Doing Well and Being Well: Conceptions of Well-Being Among Academically Successful Adolescent Girls of Color in a Catholic School

This article reports the findings of an ethnographic study conducted in an urban Catholic high school, with a focus on girls of color. By giving voice to this regularly neglected group, this research gives us the opportunity to hear from girls of color and to learn firsthand of their successes, joys, and struggles. Academic achievement and psychological health are presented as goals for high school programs

Attributions for Success and Failure in Mathematics: A Comparative Study of Catholic and Public School Students

The documented higher performance of minority students in Catholic versus public schools raises questions about motivational factors that may underlie the impact of parochial education. This study examines attributions for success and failure and their relationship to mathematics achievement in a sample of African American, Latino, and Caucasian fifth- and sixth-grade public and Catholic school students. Results showed that relative to their public school peers minority students in Catholic schools endorsed attributions that were more adaptive for learning. Specifically: 1) Latino and African American Catholic school students were less likely to attribute success in mathematics to external factors, 2) Latino Catholic school students were more likely to attribute success to ability, and 3) African American Catholic school students were less likely to attribute failure to external factors. Further, for Latino students, Catholic but not public school membership was positively associated with mathematics achievement. Results are discussed in the context of school culture

Conceptualizing a Model for Teacher Team Learning: The Promise of Integration of Diversity of Perspectives During Team Learning

Many studies have emphasized that the integration of divergent perspectives is the central to teacher team learning, but it is difficult for teacher teams. This is because it is necessary to consider the multi-layers of team learning to foster the integration. However, existing research has focused only on a unidimensional aspect. Therefore, we conceptualize a comprehensive theoretical model for teacher team learning with focus on integration of perspective by incorporating multiple aspects, including (a) not only the cognitive dimension, but also the affective, relational and motivational dimensions and (b) not only a team level, but also a system (organizational) level

Leading adult learning : supporting adult development in our schools

xix, 344 hlm.: 25 c

Helping teachers learn : principal leardeship for adult growth and development

xxxvii, 208 hlm.: 25 c

Doing Well and Being Well: Conceptions of Well-Being Among Academically Successful Adolescent Girls of Color in a Catholic School

This article reports the findings of an ethnographic study conducted in an urban Catholic high school, with a focus on girls of color. By giving voice to this regularly neglected group, this research gives us the opportunity to hear from girls of color and to learn firsthand of their successes, joys, and struggles. Academic achievement and psychological health are presented as goals for high school programs

"I got your back":looking closely at women learners' collaboration and leadership in three studies

A brief narrative description of the journal article, document, or resource. This paper describes findings from three different research studies of diverse women learners. We used qualitative methodology to investigate how collaborative relationships among these women supported their learning and leadership development. The first study illuminates how women's leadership can emerge spontaneously. The second study indicates that student leadership is an essential component of collaborative classrooms. The third demonstrates how learners support one another in the absence of formal supports. Together, these studies suggest that collaboration can enhance learning and leadership for women learners in classrooms, programs, and outside of the ABE system

Attributions for Success and Failure in Mathematics: A Comparative Study of Catholic and Public School Students

The documented higher performance of minority students in Catholic versus public schools raises questions about motivational factors that may underlie the impact of parochial education. This study examines attributions for success and failure and their relationship to mathematics achievement in a sample of African American, Latino, and Caucasian fifth- and sixth-grade public and Catholic school students. Results showed that relative to their public school peers minority students in Catholic schools endorsed attributions that were more adaptive for learning. Specifically: 1) Latino and African American Catholic school students were less likely to attribute success in mathematics to external factors, 2) Latino Catholic school students were more likely to attribute success to ability, and 3) African American Catholic school students were less likely to attribute failure to external factors. Further, for Latino students, Catholic but not public school membership was positively associated with mathematics achievement. Results are discussed in the context of school culture