Recent attention on partnerships between researchers and practitioners highlights the potential of these relationships to provide high-quality usable knowledge for improving schools. But how do we translate guiding partnership principles into specific actionable steps? How do we build and maintain an effective partnership? How do we reconcile and integrate multiple partnership frameworks to establish a coherent set of partnership activities? How do we evaluate partnership progress and outcomes? Building on the recent insightful work on partnerships, we offer a framework for planning, building, implementing, and monitoring partnerships, based on the literature and our experiences in a partnership between a university-based school of education at a major research university and the research office of a big-city school district. Using a theory describing attributes that define a policy’s strength, we propose an organizing framework to transform insights about partnerships into concrete activities and mechanisms to help achieve the potential of these partnerships to use research to improve schooling.
This study proposes an empirically grounded theory of how school reform implementation relates to effectiveness, useful for developing and studying many approaches to school reform both in the U.S. and abroad, and also for assessing how policymakers and implementers might leverage various aspects of implementation to create effective school improvement models at scale. Guided by a new framework that links Bryk and colleagues’ (2010) five essential supports and as reported by Desimone’s (2002) adaptation of Porter and colleagues’ (1986) policy attributes theory, we use a mixed-methods approach to study the implementation and effectiveness of school turnaround efforts in the School District of Philadelphia. We explore the relationships among key turnaround model components, approaches to model implementation, and academic achievement using a matched comparison design and estimating a series of regressions. Qualitative methods are used to contextualize findings and offer explanatory hypotheses.
As part of a national effort to improve reading levels, spontaneous speech samples were collected from 630 Latino, African American, and white children in grades 2 through 4 in Georgia, California, and Pennsylvania. In this study, data was used from 126 Latinos, and a comparison group of 28 African American and 28 white children to study their use of 3rd person possessive pronouns, periphrastic of possessives, and attributive-s possessives. It was found that Latino children confused his for her and her for his; used more periphrastic of constructions; and omitted the attributive-s marker in noun ϩ-s ϩ noun constructions. Multivariate analyses revealed that beyond Spanish influence, speaker sex, language origin, and grade also affected the expression of possession. Most striking are the differences according to speaker sex, and between Mexican and Puerto Rico origin children, which are considered in light of the closer relationship between Puerto Ricans and African Americans in Philadelphia.
This study investigates variation in the prosodic system of Spanish in the speech of three generations of Mexican Americans living in a Mexican American-majority community in South Texas, United States, characterized by high levels of bilingualism and long-term, sustained contact between languages. Low and Grabe’s (1995) Pairwise Variability Index was used to quantify prosodic rhythm in the Spanish and the English of community members across generations in order to: (1) assess differences between contact and non-contact varieties of Spanish, (2) investigate the cross-generational stability of prosodic rhythm in the community, and (3) ascertain the type of influence from English, if any, on Spanish prosody. Findings show that while the oldest generations maintain separate systems of rhythm in Spanish and English, the youngest generation demonstrates prosodic convergence.
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