Search

Partnership, educational research partnership, International Forum on Teacher Education (IFTE), scientific-practical conference, ISATT partnership, Volga region. [Extracted from the article]

Purpose: The purpose of this paper is to explore the impact of a year-long writing intervention located in an urban high school in partnership with a university teacher education professor and the students. The goals were as follows: to increase student self-efficacy about writing overall; to increase the number of students who successfully improve scores on writing assessments; and to increase ACT exam scores, making students more qualified candidates for college admission. Design/methodology/approach: The main method used for the research is a quantitative longitudinal study method, which involves collecting from each student, at pre-intervention and post-intervention, a writing sample. There are 54 students in the study. Findings: Findings showed an increase in student proficiency overall, with an increase of 0.53 holistically. Effective writing instruction asks students to write often to develop their writing will and skill. There are many more factors beyond the teaching of "ACT prep" writing skills that must be considered, particularly when teaching marginalized groups. This study found that the following are important: building and sustaining positive rapport; using their language as part of the learning process; creating space for students to write regularly; writing on a variety of topics; reflecting on and monitoring their writing; and receiving timely and targeted feedback. Originality/value: This paper discusses the impact of the writing intervention and describes the practices that were a part of the intervention for marginalized students in an urban school to increase their writing scores. [ABSTRACT FROM AUTHOR]

Purpose: Follett's relational process theory illuminates key aspects of interdependence among organizations in the field of education that are essential to fostering capacities for interorganizational resilience. The article argues for the necessity of developing mutualism in systems of education as essential preparation for times of instability and crisis, as demonstrated through recent experiences with the COVID-19 pandemic. Design/methodology/approach: This article provides an introduction to the relational process theory of Mary Parker Follett, a foundational theorist of organizing and administration. This theoretical review uses worked examples drawn from a collaborative, continuous improvement partnership focused on educational leadership preparation and development. Findings: The author identifies four aspects of Follett's theory that connect most directly to collaborative, continuous improvement partnerships. These include mutualism as circular response, coactive power, embrace of difference through constructive conflict and integrating experience through learning. The article discusses how these offer an integrated framework of foundational concepts for nurturing and sustaining educational systems capable of adaptive change in the face of complex challenges. Originality/value: Follett's relational process theory offers a perspective on partnering as a dynamic and evolving constellation of interactions and activity. The implications of Follett's core ideas for education resonate beyond improvement partnerships and offer guidance at all levels of educational systems seeking to orient towards an evolutionary logic. [ABSTRACT FROM AUTHOR]

Purpose: Drawing on the theoretical model of ability–motivation–opportunity (AMO), the author conceptualizes joint learning as the ability, relational capital as motivation and co-production as an opportunity. The purpose of the study is to explore whether joint learning, relational capital and co-production, representing the constituents of the AMO, can enhance customer responsiveness. Design/methodology/approach: The authors explore three possible configurations of the AMO framework, the additive model (primary effect), the combination model (two-way interactions) and the multiplicative model (a three-way interaction). The model is empirically tested by collecting primary data from 149 manufacturers in the information technology industry from Taiwan. In addition, hierarchical regression analysis was performed to test hypotheses. Findings: The findings indicate strong support for the additive model, suggesting that joint learning, relational capital and co-production can enhance customer responsiveness, respectively. Also, the results of this study show strong support for the multiplicative model, indicating that the relationship between joint learning and customer responsiveness is positively significant only when both relational capital and co-production are high. Practical implications: Suppliers can use the findings from this study to develop their joint learning and understand how joint learning in a buyer–supplier relationship enhances customer responsiveness. Specifically, this study guides firms that seek to understand relational capital and co-production seem to support the effectiveness of joint learning. Originality/value: This study suggests that although joint learning enhances the ability to engage in customer responsiveness, the suppliers need adequate motivation and opportunity to exploit this ability entirely. [ABSTRACT FROM AUTHOR]

For school-university partnerships (SUPs) to be sustained, members need to understand the dynamics of change--how and why it occurs, how it is managed, and what it means for all involved. The purpose of this study was to understand from the perspective of participants how the SUP between Auburn University faculty and the schools in Loachapoka, Alabama, adapted to changing conditions during the first wave of the pandemic. The authors designed a participatory action research study using self-study methodology to analyze adaptations to community-embedded summer programming offered in 2019 before the pandemic and, later, in 2020 during the pandemic. The main research question was: How do school and university partners adapt their work to meet the needs of students, teachers, teacher candidates, university faculty, and the community? The authors also wanted to know: What does partnership work in a context of change and adaptation mean to individual partners? Analysis of written reflections and other qualitative data yielded insights about the nature and meaning of adaptations in the context of partnership work. Three superordinate themes emerged across the data sets: inspiration, interconnection, and innovation. [ABSTRACT FROM AUTHOR]

This article is the introduction that provides context for the themed issue of School-University Partnerships entitled Teaching in Times of Uncertainty [ABSTRACT FROM AUTHOR]

Purpose: Higher education institutions possess a plethora of knowledge at the institutional, departmental and individual levels. Therefore, knowledge management plays a vital role in assisting partnerships to synergise knowledge and strengthen market competitiveness when working collaboratively. The purpose of this study is to identify and critically discuss the role of knowledge management concepts that support development of UK higher education partnerships. This knowledge management research was undertaken with the purpose of exploring components of behavioural constructs in assisting the development of successful partnerships between higher education institutions. Design/methodology/approach: This research embraces a qualitative methodology and makes use of an expert panel method to gather field data and assess the relevance, robustness and applicability of a conceptual model developed in the context of higher education partnerships. Guided by two research questions, the researchers elicited knowledge from eight experts, academics and practitioners, who had initiated and led partnership development between UK higher education institutions. The experts were invited and selected to attend the panel using the criteria of "Years of Experience in the Higher Education sector", "Job Positions and Experiences" and the "Partnership Scope and Impact". Findings: Depicting in a tree analogy, the conceptual model indicates that effective knowledge management will require higher education executives, managers and practitioners to centre on nurturing "tree roots" presented as behavioural knowledge management constructs and include institutional culture, trust, absorptive capacities and communication channels. The research findings elaborate on previous research and provide a categorisation of partnership outcomes between higher education institutions, explaining that partnership outcomes can be of an "Academic", "Marketing and Finance" or "Managerial" nature. Importantly, practical use of the model could be implemented using audit methods or benchmarking methods, whereby the categorised elements of the model are used as a criterion of assessment for audit teams. Originality/value: The conclusion extracted experiential insights to provide guidance as to how higher education executives, managers and practitioners can make use of knowledge management behavioural constructs and activities to assist collaborative undertakings in the higher education sector. This paper provided a new, modified, knowledge management higher education partnership tree, thus giving researchers and academic practitioners a holistic viewpoint of important partnership knowledge management factors. [ABSTRACT FROM AUTHOR]

Craig and Auzenne-Curl reflect on how their individual experiences and personal practical knowledge developed in context over time contribute to a collective review of the backdrop of the stories of experience shared in this volume. The chapter provides context for the study that inspired the collection and a preview of the chapters yet to come. [ABSTRACT FROM AUTHOR]

Purpose: Continual professional development is essential to foster and enhance professionals' abilities. A wide variety of methods have been adopted to support professional learning for healthcare professions but many still focus upon a need to update knowledge and the learning of isolated competencies for practice. The purpose of this paper is to report upon a collaborative partnership that enabled the reframing of a professional development course away from this objectivist epistemology to foster pedagogically appropriate approaches nurturing the development of the knowledge and skills required for extended practice in specimen dissection. Design/methodology/approach: An action research approach informed this study which drew upon aspects of simulated learning, "creative play" and "hands-on" practice to nurture development of the knowledge and mastery of essential skills required for extended practice in dissection. A questionnaire allowed the gathering of quantitative and qualitative data from delegates. Open coding of delegate free-text responses enabled thematic analysis of the data. Findings: Delegates reported upon a positive learning and teaching experience providing them with a unique opportunity to develop the essential skills and knowledge required to enhance their extended practice. Four key themes were identified from delegate feedback: legitimacy of learning experience; safe-space for learning; confidence as a practitioner; and professional and social interactions. Originality/value: Research into skill development in this field is currently lacking. Findings highlight the value of a creative approach to professional development which enables individuals to master the skills required for practice. It also underlines the importance and value of collaborative partnerships. As allied health professionals advance and extend their roles professional development must move away from the didactic delivery of isolated topics and ensure that it offers legitimate learning experiences allowing skill development and technique mastery alongside knowledge enhancement. [ABSTRACT FROM AUTHOR]

Purpose: External partnerships are crucial to the functioning of a university education department. The purpose of this paper is to explore the underpinning characteristics of such partnerships. It examines different types of partnerships from those in initial teacher education, to continuing professional development to international. Evidence-based data are gathered from both external partners and university staff who deal with partnership. Softer skills and intellectual kingship are identified as the fundamental drivers of partnership and the subsequent implications for universities are examined. Design/methodology/approach: In order to explore the nature of these partnerships, a qualitative approach was essential as the focus was in the motives and perspectives of the authors' partners, the authors' colleagues and the university as a corporate entity. To this end, questionnaires were designed for use with a broad range of teacher education partners. Semi-structured interviews were also conducted with university-based colleagues involved in a range of these partnership activities. Findings: The institutional reputation on its own does not appear to be the main driver for partnership and as such, the partner bases their decisions and judgements upon the relationship and discussions with the link person they deal with. In turn, those key actors in the university education department also see the wider university as an inhibitor and constraint upon partnership but maintain their relationships by drawing on autonomous forms of professionalism. Thus, intellectual kinship, collegiality and common goals may be argued as key to generating successful external relationships. Practical implications: It is important to note that a business relationship which relies on an individual is fragile; people move, become ill and change roles. Clear strategies are essential for succession planning across all such partnerships in an institution, if they are to avoid the potential financial and reputational repercussions arising from unplanned change. Originality/value: This study highlights the significance of effective communication between the department establishing the partnership and those responsible for broader managerial and administrative systems in the institution, as well as the potential importance of shared values across departments in respect of supporting and maintaining international partnerships. Further, institutions should recognise the fundamental importance of the link person, in terms of the boundary-spanning nature of the role, the importance to that role of intellectual kinship and the potential this has for the development of new or expanded relationships. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to describe how one university collaborated with local P-12 partners to create an Ed.D. program in Educational Leadership. This program's goal is to professionally develop aspiring district-level school leadership in concert with local P-12 partnership school districts. As a direct result of those partnerships, the program provides doctoral candidates with opportunities to implement transformative leadership initiatives, meaning those that substantially challenge the status quo, in local participating P-12 school districts as a critical component of their dissertation research. Examples of previous transformative initiatives include; ungraded classrooms, collaborative teacher-led schools, self-directed teacher evaluation programs, experiential and inquiry-based instruction, and student-led curriculum development. This article describes how the program was developed and the essential features incorporated into its design, including the teaching fellows, the Transformative Leadership Project, the coursework and dissertation, and the change initiatives led by doctoral students. The initial cohort for this program began in the fall semester 2017 with 22 doctoral students. [ABSTRACT FROM AUTHOR]

The concept of technical assistance predicates that international experts have information that the host country community of practice lacks. At the same time, elementary education is deeply personal and familiar to everyone in the post-Soviet environment; it was a point of pride in the USSR. Navigating this territory requires patience and thoughtful partnership with the Ministry of Education officials and host communities. The post-Soviet environment has documented achievement of universal primary education and near-universal literacy. However, new forms of testing and literacy measurement indicated that literacy rates in the former Soviet Union did not necessarily represent functional composition and comprehension skills. At the same time, many of the smaller former Soviet republics lack the financial resources to support their education systems to the level provided by the USSR. This presents unique challenges in providing technical assistance in education. [ABSTRACT FROM AUTHOR]

This chapter aims to define comparative and international higher education (CIHE), describe its orientation and application, and reflect on research trends of the past five years. Research trends were identified through the review of panel sessions of the Higher Education Special Interest Group at the Annual Conference of the Comparative and International Education Society between 2014 and 2018. These trends include a greater focus on equity, access, and affordability; competition, rankings, and status; partnerships (e.g., international and public-private); regional integration and mobility; and a continued interest in quality and accountability as well as understanding the internationalization at the institutional and system levels. This chapter suggests explanations for these trends, which relate closely to impacts of growing competition for funding in higher education and growing inequities in the world system of higher education. Lastly, it offers recommendations for how CIHE researchers can engage with practitioners to further address these inequities. [ABSTRACT FROM AUTHOR]

Purpose The purpose of this paper is to present the authors' views of university–multi academy trusts' (MATs) opportunities for future interconnectivity that could support successful partnerships.Design/methodology/approach The authors developed a matrix of university–MATs partnerships that could help identifying potential scenarios of collaboration between universities and MATs.Findings Four potential scenarios of collaborations are proposed (board membership, academic supervision, recruitment support and academic support).Research limitations/implications Scholars in the field can further investigate the four proposed scenarios in the matrix in future studies.Practical implications The matrix will be useful for universities and MATs management for potential cooperation in the future.Originality/value The study proposes four scenarios of cooperation between MATs and universities. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to describe and analyse the development of a foundation degree, including a higher apprenticeship route, which enables learners to access both higher education (HE) and health and social care professional programmes. The underpinning rationale is the urgent workforce crisis in health and social care services. Design/methodology/approach: The authors will review the multiple drivers which stimulated course development and the creation of a community of practice to ensure quality management. This case study illustrates the potential of a higher apprenticeship to enable both personal and professional development. Findings: The paper provides insight into working with a number of further education colleges, how to ensure consistency in delivery and assessment and the strategies which contribute to quality assurance. This case study illustrates the potential of work-based learning to transform lives and to provide the workforce required by our public services. Practical implications: This paper explores the lessons learnt from setting up a new collaborative partnership and the processes that need to be in place for success. Social implications: The paper discusses the potential of widening access into HE, the positive impact on recruitment to professional courses and the long-term effect on the public service workforce. Originality/value: The government is committed to the expansion of apprenticeship learning in health and social care. This paper shares the authors' experience of working with a range of employers and education providers, the challenges and successes and recommendations for development. [ABSTRACT FROM AUTHOR]

Purpose: The government's ambition is to have three million more apprentices by 2020. The newness of degree apprenticeships and insufficient data make it difficult to assess their relative importance in boosting the UK economy, meeting higher skills needs of employers, closing educational attainment gaps, increasing social mobility and supporting under-represented groups into professional employment. The purpose of this paper, led by the University of Winchester and delivered by a new collaboration of private and public sector partners, is to build a pipeline between those currently failing to progress to, or engage with, degree apprenticeships and employers seeking higher skills and a broader pool of applicants. Design/methodology/approach: The paper provides an analysis of collaborative initiatives and related research in England as the context for university involvement in degree apprenticeships. The case study illustrates the benefits of collaboration in targeted outreach initiatives within the local region to address gaps in progression to degree apprenticeships. Findings: This paper illustrates how establishing a regional picture of degree apprenticeship provision, access and participation can inform effective partnerships and build capacity locally to deliver the higher skills employers need, further demonstrating the potential benefits of university involvement in degree apprenticeship provision in contributing to local and national policy ambition. It also shows how effective targeted interventions can help under-achieving groups, including those in social care and women in digital enterprises. Originality/value: The authors believe this paper is the only academic analysis of the impact of Degree Apprenticeship Development Fund activity in the region. [ABSTRACT FROM AUTHOR]

In this article, we write as a collaborative team who employed the framework of Youth Participatory Action Research (YPAR) to center the insights and concerns of youth in urban communities and schools. The purpose of this article is to highlight the collaborative process that took place within a school-university-community partnership to support the work of the youth-led YPAR projects. Our collaborative school-university-community partnership acts as a powerful source to resist the oppressive ways in which urban youth are positioned, and the YPAR projects are a mechanism for the youth to give voice to the issues of injustice that are greatly impacting their community. We share several examples of what this looks like and conclude with the challenges and implications of using YPAR work in a collaborative process. [ABSTRACT FROM AUTHOR]

The Partnering Educators for Place-Based Learning Experiences (PEPLE) project develops the capacity of educators to contextualize classroom learning to the local community through professional learning opportunities that are co-facilitated by university staff and informal educators. The project aims to expand an existing school-university networked improvement community (NIC) to include educators and scientists from the local zoos, land trusts, Audubon, and other informal education organizations. Early data gathered through design-based implementation research (DBIR) strategies show how the co-facilitated workshops have been beneficial to the informal education, K-8 school, and university communities. In addition, the project is adding to NIC theories that collective expertise and resources provide greater benefits than the same expertise and resources implemented in isolation. [ABSTRACT FROM AUTHOR]

This school-university partnership collaborative project was student-centered and focused on supporting learning goals for three different groups of students through knowledge sharing and translating theory into practice. Students from three levels of education (high school, undergraduate, and graduate students) engaged in a multi-semester, integrated arts project that culminated in the performance of film and dance representations of social justice topics in education. The project engaged the community through the public performance and connected school, university and the community to advocate for social justice and the arts. We share the student learning outcomes from this project to demonstrate that the school-university partnership can provide valid pedagogical support for the collaborators. The mutual non-hierarchical relationship between the partners was the key to the success of the collaboration. [ABSTRACT FROM AUTHOR]

The purpose of this special issue is to highlight innovative practices and research within Professional Development Systems. The articles featured in this themed issue fall into three sections, with the first two sections focused on two core NAPDS essentials: Essential 2 and 3. In the third section, we showcase work that push the boundaries of traditional school-university partnerships and include community partners. These projects support the need for discussion around what we suggest is a new, emerging NAPDS essential: Engaging the Community. [ABSTRACT FROM AUTHOR]

The editors of the journal conclude this issue with a call to action. We call on those who do the work of PDS to reflect on and examine how we can better engage all three groups of stakeholders -- university, school, and community -- to better serve students at all levels. Creation of third spaces focused on engaging the community and advocacy efforts that advance the profession are essential to strengthening Professional Development Schools and Systems. It is in these spaces and communities where we see partnerships continue to move towards mutually beneficial action. [ABSTRACT FROM AUTHOR]

This mixed methodology study examines pre-service teachers' understanding and integration of content knowledge and classroom experiences in an undergraduate literacy class. Analyzing how pre-service teachers synthesize content knowledge with their classroom field experiences has the potential to enhance beginning teachers' literacy development and sense of efficacy and growth. Two classrooms, one in a traditional campus setting and one in a service-learning elementary school setting were measured across two semesters. Pre-service teachers' verbalizations using video data analysis, surveys, and interviews revealed subtle differences relating to connections among content literacy learning, pre-service efficacy, and field experience environments. This is important because pre-service teachers' beliefs, conceptualizations, and pedagogy can influence their future classroom instruction and efficacy. This research may also deepen the understanding in the area of mentor mediated field experiences. [ABSTRACT FROM AUTHOR]

This article describes a school-wide literacy project situated within a Professional Development School partnership. The goal of this project was three-fold: to enhance elementary students' literacy learning, to provide teacher candidates with "on the job" teaching experience, and to incorporate community resources into the learning environment. This article provides an overview of this elementary school-university partnership, a description of the literacy project, responses from the PDS partners on this project's impact, and ideas for further expanding this project into the larger learning community. [ABSTRACT FROM AUTHOR]

In recent years, EPPs and the schools in which pre-service teachers observe and practice teaching have more intensely focused on the myriad benefits resultant of their partnerships. Consequently, many EPPs have models that foster mutually beneficial relationships to support both the pre-service teachers they are training and to contribute meaningfully to the profession in various ways. One model of this mutually beneficial partnership has been created at our university as a result of our continuous improvement efforts through rigorous data analysis to provide our preservice teachers with the best possible preparation for entering the teaching field and a desire to be an asset to our PDS and the children they serve. [ABSTRACT FROM AUTHOR]

The professional development school (PDS) partnership described in this case study functions within systems that prepare teachers and paraprofessionals to serve children of diverse abilities in inclusive prekindergarten through third grade settings. The findings of this case study (1) identify specific teacher leadership practices that characterize the behavior of all participating educators and contribute mutual benefits to all three participating entities--the elementary school, the local school district, and the university early childhood education teacher preparation program, and (2) offer evidence of adherence to the two NAPDS Essentials regarded by this EC PDS partnership as most essential to the of development of teachers and paraprofessionals for programs that present complex challenges to recruitment and retention of qualified educators. [ABSTRACT FROM AUTHOR]

Although music programs are not considered to be mainstream subjects in schools, most collegiate music programs serve to assist p-12 programs and professional development schools, which in turn provide mutually beneficial results for instructors, teacher educators, and aspiring educators. This article discusses how music programs prepare university music students while highlighting the commonalities between collegiate music programs, their mission, and their relationships with p-12 programs. [ABSTRACT FROM AUTHOR]

This article, titled "Editorial: Collaborations for change: integrating the SDGs in further and higher education through partnership," discusses the importance of partnerships and collaboration in integrating the Sustainable Development Goals (SDGs) into policies, strategies, and practices in Further and Higher Education Institutions (HEIs and FEIs). The article highlights the theme of the EAUC 2018 Annual Conference, which focused on "Collaborations for Change" and was inspired by SDG 17: Partnership for the goals. The special issue showcases projects and case studies that address the SDGs and offers detailed descriptions of their impacts. The article emphasizes the aim of the conference to widen the range of actors and voices contributing to academic thought and publishing. [Extracted from the article]

This research effort investigates principal perceptions regarding the impact of science-focused school university partnership programs in primary school contexts. Utilizing a multiple case study design, this research effort analyzed the nature and structure of the partnership efforts across five established science-focused partnership programs in the Australian states of Victoria and Tasmania. Analysis of interview data from principals across twelve separate school partner sites indicated that principals depicted that partnership arrangements increased their staffs valuing of science and was a mechanism for teachers to reflect on their practices. Consequently, principals often viewed partnerships as an additional level of professional development. Most importantly, principals articulated that the partnership programs were an important aspect of the school-based culture and they harbored strong desires to continue the partnerships well into the future. Implications for partnership development and key elements of trust, mutuality and reciprocity are discussed. [ABSTRACT FROM AUTHOR]

This manuscript highlights the experiences of three urban teacher-residents (current and alumni) as they chronicle their journeys finding their way into their role as teachers, supporting learners through a teacher cadet program, developing through a year-long teacher residency, and then moving into their first years of teaching in the urban schools of their community. These PDS ''boundary spanners'' have developed simultaneously within both the public school and university spaces allowing them to provide meaningful implications for PDS partnerships and for recruitment, development, and retention of teachers. [ABSTRACT FROM AUTHOR]

The accrediting body, the Council for the Accreditation of Educator Preparation (CAEP), has set forth a set of new standards that demand excellence and produce educators who raise PK-12 student achievement. Standard 2: Clinical Partnerships and Practice requires that educator preparation programs (EPP) seeking accreditation should have strong collaborative partnerships with school districts and individual school partners. This study utilizes focus group methodology to highlight how key stakeholders in EPPs describe the benefits and barriers of CAEP Standard 2: Clinical Partnerships and Practice within the context of those stakeholders' institutions. A priori codes were used to see how stakeholders' descriptions aligned with Standard 2 guiding principles. Inductive codes were identified which focused on barriers described in clinical partnerships. Results found strong correlation between stakeholder's descriptions with both a priori and inductive codes. [ABSTRACT FROM AUTHOR]

In June 2016, a state university partnered with a local school district to integrate college of education summer courses with a community camp for K-8 students. We reflect upon the benefits and challenges found within this partnership; how the course/camp integration informed our evolving views as teacher educators; and how the camp clinical experience compared with more traditional clinical formats found within teacher education programs. [ABSTRACT FROM AUTHOR]

The SUNY Buffalo State Professional Development Schools Consortium is honored to have been selected as one of the recipients of the 2018 Award for Exemplary Professional Development Schools Achievement for its international PDS partnerships. Beginning with one school partner in 1991 in Western New York, the SUNY Buffalo State PDS Consortium has grown to include partnerships with dozens of school/community agencies locally, nationally, and globally. The Consortium leadership is grateful for the collaboration with its partners and for the recognition by NAPDS. [ABSTRACT FROM AUTHOR]

This work underscores how English Language Arts (ELA) faculty and school administrators in middle schools can partner with area colleges and universities to mine available data generated from high stakes writing assessments, and to answer teachers' questions about students' attitudes to writing. We first discuss the nature of the writing assessment. Next, we dissect the process of generating teachers' hypotheses about the levers that impact students' writing performance. We then turn to available data to address teachers' hypotheses and analysis of that data. Replication for this school of widely observed findings about adolescent writing, though compelling, was not the impetus for this study. The purpose of the work was to strengthen the relationship between the K12 setting and the College. Here, the product of the professional development, and the answers this research provided was equally as meaningful as the process, which strengthened the bond between these two institutions. [ABSTRACT FROM AUTHOR]

In this article, the Monmouth University partners describe our efforts to constantly explore new dimensions of learning, teaching, and teacher preparation. We begin by describing two recent initiatives developed by our partnership: the piloting and implementation of a yearlong clinical internship experience to replace traditional student teaching, and the Monmouth Teacher Residency Program, which is a paid internship that involves teacher candidates in clinical experiences year round. Description of additional initiatives are organized according to the PDS essentials,including projects to increase P-12 student learning, tools to facilitate the mentoring of teacher candidates, and initiatives to enhance the professional development of school partners. [ABSTRACT FROM AUTHOR]

This article shares the qualitative research findings of an emerging professional development schools partnership that investigated the way Twitter, as a type of digital literacy, mediated literature discussions of Lois Lowry's The Giver between urban high school students and master's degree literacy specialist candidates. The findings were organized into three themes that indicated Twitter's productive use for literacy engagement among participants: (a) extending time-on-task engagement by encouraging text-specific discussions,(b) organizing cognitive engagement through questions to enhance text comprehension,and (c) facilitating affective engagement by generating enthusiasm and a desire to be part of a broader, more authentic literacy community. Collectively, these findings have implications for designing socially mediated digital literacy activities that lead to theorizing about the potential of adolescent online literacies in classrooms, leveraging 21st century literacy-based technologies for academic learning, and expanding the literacy pedagogy of preservice teachers. [ABSTRACT FROM AUTHOR]

The overarching goal of the Common Core State Standards is to graduate students from P-12 schools who are college and career ready (CCR). School-university partnerships play an important role in preparing students, families, and teachers to achieve this goal. University partners can be especially helpful as children begin to imagine how they can use the skills and knowledge they gain in school to make their hopes for the future a reality. This article details a PDS project that leverages the human, financial, and situational resources of a university to help bilingual middle schoolers take steps toward their college and career aspirations. Building on the CCR work described in Krist, White, & Whitelaw (2016), we describe our project to encourage other PDS partnerships to consider the value of CCR exploration for teacher candidate, student and community development. [ABSTRACT FROM AUTHOR]

The Whole School Success Partnership (TWSSP) worked to develop practices and cultures that emphasized student success in five middle and high schools. Because this project took place in secondary schools where teachers have disciplinary specializations, the whole school approach came with unique opportunities and challenges. Here we describe how three critical components of this project, wholeschool vision,tools to translate vision into practice,and ongoing, collaborative teacher learning were enacted to meet these opportunities and challenges. We then detail outcomes revealed by the project evaluation. We found the whole-school approach provided a common ground for facilitating schoolwide change and developing a shared perspective on teaching and learning. To do this, TWSSP integrated its activities with school goals and initiatives, placed teachers in high-functioning professional learning communities (PLCs), and frequently revisited a whole-school vision. The project helped teachers connect across subject-area silos, supporting and sustaining whole school reform. [ABSTRACT FROM AUTHOR]

The National Association of Professional Development Schools recognized the partnership between Baylor University and Midway Independent School District as one of three partnerships to receive the 2017 Award for Exemplary Professional Development School Achievement. This Professional Development School partnership began in 2009 and places the utmost value on our combined commitment to engage in research, impact PK-12 student achievement, employ reciprocal professional development, and prepare teacher candidates to be leaders in their field. [ABSTRACT FROM AUTHOR]

Teacher Residencies have been highly touted as the next generation in teacher preparation, because they are applied programs that are predicated on strong partnerships and in-the-field mentoring. However, very little is known about this model as a whole. The goal of the current study is to report on the scope of teacher residencies, and compare data collected to both the federal definition and to standards identified in the professional literature. An Internet search uncovered the existence of 37 programs in 15 states and the District of Columbia. Data gleaned from publicly-available materials was triangulated with results from a telephone check. Findings indicated that although most residencies met the federal definition, post-residency induction and linking course- and fieldwork may be an area of concern in some programs. Programs varied in structure and supports offered. Implications include the need for a standardized definition and terminology, more research on the connection between course- and fieldwork, and more publicly available information and data. [ABSTRACT FROM AUTHOR]

The article offers information on mentoring practices in a professional development school partnership. Topics discussed include importance of teacher education and mentoring communities to develop a common language for communication about mentoring practices; impact of teachers education in curricular activities; and information on providing teacher opportunities.

This article focuses on the benefits of teacher inquiry and strong clinical partnerships at the core of clinically rich educator preparation. The work of the AACTE Clinical Practice Commission provides a foundation for the fusion of theory and practice to enhance teacher candidate professional growth while bridging university and school based contexts to establish a model of deeply embedded clinical practice. Implications for teacher education programs, partnership development, and P-12 student learning are provided. [ABSTRACT FROM AUTHOR]

Simultaneous inquiry draws on the traditions of teacher inquiry and simultaneous renewal (Sirotnik & Goodlad, 1988) concepts at the heart of vibrant school-university partnerships. In this case in point, we identify the key components of our simultaneous inquiry model through the development of a Core Practice Study Group. We describe how simultaneously asking and answering shared questions has renewed and enriched our work with teacher candidates across both school and university classrooms. Simultaneous inquiry can help teacher candidates, participating K-12 teachers, and teacher educators develop new practices, commitments, methods of fostering each other’s growth, and desire to engage in more simultaneous inquiry. [ABSTRACT FROM AUTHOR]

In this research, a clinical teaching approach in a Professional Development School (PDS) partnership was employed to prepare student teachers in urban high-needs partnership schools. Though there are many qualitative studies that indicate an increase in student achievement in PDSs, few quantitative studies have been published. The clinical teaching used Teacher-Intern- Professor (TIP) groups with an Anchor Action Research (AAR) model to help evaluate the PDS teacher intern preparation efforts by measuring student achievement on pre- and post-assessment scores. Within the PDS partnership, a meta-analysis using random effects pre-post-control (PPC) model was used to summarize achievement differences between the TIP and comparison classes. The results showed that Hedges’ g effect size between the classes is .326 in favor of TIP classes, which is a typical effect size for educational interventions. Thus, this study provides quantitative research to support K-12 student academic achievement through a PDS model. [ABSTRACT FROM AUTHOR]

In this article, the authors discuss the importance of the relationship between action research and teacher inquiry, within the context of professional development school settings. Considering the scope of the relationship, the authors provide a brief overview of articles, presented in this issue, that substantiate the need and impact of continuing teacher inquiry—influencing stakeholders to contribute in the advancement of purposeful partnerships. The authors aspire to encourage others to sustain the vitality of teacher inquiry, through the lens of implementing more professional development opportunities, with the effect of heightened student learning and stronger school-university partnerships. [ABSTRACT FROM AUTHOR]

This article reflects on the purpose, problems and potential inquiry offers to the PDS community through the discussion of three tensions experienced by those who inquire within a PDS partnership: (1) University Research versus Practitioner Research; (2) Inquiry as Project versus Inquiry as Stance; and (3) Inquiry as Real versus Inquiry as Ideal. After describing each tension, the author concludes that it is when navigating these tensions, rather than resolving them, that learning and growth happens for all members of the PDS community. [ABSTRACT FROM AUTHOR]

In this article, the authors present their collaborative PDS action research aimed at changing and improving classroom teaching directed at pupil learning and achievement. The classroom action-oriented studies take place within a two-year New York State grant project funded with Race-to-the-Top monies for strengthening teacher and leader effectiveness. Two of the 29 classroom studies included in the project are featured in this article. One action study focuses on third-grade mathematics. The collaborators of the study aim to increase pupil engagement through differentiated instruction and then link it to pupil achievement in solving word problems in mathematics. In the second study, two fourth-grade teachers and a teacher candidate collaborate to improve the quality of their pupils’ writing and identify the impacts of transferring the editing and assessment process from teachers to pupil(s). Sample data and findings from the two studies are presented. [ABSTRACT FROM AUTHOR]

Purpose The purpose of this paper is to analyze the dynamics facing transnational education (TNE) in Australia through literature review in three major areas: policy changes in Australia and major importing countries of Australian TNE, and recent development in online learning and the impact of the prevailing TNE models. The paper concludes by shedding some light on how these changes could affect the sustainability of the growth of Australian TNE in the future.Design/methodology/approach The paper is based on review of literature and use of secondary data on TNE in Australia. The paper analyzes the external quality audit reports with focus on TNE. It finally analyzes the future sustainability of Australian TNE based on growth of higher education in Asia and emergence of online learning.Findings TNE is experiencing growth in Australia. Based on the current model such as setting overseas campus and partnerships, the growth may not be sustainable. The emergence of online learning and developments in Asian higher education may pose increased risk and competition. TNE has been subject to external scrutiny through the external quality agency in past. The current compliance-driven quality assessment may put the transnational quality assessment at risk with increased focus on assessing the quality based on review of documentation.Originality/value The paper is original and it is based on Australian TNE. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to explore the processes and features of one P-16 partnership developed to improve the clinical experience of teacher preparation. The development of partnerships reflects a commitment among institutions to collaborate in a purposeful manner with a keen awareness that each partner must seek to better understand and respect the culture of the other's institution, maintain a level of flexibility, and established common goals for outcomes. In particular, partnership members within this study provided their assessment of the benefit(s) of the partnership program on their professional development. With these ideals in mind, this study was designed to investigate the critical conditions of a newly developed school-university partnership that fosters professional development among its members. In turn, the relationships between member development and program quality are explored. Implications for partnership sustainability are offered as a result. [ABSTRACT FROM AUTHOR]

School-university partnerships are widely promoted yet little is known about what contributes to their effectiveness. This paper presents a participatory formative evaluation of a state-funded schooluniversity partnership. The study employed an empirically derived systems model - the Bergen Model of Collaborative Functioning (BMCF) - as the analytical frame. Twenty-one semi-structured interviews with a range of participants were conducted, transcribed, and then analyzed according to the BMCF. Participants described the foundation of partnership work between schools and universities as requiring the cultivation of humility in order to overcome hierarchical barriers for students, parents, and staff within schools. The central findings include a practice model for changing organizational structures to institutionalize protected collaborative space, a theoretical model providing a framework for better understanding the process of partnership, and a policy model which indicates the importance of significant funding to surmount organizational barriers and provide incentives for the intensive, longterm work required. [ABSTRACT FROM AUTHOR]