Submitted by crinadmin on
This report describes a second annual evaluation of the Rights, Respect and Responsibility school reform (RRR) in Hampshire County, Canada. The evaluation is part of a three-year assessment in which the facilitating and challenging factors of implementing the RRR as well as its effects on teachers and pupils is being assessed at infant, primary and junior schools. This report is based on information provided by 16 schools comprising 15 head teachers, 69 classroom teachers and 96 pupils. A multi-method approach was used to assess the progress and effects of RRR. Teachers and head teachers at each of the participating schools were asked to complete a survey at the end of the school year. The survey assesses support for children’s rights in general, beliefs about appropriate content for teaching and pedagogy, teacher level of burnout and enjoyment in teaching, and perception of pupils’ citizenship behaviours (respect for the rights of others, respect for property, and level of participation in the classroom and school), and effect of RRR on student behaviours. In addition, there were questions that asked about challenges posed implementing RRR, degree of implementation, satisfaction with training for RRR, and availability and need of resources. Individual pupil interviews were held with 96 children to assess their understanding of rights and responsibilities and their perceptions of their school and their classmates. Finally, focus groups were held with a small subset (26 children) of pupils in some of the schools in which RRR was fully incorporated. Comparing schools in which RRR was fully incorporated with those in which it was less fully incorporated, the following outcomes were found. Among pupils of all age groups were improvements in social relationships, behaviour, and achievement. Pupils were reported to be more respectful and helpful to others, and less aggressive and disruptive. Pupils also were observed to show greater respect for the school environment. They were more careful with books, desks, and school equipment. Pupils participated more in the classroom and in extra-curricular activities such as clubs and school councils. Pupils’ academic engagement and achievement were enhanced. This was reflected in improved critical thinking skills, confidence in tackling new tasks, and increased SATs scores. Overall, pupils were reported to have increased in their self-regulatory capacity, accepting the responsibilities they have learned are the concomitants of their rights. Teachers reported an overall positive effect of RRR on their teaching and relationships within the school. The teachers in the fully implemented schools reported fewer feelings of exhaustion as a direct result of their work, felt more energized when dealing with students, experienced less frustration with teaching, and reported an increase in a sense of personal achievement. Implementation was most sustained and progressive where head teachers were fully supportive of RRR, were strategic in its implementation, and were able to use RRR as an overarching integrative framework into which all other initiatives were fit. Some head teachers reported a number of challenges to implementation including pressures to improve pupil achievement, reluctance from individual teachers to adopt the RRR, and initiative overload. However, the data from those schools in which RRR has become fully embedded indicate that over time, the implementation of the RRR becomes self-perpetuating through its positive outcomes on pupils and teachers. Further information
pdf: http://www.crin.org/docs/CBU_RRR.pdf