Assessing the Outcomes of School-Based Partnership Resilience Intervention

Autor/inn/en	Mampane, Ruth; Huddle, Christelle
Titel	Assessing the Outcomes of School-Based Partnership Resilience Intervention
Quelle	In: South African Journal of Education, 37 (2017) 1, Artikel 1412 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Mampane, Ruth) ORCID (Huddle, Christelle)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Program Effectiveness; Partnerships in Education; Intervention; Resilience (Psychology); Mixed Methods Research; Academic Achievement; Rural Schools; Teacher Attitudes; Secondary School Students; Educational Environment; Semi Structured Interviews; Scores; Achievement Tests; Grade 9; Grade 10; Grade 11; Foreign Countries; At Risk Students; South Africa + Suchen Sie Ihr Suchwort? Hochschulpartnerschaft; Schulleistung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Lehrerverhalten; Sekundarschüler; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; School year 09; 9. Schuljahr; Schuljahr 09; School year 11; 11. Schuljahr; Schuljahr 11; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This study reports on the outcomes of educational psychology school-based intervention. The aim was to determine whether the intervention served as an educational pathway to resilience. Through a concurrent mixed-methods research design interpreted through a pragmatic lens, academic school performance of students in a rural school was used as an outcome variable to gauge educational resilience in relation to educational psychology-rural school intervention. Quantitatively, academic document sampling from two student cohorts were sampled (n = 53). Qualitatively, knowledgeable teachers from the school (n = 2) were interviewed to gain more in-depth knowledge of the perceptions of academic performance and intervention. The data analysis techniques consist of descriptive statistics and t-tests on the sampled data, and thematic analysis of interview transcripts. As evidenced, research findings suggest that partnership intervention to increase pathways to socioemotional competence and educational pathways to influence academic performance of students was not significant. The findings further suggest that partnership intervention certainly holds numerous benefits, yet in this case, they are not directly evidenced in the performance of students. Quantitative academic performance scores are poor indicators of school-based intervention outcomes; we recommend that future research should include qualitative student self-report. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Tel: +27-12-420-5798; Fax: +27-12-420-5511; Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01