Presentation on theme: "The EdVisions Hope Study: Improve School Effectiveness by Growing Student Hope."— Presentation transcript:
The EdVisions Hope Study: Improve School Effectiveness by Growing Student Hope
Background Minnesota New Country School EdVisions Cooperative EdVisions Schools
Hope Study Overview Adolescent developmental needs as a means to academic success Series of scientifically sound self-perception surveys to measure the five components Research question: Is our educational environment developmentally healthier for adolescents, and if so, how do they respond?
Stones in Todays High Schools Decreases in: *Student Engagement *Intrinsic Motivation *Attention and Effort in School *Interest in Learning *Achievement
Drop Out Rates Remain basically unchanged despite expensive and ongoing reforms 347, ,000 per year Dropouts have a decreased chance of success as adults
Social Emotional Behavioral Depression Suicide Eating Disorders High Risk Behaviors - substance abuse, delinquency Intellectual growth impeded when these are present.
Stage-Fit Environment Theory Mismatch between adolescent developmental needs and the educational environment results in negative outcomes. Matching the educational environment to student developmental needs results in: higher levels of motivation engagement achievement has a positive effect on student psychological health.
The Three Rs of Academic Achievement Rigor Relevance Relationships * Hope Study connects basic developmental needs to the three Rs to impact student outcomes. *Academic results follow when the 3 Rs are integrated into the school culture.
*Autonomy* Frustrating this need leads to maladaptive behavior and neurosis (Erik Erikson) Self management, choice of what to study, personalized goals and timelines, various points of view valued, creativity and learning styles, academics relevant to student Directly affects motivation, persistence, and engagement (Relevance)
*Belongingness* Need for strong, mutually supportive relationships is a fundamental human need. Quality and Depth of relationships with teachers and peers Increases motivation, positive social behavior, and academic achievement (Relationship) Enhances school adjustment, perceived competence, and self esteem.
*Goal Orientation/Competence* Reasons behind efforts to achieve Approach to learning: Perceived high expectation Belief that effort will be recognized Emphasis on deep understanding Task Goal Orientation has positive results Performance Goal Orientation has negative results Directly related to Rigor
Engagement Occurs when core developmental needs are met Student work ethic Concentration and persistence Attention to school work Behavioral and emotional involvement in school Effort and passion put into learning Results in superior work, deeper understanding, and longer retention of knowledge and skills
Hope An individuals conception of their ability to *conceptualize goals *develop strategies for goal completion *initiate and sustain motivation toward goals Growing Hope Can Produce : *Higher College GPA, *Higher graduation rates *More Optimism about life *Better physical health *Higher self esteem *Greater levels of happiness
Adding Nails Create reforms that permit: *Higher levels of autonomy for students (Relevance) *Encourage higher levels of peer and teacher support (Relationships) *Provide higher levels of task or mastery goal orientation (Rigor)
Example: EdVisions Model Individual Project Based Learning Authentic Assessment Small Learning Communities/Advisory Groups Teacher Governance/Democratic Governance
How Can Your Team Meet the Challenge? Brainstorm concrete, systemic, cultural changes using the Hope Study Components Checklist to create a better match.
Tools for the Journey The Pinnacles Group EdVisions Schools The Hope Study Search Institutes 40 developmental assets Ted Sizers Essential Elements of Schools
Works Cited Phi Delta Kappan, Feb Growing Hope as a Determinate of School Effectiveness.R. Newell and M. J. Van Ryzin Rigor, Relevance, and Relationships in Educational Reform: The Story of the Hope Study. R. Newell and M.J. Van Ryzin Search Institutes 40 Developmental Assets