each specific teaching pattern that configure the CMC. IM lower self-esteem could explain these results, whose implications for teaching and research are discussed. Keywords: individual differences in motivation, goal orientations, classroom-motivationalclimate, educational expectations, multi-cultural psychology. RESUMENEl objetivo de este es estudio es examinar si los estudiantes inmigrantes (IM) y los (nacionales) españoles (SP) necesitan diferentes tipos de ayudas de sus profesores debido a las diferencias que pueda haber entre ellos en motivación, expectativas familiares, intereses y percepción del clima motivacional de clase. Una muestra de alumnos de Secundaria -242 españoles y 243 inmigrantes-completaron cuestionarios que evaluaban su orientación a metas, sus expectativas, las actitudes familiares hacia el trabajo escolar, la percepción del clima motivacional de clase y sus efectos, su nivel de satisfacción escolar, la conducta disruptiva y los logros académicos. Varios ANOVAs pusieron de manifiesto las diferencias en muchas de las variables motivacionales evaluadas así como en las actitudes familiares. En la mayoría de los casos los inmigrantes puntuaron más bajo que los españoles en las variables relevantes. Asimismo, los análisis de regresión mostraron que las diferencias personales y familiares se relacionaban con la satisfacción de los alumnos, su rendimiento y sus conductas disruptivas. Finalmente, el análisis multigrupo del Clima Motivacional de Clase (CMC) puso de manifiesto las semejanzas y diferencias entre el valor motivacional atribuido por los IM y los SP a cada una de las pautas docentes que configuran el CMC. La menor autoestima de los IM podría explicar estos resultados cuyas implicaciones para la enseñanza se ...

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Creating Small Learning Communities: Lessons From the Project on High-Performing Learning Communities About “What Works” in Creating Productive, Developmentally Enhancing, Learning Contexts

Cited by 69 publications

References 18 publications

Effectiveness of individualised support measures in the dropout prevention model (DPM) in Serbian schools

Effectiveness of individualised support measures in the dropout prevention model (DPM) in Serbian schools

Collaborative Learning in College English Teaching at Sport Universities

Differences between Immigrant and National Students in Motivational Variables and Classroom-Motivational-Climate Perception

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