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A longitudinal phenomenographic investigation was conducted into a cultural change process at a secondary school. This change process positively influenced senior students' academic motivation, cognition, and achievement. The study involved a retrospective examination of the components of the change process and a specific investigation of how these components operated within the current senior-year cohort. Participants were 107 students and 6 teachers at a secondary boys school in Sydney, New South Wales (Australia). Some of the most salient components of the cultural change process were the establishment of an academic culture rewarding effort as well as achievement, the establishment of cooperative "team-based" approaches to the development of adaptive study skills and routines, and the development of effective and ongoing pastoral care procedures for students. The specific mechanisms through which these components influenced students included developing mastery goal orientations among students, facilitating students' interest in academic learning, and promoting the use of cognitive and metacognitive strategies. The study also demonstrates the usefulness and validity of researcher-practitioner collaborations in educational research in general and school improvement work in particular. (Contains 27 references.) (SLD)

Descriptors: Academic Achievement, Cognitive Processes, Educational Change, Educational Improvement, Foreign Countries, High School Seniors, High Schools, Longitudinal Studies, Males, Metacognition, School Culture, Secondary School Teachers, Student Motivation











Autor: Dowson, Martin; Cunneen, Tony

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=7930&id=ED427014







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