Relevant bibliographies by topics / Self-inquiry

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Self-inquiry'

Author: Grafiati
Published: 4 June 2021
Last updated: 19 February 2022

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Journal articles on the topic "Self-inquiry"

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Larsson, Bo. "Review of Self inquiry." Psychoanalytic Psychology 3, no. 3 (1986): 277–80. http://dx.doi.org/10.1037/h0085107.

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Smith, Barry, and Harald Delius. "Self-Awareness: A Semantical Inquiry." Philosophy and Phenomenological Research 46, no. 1 (September 1985): 170. http://dx.doi.org/10.2307/2107663.

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HUNTER, J. F. M. "Self-Awareness: A Semantical Inquiry." Philosophical Books 23, no. 3 (February 12, 2009): 191–92. http://dx.doi.org/10.1111/j.1468-0149.1982.tb00181.x.

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Park, Chang Min, and Young Chun Kim. "A Methodological Inquiry of Self-study." Journal of Elementary Education 30, no. 4 (November 30, 2017): 75–104. http://dx.doi.org/10.29096/jee.30.4.04.

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Zirko, Alena. "Types of Vocalizations in Self-Expression and Self-Inquiry." Психология. Журнал Высшей школы экономики 18, no. 1 (March 30, 2021): 224–39. http://dx.doi.org/10.17323/1813-8918-2021-1-224-239.

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The author discusses vocalizations as using non-verbal voice sounds in self-expression and self-inquiry. The purpose of the study was to investigate the experience of self-expression and self-inquiry through vocalizations in the situations of valuing and evaluating. The researcher hypothesized that placing an individual in a safe place for self-expression on the conditions of valuing creates more authentic and genuine feelings, helping to reveal their authentic voice. On the contrary, placing a person under conditions of evaluating and impressiveness leads to a less authentic feeling and sounding. Two groups of participants were separated. The expressive group was created using the condition of valuing. The impressive group was created using the condition of evaluating. Participants in both groups used their voices to express themselves performing research tasks and then filled out the survey applications reflecting the sounder’s body, voice, feelings and listener’s feelings during the research. The application’s indicators were grouped into six factors: “Psychophysiological authenticity”, “Psychological authenticity”, “Satisfaction”, “Vocalization change”, “Perceived emotional involvement”, and “Perceived satisfaction”. The multilinear mixed effect regression models were built to investigate the influence of the research conditions on these factors and their dynamics. The t-test was used to compare the results between the groups. Significant differences were revealed with the factors “Psychophysiological authenticity”, “Psychological authenticity”, “Satisfaction”, and “Perceived satisfaction”. They were greater in the expressive group than they were in the impressive group. The indicators of “Perceived satisfaction” were growing.
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van Uum, Martina S. J., Roald P. Verhoeff, and Marieke Peeters. "Inquiry-based science education: scaffolding pupils’ self-directed learning in open inquiry." International Journal of Science Education 39, no. 18 (November 5, 2017): 2461–81. http://dx.doi.org/10.1080/09500693.2017.1388940.

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Hyland, Ken, and Feng (Kevin) Jiang. "Changing patterns of self-citation: cumulative inquiry or self-promotion?" Text & Talk 38, no. 3 (April 25, 2018): 365–87. http://dx.doi.org/10.1515/text-2018-0004.

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Abstract Self-citations are a familiar, if sometimes controversial, element of academic knowledge construction and reputation-building, contributing to both the cumulative nature of academic research and helping writers to promote their scientific authority and enhance their careers. As scholarly publications become more specialized, more collaborative and more important for promotion and tenure, we might expect self-citation to play a more visible role in published research and this paper explores this possibility. Here we trace patterns of self-citation in papers from the same five journals in four disciplines at three time periods over the past 50 years, selected according to their impact ranking in 2015. We identify a large increase in self-citations although this is subject to disciplinary variation and tempered by a huge rise in citations overall, so that self-citation has fallen as a proportion of all citations. We attempt to account for these changes and give a rhetorical explanation for authorial practices.
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Sharp, Ann Margaret. "Self-transformation in the Community of Inquiry." Inquiry: Critical Thinking Across the Disciplines 16, no. 1 (1996): 36–47. http://dx.doi.org/10.5840/inquiryctnews199616129.

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Fiscalini, John. "On Coparticipant Inquiry and the Personal Self." Contemporary Psychoanalysis 42, no. 3 (July 2006): 463–69. http://dx.doi.org/10.1080/00107530.2006.10747116.

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Furman, Cara E. "Descriptive inquiry: care of the principal self." Ethics and Education 14, no. 3 (May 26, 2019): 298–315. http://dx.doi.org/10.1080/17449642.2019.1617390.

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Dissertations / Theses on the topic "Self-inquiry"

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Antrum, Richard F. "Self, change and leadership : an autobiographical inquiry." Thesis, University of South Wales, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.574486.

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I was beginning the second year of a new job as head of marketing at Peacocks, a national fashion clothing retailer based in Cardiff, when I received a leaflet in the post announcing a new course at a nearby university - a 'Guided Doctorate in Organisational Leadership and Change ... a programme for senior managers who wish to pursue research into their practice in their own organisations'. This sounded interesting and could help me to understand the dynamics of my new position with my identity. I had previously thought about how I had worked within the structure and culture of the organisations I had been employed by. As new senior positions in new organisations reflected my career growth, I became increasingly conscious of my identity (Adams 2007) at work and wondered how leadership (Yukl 1998) contributed to my practice, if at all. As I later found out, the course was part of an emerging trend of practitioner doctorates where senior executives undertook doctoral research in their own organisations (Coghlan 2007). This approach could provide the answers to some searching questions that were already concerning me in my new job. I found the organisational culture (Schein 1997) and management style (Handy 1993) at Peacocks to be very different to anything I had previously experienced. I had even wondered whether they really needed the 'experienced retail marketer with an MBA' that the Sunday Times advertisement had stipulated. I experienced a period of uncertainty in how I felt my colleagues perceived me and my performance that led me to question my practice. The organisational setting was somewhat unusual and I was the 'new boy', one that was not adept at playing politics (Hope 2010), an activity that I increasingly felt clashed with my values (Michie & Gooty 2005) of trust, fairness and honesty (Burns 1978). Despite these concerns, I was resolved to continue working at Peacocks and to attempt to make the changes to the organisation that I considered were necessary. The Guided Doctorate course appealed to me as a way to contribute to my work and for me to understand, learn and create my practice as a leader. My research journey had begun.
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Griffin, Alice Elizabeth. "Language as a tool for self-inquiry." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2531.

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This thesis examines he areas of consciousness and language that are implemented within the oral teaching tradition of the spiritual lineage of Ramana Maharshi. It examines how language is used by the teacher's consciousness to assist their student's development towards their own enlightened state of consciousness.
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Bove, Frank John. "SOCIAL SELF AND RELIGIOUS SELF: AN INQUIRY INTO COMPASSION AND THE SELF-OTHER DIALECTIC." [Kent, Ohio] : Kent State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1195568243.

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Thesis (M.A.)--Kent State University, 2007.
Title from PDF t.p. (viewed July 3, 2008). Advisor: Jeffrey Wattles. Keywords: social self; self-other dialectic; pure experience; I-Me; I-Thou; sunyata; kenosis; basho; absolute nothingness; George H. Mead; Nishida Kitaro; Steve Odin. Includes bibliographical references (p. 65).
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Patsiopoulos, Ariadne Theodora. "Becoming a self-compassionate counsellor : a narrative inquiry." Thesis, University of British Columbia, 2009. http://hdl.handle.net/2429/13750.

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Current literature suggests that the compassion that even seasoned counsellors offer to their clients is often unavailable for themselves. It also recommends that counsellors practise self-compassion to promote self-caring behaviours. Yet, the emerging quantitative research on self-compassion does not inquire into counsellor development. To fill this gap, in this study I explored how experienced counsellors have developed self-compassion and how they practise it professionally. Using a narrative research design, I interviewed individuals who counsel in Canada and analyzed their narrative accounts using holistic-content and content-categorical approaches (Lieblich, Tuval-Mashiach, & Zilber, 1998). The resulting 15 narratives provide compelling perspectives on the developmental trajectories of the participants, practical applications of self-compassion in the workplace, and an array of meanings attributed to self-compassion. Seven developmental themes emerged, which are “Ongoing Journey”-ing; Learning Through the School of “Hard Knocks”; “Who Am I?”: Understanding Self/ves; Influences of Spirituality and/or Religion; Therapy and “Complementary” Healing Practices; Opening to Compassionate Beings and/or Role Models; and Being a Compassionate Presence and/or Role Model. The ways in which the participants practise self-compassion in the workplace fell into three domains: in session, relationally in the workplace, and through the implementation of self-care strategies in their personal lives. The findings of this study reveal important information for counsellor training and education in the areas of self-care and burnout prevention, and enhanced counselling practice.
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Sweetman, Suzanne. "A soul approach to art therapy self-inquiry." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape4/PQDD_0016/MQ47879.pdf.

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Ibrahim, Ahmed. "Self-efficacy and attainment value for enacting inquiry." Thesis, McGill University, 2014. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=123031.

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Self-efficacy and attainment value are two important motivational constructs that have a powerful effect on students' learning. According to expectancy-value theory, beliefs about the self's abilities predict the subjective task value, which in turn directly predicts achievement-related choices and performance. The purpose of the current study was to examine the relation between students' self-efficacy and attainment value in the context of enacting inquiry for university undergraduate students. The current study validated two new measures: the McGill Self-Efficacy in Enacting Inquiry Questionnaire (MSEEIQ), and the McGill Attainment Value for Enacting Inquiry Questionnaire (MAVEIQ). Exploratory factor analysis (EFA) was used to analyze the structure of the MSEEIQ and MAVEIQ instruments, and led to generating seven and five factors, respectively. Inquiry tasks underlying the factors in both instruments represented a configuration of inquiry tasks that is consistent with the conceptualization of inquiry in the literature. The results showed that the students were more confident in enacting inquiry tasks that are more procedural than conceptual, and gave these tasks a higher importance. Latent path regression analysis was conducted using 585 students, to examine the hypothesized relation between self-efficacy factors and attainment value factors for enacting inquiry, and showed a positive and significant relation. Implications for inquiry and motivational theories and instructional practice are discussed. A proposal for a Students' Model for Inquiry Learning Enactment (SMILE) is presented.
L'auto-efficacité et la valeur de réalisation sont deux constructions importantes de motivation qui ont un effet puissant sur l'apprentissage des élèves. Selon la théorie de l'espérance et valeur, les croyances envers les capacités de soi prédisent la valeur subjective de la tâche, qui à son tour prédit directement les choix liés à la réalisation et la performance. Le but de cette étude était d'examiner la relation entre l'auto-efficacité et la valeur de réalisation dans le cadre de l'apprentissage par la démarche de l'investigation chez les étudiants de premier cycle universitaire. L'étude actuelle a validé deux nouvelles mesures: l'auto-efficacité et la valeur atteinte pour l'apprentissage par la démarche de l'investigation de McGill: MSEEIQ, MAVEIQ, respectivement. L'analyse exploratoire de facteurs a été utilisée pour analyser la structure de MSEEIQ et MAVEIQ, et a conduit à générer sept et cinq facteurs, respectivement. Les tâches de l'apprentissage par la démarche de l'investigation qui existent dans les facteurs dans les deux instruments représentent une configuration qui est en accord avec la littérature. Les résultats ont montré que les étudiants étaient plus confiants dans les tâches de l'apprentissage par la démarche de l'investigation qui sont intellectuellement moins sophistiqués, et par conséquent ont donné à ces tâches une plus grande importance. Une analyse de régression de chemin latente a été effectuée en utilisant 585 étudiants, afin d'examiner le rapport supposé entre les facteurs de MSEEIQ et MAVEIQ. Cette analyse a montré un rapport significatif positif. L'implication de ces resultats pour les théorie de l'apprentissage par la démarche de l'investigation, et de la motivation et les pratiques pédagogiques sont discutées. Une proposition pour un modèle de l'apprentissage par la démarche de l'investigation a été présentée.
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Mohd, Radzi Fatin Aliana. "Inquiry-based Visual Arts Approach: A Self Study." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1529623380341233.

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Damico, Kylie. "Improving Inclusion Teacher Self-Efficacy Through Narrative Inquiry." Otterbein University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=otbn15923120276927.

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Scaife, I. "Non-suicidal self-injury and sibling relationships : a retrospective inquiry." Thesis, City, University of London, 2018. http://openaccess.city.ac.uk/20264/.

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Non-suicidal self-injury is a prevalent phenomenon among adolescents and of increasing concern to mental health practitioners. While the family environment has been shown to be important in the onset and maintenance of non-suicidal self-injury, sibling relationships have been widely ignored. This study attempts to understand how young women with a history of self-injury make sense of and experience sibling relationships. Semi-structured interviews were used with eight young adult women (age 18-30) to explore their experience of sibling relationships and self-injury in adolescence. Interviews were analysed using Interpretative Phenomenological Analysis. Four super-ordinate themes emerged: disconnection, negative experience of the sibling, negative perceptions of the self and surviving the teenage years. The retrospective accounts spoke to the complex and dynamic relationship between siblings during adolescence. Detailed narratives highlighted how a negative perception of the self in the family was a significant contributor to participant’s emotional distress and self-injury. Participants described how aggression was experienced in the sibling relationship not solely but also as a response to self-injurious behaviour. In turn siblings were also seen as a resource and accounts denoted an improvement in self-injury and quality of sibling relationship over time. Relevance to counselling psychology was considered throughout in terms of both theory and practice. This research highlights the need to consider the impact of sibling relationships when working with those who self-injure. It may also be of relevance to family-based prevention and management strategies when there is an adolescent who self-injures in the family.
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McKnight, Katherine May 1963. "Psychological responses to athletic injury: An inquiry into self-discrepancy theory." Thesis, The University of Arizona, 1993. http://hdl.handle.net/10150/278393.

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This study was designed to examine the relationships between exercising while injured, and variables found to be relevant in the exercise dependence literature. It was also designed to test the utility of the Self-discrepancy model (Higgins, 1989) of motivation, cognition and affect. Twenty-six (N = 26) injured athletes participated. The AIQ was designed for this study to measure involvement with exercise and the nature of the injury. Negative mood was measured by POMS, and self discrepancies were measured by the Selves Questionnaire. Therapists' ratings were included to measure injury rehabilitation behavior. Confirmatory factor analyses and hierarchical regression analyses were used to test hypotheses. The utility of the self-discrepancy model for this sample, was unsupported. Seriousness and persistence with exercise, the recurrence of the injury, and depression due to the injury, were significant predictors of exercising while injured. A power analysis was used to test the probability of significant findings.
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Books on the topic "Self-inquiry"

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Self inquiry. Hillsdale, NJ: Analytic Press, 1989.

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Swartz, James Bender. Meditation: An inquiry into the self. [S.l.]: Shining World Press, 1999.

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Collegial coaching: Inquiry into the teaching self. 2nd ed. Bloomington, Ind: Phi Delta Kappa, 2001.

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Collegial coaching: Inquiry into the teaching self. Bloomington, IN: Phi Delta Kappa, 1995.

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Great doubt: The spirit of self inquiry. Black Mountain, NC: Cloud Cottage Editions, 2010.

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Hawkins, Roger. Great doubt: The spirit of self inquiry. Black Mountain, NC: Cloud Cottage Editions, 2010.

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Muller, René J. The marginal self: An existential inquiry into narcissism. Atlantic Highlands, N.J: Humanities Press International, 1986.

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Goodall, H. Lloyd. Writing qualitative inquiry: Self, stories, and academic life. Walnut Creek, CA: Left Coast Press, 2008.

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The marginal self: An existential inquiry into narcissism. Atlantic Highlands, NJ: Humanities Press International, 1987.

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Goodall, H. Lloyd. Writing qualitative inquiry: Self, stories, and academic life. Walnut Creek, CA: Left Coast Press, 2008.

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Book chapters on the topic "Self-inquiry"

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Hayes, Catherine. "Conducting Self-Inquiry." In Transition Leadership, 149–62. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-42787-0_10.

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Pinnegar, Stefinee, and Mary Lynn Hamilton. "Self-Study Inquiry Practices." In Key Concepts in Theatre/Drama Education, 345–50. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-332-7_56.

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Stewart, Trevor Thomas. "Dialogue, Inquiry, Changing Roles, and the Dialogical Self." In Cultural Psychology of Education, 35–47. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-62861-5_3.

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Greene, Jeffrey Alan, Janice L. Anderson, Christina E. O’Malley, and Nikki G. Lobczowksi. "Fostering Self-regulated Science Inquiry in Physical Sciences." In Connecting Self-regulated Learning and Performance with Instruction Across High School Content Areas, 163–83. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-90928-8_6.

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Wiemer, Matthias. "Learning through Research: Independent Learning. Self-Learning Processes and Self-Learning Abilities in Inquiry-Based Learning." In Inquiry-Based Learning – Undergraduate Research, 29–36. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-14223-0_3.

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Koski, Tapio. "Running as Phenomenological and Bodily Inquiry of the Self." In The Phenomenology and the Philosophy of Running, 17–24. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-15597-5_2.

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Ovens, Alan, and Tim Fletcher. "Doing Self-Study: The Art of Turning Inquiry on Yourself." In Self-Study in Physical Education Teacher Education, 3–14. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-05663-0_1.

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Paiva, Frank, James Glenn, Karen Mazidi, Robert Talbot, Ruth Wylie, Michelene T. H. Chi, Erik Dutilly, et al. "Comprehension SEEDING: Comprehension through Self Explanation, Enhanced Discussion, and INquiry Generation." In Intelligent Tutoring Systems, 283–93. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-07221-0_35.

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Milner, H. Richard. "Race, Narrative Inquiry, and Self-Study in Curriculum and Teacher Education." In Culture, Curriculum, and Identity in Education, 181–206. New York: Palgrave Macmillan US, 2010. http://dx.doi.org/10.1057/9780230105669_9.

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Tani, Toru. "Inquiry into the I, disclosedness, and self-consciousness: Husserl, Heidegger, Nishida." In Phenomenology in Japan, 15–29. Dordrecht: Springer Netherlands, 1998. http://dx.doi.org/10.1007/978-94-017-2602-3_2.

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Conference papers on the topic "Self-inquiry"

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Rho, Myungsook. "Narrative Inquiry on Self-Esteem of College Students Education." In Education 2014. Science & Engineering Research Support soCiety, 2014. http://dx.doi.org/10.14257/astl.2014.71.26.

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Andromeda, Dr, Yogi Swaraswati, and Woro Apriliana Sari. "Exploring Self-Concept on Young Prisoners Using An Appreciative Inquiry Approach." In 3rd ASEAN Conference on Psychology, Counselling, and Humanities (ACPCH 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/acpch-17.2018.60.

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Tseng, Shian-Shyong, Jui-Feng Weng, Huan-Yu Lin, and Jun-Ming Su. "Constructing a self-organizing C++ programming inquiry behavior miner on the forum." In Integration (IRI). IEEE, 2009. http://dx.doi.org/10.1109/iri.2009.5211581.

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Billiar, Kristen L. "Tissue Mechanics Lab: Pros and Cons of an Inquiry Approach for Juniors." In ASME 2007 Summer Bioengineering Conference. American Society of Mechanical Engineers, 2007. http://dx.doi.org/10.1115/sbc2007-176382.

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Inquiry-based instruction offers one of the most effective means of facilitating learning by compelling students to solve authentic problems through a self discovery process. In biomedical engineering (BME), there has been a recent upsurge in activity in inquiry-based (i.e., challenge-based or problem-based) instruction in the educational literature [1–4] and it appears to be especially well suited for BME laboratories where quantitative measurements of complex and variable biological systems are required [3].
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Stănescu, Dan, and Loredana Radu. "UNDERSTANDING MISCONDUCT. A QUANTITATIVE INQUIRY INTO ACADEMIC DISHONESTY, PEER PRESSURE AND PERCEIVED SELF-EFFICACY." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0809.

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Rapi, Ni Ketut, Ida Bagus Putu Mardana, and Luh Putu Budi Yasmini. "Developing of Inquiry Based Learning Tools for Increasing Self-Efficacy and Student Learning Outcomes." In First International Conference on Science, Technology, Engineering and Industrial Revolution (ICSTEIR 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210312.067.

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Dharma, Buyung Adi, Ayu Wanda Primandika, Madziatul Churiyah, and Mohammad Arief. "Development of Inquiry-Based Practicum Module on Supply Management Course to Strengthening Students Self Regulated." In The Fifth Padang International Conference On Economics Education, Economics, Business and Management, Accounting and Entrepreneurship (PICEEBA-5 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/aebmr.k.201126.040.

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Gil Montoya, Maria Dolores, Consolación Gil Montoya, Jose María Muñoz-Terrón, and Mari Angeles Iniesta-Bonillo. "INTEGRATING MINDFULNESS, SELF-INQUIRY AND COOPERATIVE LEARNING IN THE DEVELOPMENT OF SKILLS, VALUES AND ATTITUDES." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.2412.

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Cervato, Cinzia, and Charles Kerton. "THE IMPACT OF INQUIRY-BASED INSTRUCTIONAL METHODS IN IMPROVING PRE-SERVICE K-5 TEACHERS’ SELF-EFFICACY." In GSA Annual Meeting in Denver, Colorado, USA - 2016. Geological Society of America, 2016. http://dx.doi.org/10.1130/abs/2016am-278319.

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Li, Li. "Inquiry on Self-narrative of Building an Interactive Platform between Teachers and Students Based on Blog." In Proceedings of the 2018 8th International Conference on Management, Education and Information (MEICI 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/meici-18.2018.1.

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Reports on the topic "Self-inquiry"

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Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas, and Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, February 2010. http://dx.doi.org/10.15365/ceel.seal2010.

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The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six counties serve over one million EL students, more than 66% of the total EL population in the state of California, and close to 20% of the EL population in the nation. Data were compiled for the six counties, research on effective programs for ELs was shared, and a common vision for the success of ELs began to emerge. Out of this effort, the PROMISE Initiative was created to uphold a critical vision that ensured that ELs achieved and sustained high levels of proficiency, high levels of academic achievement, sociocultural and multicultural competency, preparation for successful transition to higher education, successful preparation as a 21st century global citizen, and high levels of motivation, confidence, and self-assurance. This report is organized into six chapters: an introductory chapter, four chapters of related studies, and a summary chapter. The four studies were framed around four areas of inquiry: 1) What is the PROMISE model? 2) What does classroom implementation of the PROMISE model look like? 3) What leadership skills do principals at PROMISE schools need to lead transformative education for ELs? 4) What impact did PROMISE have on student learning and participation? Key findings indicate that the PROMISE Initiative: • resulted in positive change for ELs at all levels including achievement gains and narrowing of the gap between ELs and non-ELs • increased use of research-based classroom practices • refined and strengthened plans for ELs at the district-level, and • demonstrated potential to enable infrastructure, partnerships, and communities of practice within and across the six school districts involved. The final chapter of the report provides implications for school reform for improving EL outcomes including bolstering EL expertise in school reform efforts, implementing sustained and in-depth professional development, monitoring and supporting long-term reform efforts, and establishing partnerships and networks to develop, research and disseminate efforts.
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Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas, and Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, February 2010. http://dx.doi.org/10.15365/ceel.promise2010.

Full text
Abstract:
The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six counties serve over one million EL students, more than 66% of the total EL population in the state of California, and close to 20% of the EL population in the nation. Data were compiled for the six counties, research on effective programs for ELs was shared, and a common vision for the success of ELs began to emerge. Out of this effort, the PROMISE Initiative was created to uphold a critical vision that ensured that ELs achieved and sustained high levels of proficiency, high levels of academic achievement, sociocultural and multicultural competency, preparation for successful transition to higher education, successful preparation as a 21st century global citizen, and high levels of motivation, confidence, and self-assurance. This report is organized into six chapters: an introductory chapter, four chapters of related studies, and a summary chapter. The four studies were framed around four areas of inquiry: 1) What is the PROMISE model? 2) What does classroom implementation of the PROMISE model look like? 3) What leadership skills do principals at PROMISE schools need to lead transformative education for ELs? 4) What impact did PROMISE have on student learning and participation? Key findings indicate that the PROMISE Initiative: • resulted in positive change for ELs at all levels including achievement gains and narrowing of the gap between ELs and non-ELs • increased use of research-based classroom practices • refined and strengthened plans for ELs at the district-level, and • demonstrated potential to enable infrastructure, partnerships, and communities of practice within and across the six school districts involved. The final chapter of the report provides implications for school reform for improving EL outcomes including bolstering EL expertise in school reform efforts, implementing sustained and in-depth professional development, monitoring and supporting long-term reform efforts, and establishing partnerships and networks to develop, research and disseminate efforts.
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