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Editor's Note: This study raises a host of research and conceptual issues for those interested in the relationship between school interventions and research methodologies. The first four commentaries that follow are from researchers who have a variety of experiences with both traditional and collaborative research. This is followed by a final comment from the first author.
This project was supported by a SUPER grant from the School of Education, University of California at Berkeley (with funds from the William and Flora Hewlett Foundation and the San Francisco Foundation) and by a University Public Health Service Biomedical Research Grant. The authors thank Drs. Bernard Gifford, Nina Gabelko, and Jon Wagner of SUPER, for their strong encouragement, Lauren Jones, for her creation of a community service program with project students, and Charles Elster, Carol Sullivan, and Robert Rosenthal, for their contribution to project development, data collection, and analysis. The comments provided by anonymous reviewers were especially helpful.
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Weinstein, R.S., Soul#x00F9;, C.R., Collins, F. et al. Expectations and high school change: Teacher-researcher collaboration to prevent school failure. Am J Commun Psychol 19, 333–363 (1991). https://doi.org/10.1007/BF00938027
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DOI: https://doi.org/10.1007/BF00938027