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The current study sought to characterize three partnership models in Israeli academic institutions—the traditional, the academia‐classroom, and the clinical field‐focused models. 42 interviews were conducted with educators (teacher educators; mentor teachers; program heads) at 14 Israeli colleges and universities where the programs take place. Differences between the models were found in relation to the role definition of the mentor teacher, the relationship between the pre‐service teacher and the mentor teacher, the contribution of the practicum to the pre‐service teacher, and the connection between theoretical and practical knowledge. Furthermore, the contribution of each of the three models is reflected in the scope of the experiential‐clinical component of the practicum; school‐academia partnerships; and the role of the principal of the training school. The study highlights the value‐added meanings and contributions of the experiential‐clinical component in teacher education programs in general and in the practicum in particular. [ABSTRACT FROM AUTHOR]

Background: Community engagement is increasingly recognized as a necessity in addressing intractable racial and ethnic health disparities in the United States. However, institutions have not adequately trained resident physicians in developing symbiotic community partnerships that preserve community autonomy and identity without exploitation. Our goals were to highlight the experiences of expert academic emergency physicians in creating innovative, community‐driven, and anti‐racist solutions to achieving measurable equity in health outcomes and to introduce a novel framework entitled the Social Change Method to take a community‐embedded intervention from concept to creation. Methods: The methodology was based on the development of a didactic session at the 2023 SAEM Annual Meeting. The three novel initiatives discussed were Emergency Medicine Remix (EMR); Trust, Research, Access, and Prevention (TRAP) Medicine; and The Health Equity Accelerator (HEA). A team of multi‐institutional experts convened to develop the session objectives through priority setting. Results: Our expert panel discussed successes and challenges encountered while using evidence‐informed strategies to conduct their community‐based programming. Participant questions were centered on fostering sustainability, emphasizing the importance of carefully crafted interventions in the face of uncertain legislative challenges and strategies to empower others. Conclusions: Emergency medicine residency education should incorporate training on methods to leverage community partnerships to improve individual and community health outcomes. The Social Change Method can be used as a conceptual framework to generate easily re‐creatable and scalable partnerships that establish trust and forge relationships that honor identity and autonomy without exploiting community members. [ABSTRACT FROM AUTHOR]

This article reports on research examining the intensity and forms of partnership between civil society organisations (particularly non‐profit non‐governmental organisations with a focus on students with a different mother tongue) and schools in three European geographical areas, answering three research questions: (1) What services do non‐profits offer for teachers? (2) How do non‐profits see the current cooperation? (3) Do teachers know about the existence of non‐profits in this area and are they interested in such cooperation? A mixed methods research approach was used. A questionnaire was used for eliciting responses from 34 non‐profit organisations (nine in Czech Republic, nineteen in Spain, six in Italy); and fifteen teachers (five for each country) were interviewed. The findings reveal a great potential of non‐profit organisations as partners in education for covering important themes from intercultural education. All interviewed teachers were in favour of cooperating with the non‐profit sector even though most had never collaborated with non‐profits. Several teachers had experienced difficulties in teaching students of varied linguistic backgrounds. Non‐profits acknowledged that collaboration with teachers and schools had not been ideal and suggested strategies which might empower such partnerships. [ABSTRACT FROM AUTHOR]

This paper is one of three sequential papers interrogating equity in partnerships (or partnering relationships [PRs]) in science, technology, engineering, and mathematics education. In this piece, we prioritize abundance framing and dignity‐conferring work when engaging in partnerships with and for communities who have been historically marginalized. We propose a framework of seven drivers that define the directions and/or success of PRs: (1) mission, vision, or values; (2) goals or outcomes; (3) practices or processes; (4) power, privilege, or oppression; (5) communities and geography; (6) time and urgency; and (7) partners. This framework can be used to examine PRs at any phase of their existence to ensure equity‐centered and dignity‐conferring processes and outcomes. We discuss case studies that are common or specific challenges or frustrations that occur in nonequity‐centered PRs. We frame these as six vexations: (1) sustainable PRs; (2) dignity‐conferring PRs; (3) repetitive PRs; (4) political PRs; (5) "mission trip" PRs; (6) and deceptive PRs. We address these by using a data feminist lens (a perspective inspired by the book Data Feminism that centers on justice in defining and presenting outcomes), and future dreamings (a perspective that centers on potential ahead) to define our suggestions for designing intentional endings of partnerships. [ABSTRACT FROM AUTHOR]

This paper's focus is on the "middle" of partnerships for equity in science education. Middle is used in a temporal sense, meaning the time after the general purposes and terms of working together have been set and before outcomes have been achieved. The middle of the partnership also represents people interacting, bounded around the edges, by their institutional roles, norms, resources, and priorities. As co‐authors who had not previously collaborated (or even met in person), we approached the construction of this manuscript as a dialogue where we learn by sharing narrations of experiences and values and principles. We were inspired by the conversational book between Horton and Freire (1990) and specifically their discussion of "Is it possible to just teach biology?" (p. 102). In our conversation, we illustrate the ways in which partnerships may make justice‐oriented science education possible. Our focus is on complementary and contradictory knowledges, and ways of knowing, institutional resources and constraints, and strategies for making transformative change. We explore the middle of partnerships as a series of opportunities for learning and growing, caring for one another, and building solidarity spaces together. [ABSTRACT FROM AUTHOR]

Objective: The purpose of this study was to explore how academic womxn experience their partnerships during quarantine and to determine the impact of those relational dynamics on scholarly productivity. Background: Past literature indicates traumatic events and extended quarantine is associated with negative mental health outcomes. While primary partnerships serve as one protective factor, extended quarantine with one's partner introduces novel stress to a relationship, which may have unintended outcomes, including those that affect productivity. Method: An online survey was provided to academic womxn invested in scholarship. Responses from participants who identified as in a relationship (n = 67) were coded using thematic analysis through a feminist lens. Findings Participants highlighted three major themes across their responses: time and space, communication, and needs. These findings reflected stressors typical within couple relationships but highlighted important considerations for partners of academic womxn in support of their scholarly activity during quarantine. Conclusion: Though the flexibility available during the pandemic for academic womxn provided time and space for some to nurture their relationship as well as focus on scholar activity, this was not consistent across partners. Implications: Findings show the mixed experiences of partners and confirm the importance of communication, especially about time and space and professional needs. Recommendations can be extrapolated to other processional and career partnerships. [ABSTRACT FROM AUTHOR]

Emergency situations that cause damage to educational buildings or require the closure of schools due to unsafe health, environmental, or political conditions can be an unwelcomed interruption to education. Indeed, the recent COVID‐19 pandemic created the largest disruption of education in history, affecting 94% of the world's student population. In emergencies, technology is often utilised as part of a crisis response protocol by continuing education using emergency remote education (ERE). The purpose of this study is to determine how technology has been used to continue K‐12 learning remotely during an emergency. This systematic review included an aggregated and configurative synthesis to examine extant empirical work over eleven years, from January 2010 to December 2020. Following a rigorous, PRISMA selection process, 60 articles were included in the final analysis from 48 countries. Grounded coding of the strategies used for learning revealed the following categories: communication, delivery systems, student ERE readiness, partnerships, promoting student learning and engagement, and resources. Grounded coding of the technologies revealed that types of technologies used were divided into two major categories: Internet‐based and non‐Internet based, with the majority using Internet‐based technologies. Practitioner notesWhat is already known about this topic The COVID‐19 pandemic has caused school closures across the globe and prevented in‐person school teaching.The rapid shift to distance education in schools can be conceptualised as 'emergency remote education' (ERE).Prior ERE research focused on bounded geographic locations where localised emergencies occurred.What this paper adds This provides the scholarly community with a unique systematic review of existing academic research on K‐12 ERE implementation in emergencies.This provides aggregated data and analysis on the past 11 years of the types of emergencies, participants, subject domain, technologies used, and location information.This provides findings of the types of remote teaching strategies involving technology used to continue K‐12 learning in emergency situations.This provides a set of recommendations on ERE for teachers, school leaders, policy makers, and funders.This provides researchers with a review of the field with identification of gaps and future research opportunities.Implications for practice and/or policy Recommendations regarding ERE are provided in this paper that will be of benefit to K‐12 teachers, school leaders policymakers, and funders in the continuing COVID‐19 pandemic and future emergencies.The research gaps highlighted in this paper, such as the lack of studies conducted in low and low middle‐income countries, are presented with suggestions for much needed future research. This can lead to changes in practice and policy. [ABSTRACT FROM AUTHOR]

The value of teachers' engagement in and with research is long recognised and it is acknowledged that school–university research partnerships are one way of enabling such engagement. But we know little about how research‐based knowledge is negotiated into school practices. Here we draw on data from nine 'research champions', who are teachers in schools which are part of the Oxford Education Deanery, a research partnership with a university department. Taking a cultural/historical approach, the study examined the strategic intentions and actions in the activities of the champions as they negotiated research‐based knowledge into their schools. Data comprised 59 completed templates that described what they did and why. Findings revealed differences between those with close links with senior leaders—who could take a whole‐school approach—and those whose reach was restricted by their position in school practices. Nonetheless, all the champions carefully selected and targeted research in ways that reflected their knowledge of local contexts. The findings point to the need to incorporate the champion role into school systems and for universities to value the role as they develop their own research agenda. [ABSTRACT FROM AUTHOR]

The Korean government's policy toward art in schools and educational autonomy has recently undergone major directional changes, with the Ministry of Education (MOE) encouraging individual schools to find their own ways to become more self‐regenerating, especially by developing community partnerships through art. This recently published policy direction has the potential to challenge traditional school practice as it demands an initiative role of schools and the active involvement of teachers in building partnerships with local communities. Concerned about the impact of the new school art policy on practice, this article attempts to clarify the opportunities and challenges involved in the expected collaborative reform practice by examining the outcomes reported by pilot schools based on their first year of implementing the new school art policy. To this end, this article first identifies the distinctive aspects of the new policy from previous studies on school–community partnerships developed in Korea over the past decade. This is followed by an identification of practical issues and needs by reviewing the outcomes of recent survey results on the perceptions of teachers who participated in conventional school–community partnership programmes. These results will be compared to the problems found in the outcomes reported by pilot schools. Findings will be discussed to assess implications and provide suggestions. This contextual analysis of practitioners' responses to new art‐based collaborative reform practices developing in Korea may contribute to an expansion of international discussions about educational reform through art. [ABSTRACT FROM AUTHOR]

Educators of young students who want to invigorate relationships with students' families and boost student literacy can do so by cocreating culturally sustaining texts. A culturally sustaining text seeks to sustain a reader's cultures, literacies, and backgrounds. The author shares step‐by‐step instructions on how to make a culturally sustaining text with students and their families using photos from the students' neighborhoods and a language experience approach. Four major outcomes were found: School personnel increased their understanding of students' home context, families were more willing to come into school, schools and families built relationships that paved the way for future communication, and students gained a culturally sustaining text to support their literacy learning. [ABSTRACT FROM AUTHOR]

Research‐practice partnerships offer counselor educators an opportunity to generate scholarship that can promote client welfare and create systemic change in practice and policy. The purpose of this article is to articulate strategies for building and sustaining research‐practice partnerships, as well as suggest methods for evaluating these partnerships. [ABSTRACT FROM AUTHOR]

Although there are many studies of the collaboration between academia and industry in developed countries explaining the phenomenon and prescribing best practices, the findings cannot be extrapolated to developing countries. This article fills the gap by studying these interactions for the case of Mexico. To study these interactions, we performed a state‐of‐the‐art matrix analysis to obtain internal, structural, and environmental factors from literature. Then, an interpretative structural framework was built as a model to identify opportunities in the collaboration process. The results are presented in a map that describes how each element influences the others and highlights opportunities for improvement. The model shows that industry triggers collaboration and presents a highly complex internal organization for the academy. This study helps decision makers in government, the academy, and industry to understand the elements and how the system works to develop strategies that promote more effective collaboration. [ABSTRACT FROM AUTHOR]

This chapter offers strategies for creating support resources for students who face nonacademic barriers such as housing insecurity, food insecurity, lack of transportation and dependable childcare, and the need for mental health care and illness. These strategies should be viewed as ideas to help retain students and create lasting partnerships between rural community colleges and community organizations. [ABSTRACT FROM AUTHOR]

In this final chapter, we refamiliarize the readers with each of the Minority‐Serving Institution (MSI) chapters by highlighting important points and questions to consider. We conclude with a discussion on the implications for research, policy, and practice and future directions in student services and academic affairs partnerships at MSIs. [ABSTRACT FROM AUTHOR]

This chapter highlights opportunities for Asian American and Native American Pacific Islander Serving Institutions to develop and utilize external partnerships to inform the development of internal collaboration between academic and student affairs to better serve targeted student populations. [ABSTRACT FROM AUTHOR]

This chapter describes the policy context that led to the establishment of Hispanic‐Serving Institutions (HSIs), and reviews relevant literature related to student success at HSIs. The chapter concludes with guidelines for developing partnerships between academic affairs and student affairs at HSIs. [ABSTRACT FROM AUTHOR]

This chapter explains how and why Tribal College and University (TCU) enrollment positively influences Native American student persistence in mainstream four‐year institutions. It also explores existing partnerships between TCUs and mainstream four‐year institutions that could help to improve the transfer process, and overall, Native American student persistence. The ways in which academic and student affairs can partner creatively are emphasized throughout. [ABSTRACT FROM AUTHOR]

This chapter presents a new model for fostering effective, collaborative partnerships between academic and student affairs at Minority‐Serving Institutions, using an illustrative case study from a historically Black college/university (HBCU) located in Tennessee. After laying the context for collaborations in higher education, the author presents core concepts that may represent an integrated model of collaborative partnerships and describes how it applies to the United Negro College Fund‐funded Career Pathway Initiative at an HBCU. [ABSTRACT FROM AUTHOR]

This chapter provides an insiders' view of a partnership between student affairs and academic affairs at one historically Black college or university (HBCU). Using a learning communities initiative as the primary example, we describe how the two divisions have intentionally created a durable working partnership for student success. [ABSTRACT FROM AUTHOR]

Collaboration has become an increasingly important aspect of higher education policy agendas in which impact and public engagement are regarded as crucial elements of publicly funded research. Collaborative research raises ethical issues relating to the collection, archiving and dissemination of data, but also in regard to the complex and emotional nature of relationships between participants, practitioners and academics, that are currently under‐explored. This paper examines ethical considerations raised by collaborative research with museums, drawing on doctoral research conducted in collaboration with the Geffrye Museum that examined home, work and migration among Vietnamese communities in East London. The paper examines the challenge of balancing the interests of participants with the museum's aim to document and display testimonies and images of participants’ homes. It explores the ambivalent response of participants to the archiving of their research at the museum. I examine my positionality as a researcher, reflecting on the emotions involved in collaborative research. The paper identifies contributions from museum studies that account for the multiple viewpoints involved in collaboration. In the conclusion, I suggest that the ethical issues in collaboration speak to wider challenges of reflecting critically on research relationships that are complex, emotional and underpinned by differing needs and priorities. [ABSTRACT FROM AUTHOR]

Abstract: Drawing is taught in higher education across art and design but also, increasingly, in medical education, with a variety of aims and approaches. It is argued that there is a need, in both these disciplinary domains, to make more explicit the underpinning pedagogical approach to drawing and the impact that different approaches have on learning. The research described in this article focuses on an optional drawing course for undergraduate craft students and medical students. The course is run by the College of Arts and Humanities at a UK university and has a thematic focus on the human body. This qualitative case study sets out, in the context of selected theory about the teaching and learning of drawing, to explore what the learning impact of a particular collaborative model of teaching drawing was on a cross‐disciplinary student group. Findings included, with reference to Riley's framework of drawing pedagogies, that a range of philosophical and pedagogical ideas about drawing were blended from the teaching perspective in a way that enabled students from distinct disciplinary backgrounds to engage and learn. A shift was observed in students’ perceptions of drawing, with both sets of students questioning previously held assumptions about the use and value of drawing within their learning. Life drawing and anatomy laboratory drawing, in particular, provoked deep and challenging reflections about different cultural conceptions of the human body and the practice of collaborative drawing, with dialogic reflection, enabling insights to be developed into different disciplinary epistemologies. [ABSTRACT FROM AUTHOR]

Often coauthored by university- and school-based educators, preservice teachers, and youths, this department column considers how literacies are best developed through context-crossing partnerships among university, school, and community constituents. [ABSTRACT FROM AUTHOR]

Often coauthored by university- and school-based educators, preservice teachers, and youths, this department column considers how literacies are best developed through context-crossing partnerships among university, school, and community constituents. [ABSTRACT FROM AUTHOR]

Often coauthored by university- and school-based educators, preservice teachers, and youths, this department column considers how literacies are best developed through context-crossing partnerships among university, school, and community constituents. [ABSTRACT FROM AUTHOR]

In 2014-2015 and 2015-2016, a metropolitan school system in the southern United States embarked on a unique mission to improve the quality of its public prekindergarten programs through a partnership with a group of developmental researchers in an iterative, data-based venture. Data on 407 children in Year 1 and 433 in Year 2 (who were enrolled in 26 classrooms and extensively observed) are presented from the first 2 years of the ongoing partnership. All children were 4 years of age. Variability in classroom practices, measured empirically, and variability in child outcomes provided the means to examine the relations between children's gains in academic and social-emotional areas and major areas of classroom practices. Lessons learned, the eight identified significant practices, implications, and next steps in the partnership are addressed. [ABSTRACT FROM AUTHOR]

This chapter identifies directions for future ABE research and suggests how researchers and practitioners can enrich the field's knowledge base. [ABSTRACT FROM AUTHOR]

The purpose of this student-faculty partnership research study was to evaluate the effectiveness of a blended four-year Bachelor of Education Elementary Program at a Canadian university using the National Survey of Student Engagement (NSSE) framework. Data was collected from the first graduating cohort of students from the B.Ed. program in partnership with four Undergraduate Student Research Assistants (USRA). The students in this study completed online surveys and participated in focus groups at the end of their first and fourth years in the program. The study participants provided recommendations for improving the quality of the program based on the five NSSE benchmarks and the use of digital technologies. The main recommendations that emerged from this study were that student and faculty interactions, outside of the classroom, could be enhanced through the use of web-based conferencing tools to support 'virtual' office hours. Course assignments that incorporate peer mentoring activities through the use of social media applications could provide richer opportunities for active and collaborative learning. Creating more intentional connections between academic coursework and field placements through the use of Google applications could help to strengthen the relationship between theory and practice in the program. Enriching educational experiences could be expanded through the use of social media applications to promote and communicate student led academic and social events. A supportive campus environment could be improved by the development of a digital 'road map' and co-curricular record for the program. [ABSTRACT FROM AUTHOR]

Digital media have unique potential to amplify student voice in both high school teacher preparation and academic development for college faculty. This paper applies narrative analysis to participant descriptions of how three uses of digital media amplify student voice in the context of a single higher education consortium: (1) high school students and prospective high school teachers use email to engage in dialogue as part of a larger project within the consortium's secondary teacher preparation program, (2) undergraduate student consultants use visual mapping technology as a classroom observation tool through one of the consortium's academic development programs for college faculty and (3) graduate and undergraduate students, faculty and staff engaged in pedagogical partnerships within and beyond this consortium use on an online platform to publish reflective essays on their collaborative work. Amplifying student voice through these uses of digital media has the following actual effects: it creates the possibility for exchanges between students and teachers across space and time; it supports the development of reflective practice; and it encourages the embrace of a partnership approach to teaching and learning. [ABSTRACT FROM AUTHOR]

An editorial is presented on the movement to give students and student teachers a voice in their education. Topics include the use of educational technologies and online social networks in student teaching and learning. The author presents the view that technology-enhanced learning environments help to increase student participation and engagement in the learning process and in their communities.

Collaborative problem solving (CPS) assessment is a new academic research field with a number of educational implications. In 2015, the Programme for International Student Assessment (PISA) assessed CPS with a computer-simulated human-agent (H-A) approach that claimed to measure 12 individual CPS skills for the first time. After reviewing the approach, we conceptually embedded a computer-based collaborative behavior assessment (COLBAS) into the overarching PISA 2015 CPS approach. COLBAS is an H-A CPS assessment instrument that can be used to measure certain aspects of CPS. In addition, we applied a model-based cluster analysis to the embedded COLBAS aspects. The analysis revealed three types of student collaborator profiles that differed in cognitive performance and motivation: (a) passive low-performing (non-)collaborators, (b) active high-performing collaborators, and (c) compensating collaborators. [ABSTRACT FROM AUTHOR]

This chapter analyzes collective bargaining agreements in 4-year institutions of higher education, examining language surrounding ownership, use, and distribution of the proceeds of intellectual property in distance education, and identifying ways in which the public good can be, and occasionally is, built in to contractual provisions. [ABSTRACT FROM AUTHOR]

This paper outlines the emergence of a New Washington Consensus associated with leading philanthropies of the new millennium. This emergent development paradigm by no means represents a historic break with the market rationalities of neoliberalism, nor does it represent a radical departure from older models of early 20th century philanthropy. Rather, it is new in its global ambition to foster resilient market subjects for a globalized world; and new in its employment of micro-market transformations to compensate for macro-market failures. Focusing on reforms pioneered by the new philanthropic partnerships in education and global health, the paper indicates how the targets of intervention are identified as communities that have been failed by both governments and markets. The resulting interventions are commonly justified in terms of 'return on investment'. But the problems they target keep returning because the underlying causes of failure are left unaddressed. [ABSTRACT FROM AUTHOR]

This paper reports on research into the operation of English further/higher education, with a focus on the role of partnerships in supporting the massification of higher education. The research draws on the bottom-up policy implementation tradition to provide analysis of the effects on partnerships of a quasi-marketised environment. The rationale and effects of market orientated policy are discussed with reference to empirical data from college staff and partnership managers. In employing the concept of the 'street-level bureaucrat' as an agent of policy implementation, this research contributes to the interpretation of policy and partnership which has previously been unexplored within the further/higher education context. Conclusions are drawn with implications for the development of college higher education delivered in partnership. [ABSTRACT FROM AUTHOR]

The chapter will focus on the role of career services in external relations. It will provide the basis for this connection along with best practices in developing and maintaining a mutually beneficial relationship between career centers and on-campus and off-campus partners. [ABSTRACT FROM AUTHOR]

An introduction is presented in which the editor discusses various reports within the issue on topics including the institutional technology partnership with Universties' affairs departments, state education working with individual community colleges and global awareness of students.

This chapter provides an overview of results from a recent qualitative study of two Middle College High Schools in Kentucky. The qualitative study utilized Rapid Assessment Process to identify essential elements needed to implement and maintain educational partnerships. [ABSTRACT FROM AUTHOR]

The purpose of this article is to explore the construct of congruence, particularly with regard to school-family collaboration and partnerships. An in-depth review of the empirical and theoretical literature supporting a shift in focus from encouraging family involvement to creating effective school-family partnerships is presented, followed by an investigation into the construct of congruence and the methodological challenges it presents. The authors define congruence, discuss its role in creating and maintaining effective school-family partnerships, and critically review common approaches to measuring congruence and similar constructs. The implications for researchers and practitioners are discussed. [ABSTRACT FROM AUTHOR]

Collaboration is the foundation for innovative discoveries, as individuals with different backgrounds come together and combine their unique expertise. In the current article, an educational researcher and two neuroscientists relate their experiences in establishing a successful collaborative effort. The marriage of neuroscientific findings with educational research has begun to further advance educational approaches. Initial functional magnetic resonance imaging (fMRI) findings indicate that direct interplay between educational interventions and brain-based measures of sensory, motor, and cognitive processes provides an important link among cognitive processing and psychometric measures. If neuroimaging results support existing theoretical constructs of brain organization, then testable hypotheses may be designed to determine which educational interventions will be effective. The neuropsychological approach may provide school psychologists and teachers with an extensive array of fMRI-based, developmentally appropriate instructional strategies for enhancing the functional organization of the developing brain of children. Promising suggestions and strategies for educational researchers, school psychologists, and neuroscientists are included. [ABSTRACT FROM AUTHOR]

This chapter provides a model for bridging graduate assessment course work and divisional student affairs assessment efforts. Evidence from three years of application is provided along with considerations for implementation. [ABSTRACT FROM AUTHOR]

The extant literature documents the importance of school counselors' roles in school-family-community partnerships, yet no model exists to guide school counselors through the process of building partnerships. The authors propose a model to help school counselors navigate the process and principles of partnerships. They define partnerships; discuss the principles of democratic collaboration, empowerment, social justice, and strengths focus that should infuse partnerships; enumerate a partnership process model; and discuss implications for practice and research. [ABSTRACT FROM AUTHOR]

The aim of this paper is to provide explanatory elements of the geography of collaboration by testing various potential factors related to the partners' features (sector of activity, location, affiliation to a parent firm, etc.) and to the pair of regions involved in the partnership (economic and scientific endowment of regions and proximities that separate them). Based on a database collecting around 15,000 Science-Industry agreements signed in France between 1981 and 2006, we first realized a probit model that focus on the local dimension of science-industry collaborations on an inter-individual level. We then test a gravity model (sample selection model) in order to explain the probability and the intensity of interregional collaborations. El propósito de este artículo es aportar elementos que expliquen la geografía de la colaboración mediante el ensayo de varios factores potenciales relacionados con las características de los socios (sector de la actividad, localización, afiliación a una empresa matriz, etc.) y con el par de regiones involucradas en la sociedad (dotación económica y científica de las regiones y las proximidades que las separan). Mediante la utilización de una base de datos que incluye alrededor de 15.000 acuerdos de colaboración entre ciencia e industria firmados en Francia entre 1981 y 2006, establecemos en primer lugar un modelo probit que se centra en la dimensión local de las colaboraciones entre ciencia e industria a nivel inter-individual. A continuación, hacemos ensayos con un modelo de gravedad (modelo de selección muestral) para explicar la probabilidad y la intensidad de las colaboraciones interregionales. [ABSTRACT FROM AUTHOR]

American Indian/Alaska Native youth represent the strength and survival of many Nations and Tribes. However, the aftermath of colonialism has resulted in numerous health disparities and challenges for Native youth, including the highest rate of suicide in the United States. With the aims of elucidating the causes of behavioral health disparities, eliminating them, and improving behavioral health care for Native youth, a partnership of providers, community members, and university faculty and staff completed a comprehensive literature review, conducted advisory meetings with 71 American Indian youth, parents, and elders, surveyed 25 service providers, and engaged in ongoing consultation with traditional practitioners. Results from the multiple sources were synthesized and are reported with 20 policy, provider, and research recommendations that recognize the importance of moving beyond exclusive reliance on western models of care and that seek to foster transformation of individuals, families, communities, behavioral health service systems of care, and social structures. © 2011 Wiley Periodicals, Inc. [ABSTRACT FROM AUTHOR]

Collaborative learning has existed for some time, and instructional methods have been developed, such as cooperative learning, team learning, and problem-based learning. The purpose of this study is to observe students in learning teams and how their observations of their team and team members are reflected in peer evaluations. We examine pre- and post-team history elements, such as basic demographics, personality factors, exam scores, and observations of team process and team goal attainment. Pre- and post-team history factors correlate with peer evaluations and are discussed. In our analyses, we take into account intraclass correlations and individual and group effects. Suggestions are given for future research. [ABSTRACT FROM AUTHOR]

The current call for public scholarship and community engagement by universities and disciplinary organizations has created opportunities to develop innovative ways to integrate research, instruction, and outreach. This article discusses a collaboration among scholars at the University of Kentucky and alternative agrifood movement organizations that has evolved as they pursue an alternative agrifood system in Kentucky. This collaboration made instructional programs in sociology and the honors world food issues track places in which both students and instructors can examine 'problems' of the conventional agrifood system, conduct research, and develop collaborative relationships with community activists. We draw on Burawoy's discussion of public sociology and its interface with professional, critical, and policy sociologies. Supplementing our discussion with literature from social movements and science studies, we demonstrate how this integrated approach can render sociological knowledge and skills useful as critical support of alternative agrifood movements. We argue that the 'experiential classroom' is an excellent site for the critical examination within the agrifood movements of oppositional culture. This, in turn, makes possible students' recognition of injustice in the existing agrifood system. [ABSTRACT FROM AUTHOR]

The article presents information on how reading teachers can engage students' families in children's education. The authors discuss the experience of increasing family involvement in education through school-family partnerships with the help of the Parent Teacher Association (PTA) organization. The role of family involvement in improvements in school attendance, educational interest and motivation, and student achievement is explored. The article includes a chart of online resources for encouraging relationships between families and schools the "Getting Involved" web site from the PTA, the "Parent Resources" web site from the International Reading Association, and the "Teaching Tips" web site from the everythingESL online resource company.

BACKGROUND: The involvement of school-age children in participatory research is described in the context of a school district-university partnership to prevent obesity in children. The purpose of this study was to elicit, from children in kindergarten (K) through sixth grade, perceptions of foods and activities that would inform the design of developmentally appropriate interventions to prevent and reduce childhood obesity. METHODS: Children (N = 218) were selected through a random sample of K through sixth grade classrooms in 3 schools. They participated in structured, interactive, small group exercises focused on perceptions of foods (taste and healthy/unhealthy) and activities (fun and active/sedentary). High school students in the same school district were trained to facilitate the children's groups in collaboration with university faculty and students. RESULTS: Qualitative data analysis was used to discern patterns across grade levels. There were grade-level differences in perceptions of the taste and healthfulness of foods. Younger children (K-1) equated foods that tasted good with foods that were 'good for you.' Older children were more discriminating and gave reasons for their perceptions. For activities, fun was positively associated with the number of people involved and the amount of movement. There were fewer differences across grade levels in preferences for types of sedentary activities, compared with sports and other activities that 'make you move.' CONCLUSIONS: The findings have implications for developmentally appropriate health promotion interventions to prevent obesity. These structured but highly interactive methods could be used by school personnel to assess the unique needs of a school population. [ABSTRACT FROM AUTHOR]

BACKGROUND: Researchers, schools, and community organizations are increasingly interested in forming partnerships to improve health and learning outcomes for adolescents. School-based service learning programs with young adolescents have been shown to improve students' health and educational outcomes. Quality school-based service learning practice requires partnerships that are collaborative, mutually beneficial, and address community needs. This article examines core elements of a community-school-university partnership engaged in implementing and evaluating Lead Peace, a service learning program for urban middle school youth. METHODS: The partnership was assessed through (1) semistructured group interviews with program facilitators at each school at the end of the 2006 to 2007 and 2007 to 2008 school years; (2) key informant interviews with school administrators; and (3) participant observations of partnership meetings. Qualitative analysis was conducted to identify common and emerging themes that contribute to the success of the Lead Peace partnership. RESULTS: Ten themes were identified as keys to the success of the Lead Peace partnership: (1) communication; (2) shared decision making; (3) shared resources; (4) expertise and credibility; (5) sufficient time to develop and maintain relationships; (6) champions and patron saints; (7) being present; (8) flexibility; (9) a shared youth development orientation; and (10) recognition of other partners' priorities. CONCLUSIONS: Partnerships that are essential to quality service learning practice require deliberate planning and ongoing attention. Elements of the successful Lead Peace partnership may be useful for other collaborators to consider. [ABSTRACT FROM AUTHOR]

A name index for the July 1, 2010 issue of "Partnership and Collaborations" is presented.