New friends and cohesive classrooms: A research practice partnership to promote inclusion
This longitudinal unusual case study explored the efficacy of a Research Practice Partnership (RPP) between researchers and educators aiming to promote inclusion of students identified as having Special Educational Needs and Disabilities (SEND) in an urban, highly diverse, high-need elementary schoo...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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Elsevier
2023-01-01
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| Series: | International Journal of Educational Research Open |
| Subjects: | |
| Online Access: | http://www.sciencedirect.com/science/article/pii/S2666374023000316 |
| _version_ | 1797798610535972864 |
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| author | Christoforos Mamas Peter Bjorklund Jr. Shana R. Cohen Caren Holtzman |
| author_facet | Christoforos Mamas Peter Bjorklund Jr. Shana R. Cohen Caren Holtzman |
| author_sort | Christoforos Mamas |
| collection | DOAJ |
| description | This longitudinal unusual case study explored the efficacy of a Research Practice Partnership (RPP) between researchers and educators aiming to promote inclusion of students identified as having Special Educational Needs and Disabilities (SEND) in an urban, highly diverse, high-need elementary school in Southern California. In the context of this study, an RPP is defined as an approach where researchers and educators work collaboratively over time to solve pressing pedagogical problems of mutual concern. Lessons have been constructed and implemented by educators as part of the RPP, spanning one school year. A total of 116 students across four classrooms participated in a social network survey to examine their friendship ties before (T1) and after (T2) the RPP. The pre-RPP data collection (T1) occurred three months into the school year and the post-RPP data collection (T2) took place at the end of the school year. To explore our hypotheses, we conducted bootstrapped paired sample t tests and Separable Temporal Exponential Random Graph Models (STERGMs). Results showed that the number of friendship ties increased significantly from T1 to T2 for all students and students identified as having SEND were significantly more likely to send new friendship ties. Implications for practice are being discussed. |
| first_indexed | 2024-03-13T04:06:25Z |
| format | Article |
| id | doaj.art-859cbe928c574c0c9231a0abed63b310 |
| institution | Directory Open Access Journal |
| issn | 2666-3740 |
| language | English |
| last_indexed | 2024-03-13T04:06:25Z |
| publishDate | 2023-01-01 |
| publisher | Elsevier |
| record_format | Article |
| series | International Journal of Educational Research Open |
| spelling | doaj.art-859cbe928c574c0c9231a0abed63b3102023-06-21T07:00:26ZengElsevierInternational Journal of Educational Research Open2666-37402023-01-014100256New friends and cohesive classrooms: A research practice partnership to promote inclusionChristoforos Mamas0Peter Bjorklund Jr.1Shana R. Cohen2Caren Holtzman3Corresponding author.; Department of Education Studies, University of California, San Diego, Muir College Dr, La Jolla, CA 92037, United StatesDepartment of Education Studies, University of California, San Diego, Muir College Dr, La Jolla, CA 92037, United StatesDepartment of Education Studies, University of California, San Diego, Muir College Dr, La Jolla, CA 92037, United StatesDepartment of Education Studies, University of California, San Diego, Muir College Dr, La Jolla, CA 92037, United StatesThis longitudinal unusual case study explored the efficacy of a Research Practice Partnership (RPP) between researchers and educators aiming to promote inclusion of students identified as having Special Educational Needs and Disabilities (SEND) in an urban, highly diverse, high-need elementary school in Southern California. In the context of this study, an RPP is defined as an approach where researchers and educators work collaboratively over time to solve pressing pedagogical problems of mutual concern. Lessons have been constructed and implemented by educators as part of the RPP, spanning one school year. A total of 116 students across four classrooms participated in a social network survey to examine their friendship ties before (T1) and after (T2) the RPP. The pre-RPP data collection (T1) occurred three months into the school year and the post-RPP data collection (T2) took place at the end of the school year. To explore our hypotheses, we conducted bootstrapped paired sample t tests and Separable Temporal Exponential Random Graph Models (STERGMs). Results showed that the number of friendship ties increased significantly from T1 to T2 for all students and students identified as having SEND were significantly more likely to send new friendship ties. Implications for practice are being discussed.http://www.sciencedirect.com/science/article/pii/S2666374023000316Research Practice Partnership (RPP)InclusionSocial network analysis (SNA)Friendship tiesSpecial educational needs and disabilities (SEND) |
| spellingShingle | Christoforos Mamas Peter Bjorklund Jr. Shana R. Cohen Caren Holtzman New friends and cohesive classrooms: A research practice partnership to promote inclusion International Journal of Educational Research Open Research Practice Partnership (RPP) Inclusion Social network analysis (SNA) Friendship ties Special educational needs and disabilities (SEND) |
| title | New friends and cohesive classrooms: A research practice partnership to promote inclusion |
| title_full | New friends and cohesive classrooms: A research practice partnership to promote inclusion |
| title_fullStr | New friends and cohesive classrooms: A research practice partnership to promote inclusion |
| title_full_unstemmed | New friends and cohesive classrooms: A research practice partnership to promote inclusion |
| title_short | New friends and cohesive classrooms: A research practice partnership to promote inclusion |
| title_sort | new friends and cohesive classrooms a research practice partnership to promote inclusion |
| topic | Research Practice Partnership (RPP) Inclusion Social network analysis (SNA) Friendship ties Special educational needs and disabilities (SEND) |
| url | http://www.sciencedirect.com/science/article/pii/S2666374023000316 |
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