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This research aims to create the 8+i link and match model as an embodiment of a healthy learning ecosystem between schools and the worlds of business and industry. The research technique is a mix of quantitative and qualitative research methodologies. The qualitative technique develops a basic list of success characteristics using meta-ethnography, whereas the quantitative approach defines the link between the variables under examination by establishing or building many latent variables that explain the relationship between variables using Aiken's formula and SPSS version 26. The study's findings demonstrate the success of the 8+i link and match model between Muhammadiyah 1 Ciputat vocational high school/"Sekolah Menengah Kejuruan (SMK)" Muhammadiyah 1 Ciputat and industry in generating efficiency and mutual benefits for both parties, not just ordinary collaboration, but intense collaboration from the curriculum development, learning, and industrial work practices designed collaboratively. The Implication of the 8+i link and match model if correctly implemented is that the industry will profit because the training expenses is reduced, and vocational high schools will benefit because their graduates is absorbed by the industry. Recommendations for the vocational high school curriculum must include schools, and industry, also Teaching personnel must include practitioners from industry as well as instructors from schools.

In this article, the authors share what they learned from considering a collection of narrative reflections written by six high school educators, all co-authors, who have integrated youth participatory action research (YPAR) into their instructional practice. Taken together, the written reflections shed light on teachers' reasons not only for pursuing YPAR but also for persisting with YPAR in their particular school context. The authors found that all teachers shared a commitment to social justice, yet their individual purposes for engaging with YPAR varied. Drawing on the teachers' written reflections, the authors delve into teachers' motivations for integrating YPAR into their teaching practice in order to conceptualize teachers' reasons for facilitating YPAR in school.

Students from underrepresented populations--females, working class, and youth from marginalized racial/ethnic groups--are less likely than their middle-class Asian and White male peers to study computer science (CS) in college. The dearth of CS undergraduates from these groups contributes to projected labor force shortages. Sources of the dilemma include weak or absent inspiration and CS preparation in middle schools and negative stereotypes suggesting certain groups do not belong in CS. This case study describes three years of a community collaboration between a local university and a nearby middle school attended by primarily low-income students of color. The University of North Carolina Charlotte/Wilson STEM Academy Partnership focused on undergraduates majoring in CS teaching monthly workshops designed to inspire and academically prepare the middle schoolers for college and CS majors by teaching them coding and computational thinking while also challenging stereotypes about who belongs in CS. Post-workshop assessments, reflective essays, interviews, and administrative data were thematically coded. Findings suggest the workshops sparked interest in college and CS, undermined toxic stereotypes, and nurtured the academic self-confidence of middle schoolers. The Partnership provided the undergraduates with opportunities to meet their own academic goals while "paying it forward." Results suggest that the Partnership can serve as a model starting point for disrupting the disproportionalities in female and underrepresented minority students in CS.

The purpose of this study is to understand the experiences of international students engaged in partnership programs between their high school and a destination college. Specifically, this study focuses on the experiences and perceptions of a group of Brazilian international students who graduated from a dual diploma high school program prior to arriving at a four-year research university in the United States to complete their postsecondary education. The study is guided by a conceptual model based in the literature around challenges of international students, Tinto's (1975) academic and social integration theory, and the four primary types of social interactions (Rose-Redwood & Rose-Redwood, 2013). We utilize a case study method centered on six interviews which investigated students' college experiences during their social and academic integration processes. The findings provide insight into how participation in the dual diploma high school program benefited international students in their college integration. [The publication year on the PDF is incorrect. The publication year is 2024.]

This case study focuses on the preferred instructional approaches of integrative STEM education as students encounter authentic problems in their community, analyze data, and share their evidenced-based explanations and solutions with external audiences. As the case unfolds, school leaders encounter tensions among family and community members, and school representatives about students' learning experiences in integrative STEM education. This examination reveals the roles of school leaders as risk managers and instructional facilitators in maintaining fruitful partnerships with family and community members in a rural school district, while also preparing students to be solution-finders related to mitigating climate change.

Racially and ethnically diverse populations from minoritized backgrounds are often exposed to research methodologies that amplify structural racism and negate their sociocultural reality. Although cross-cultural validation of measures is considered a requisite step to multigroup comparisons, researchers apply measures validated and standardized in the dominant White culture to under-researched populations (without assessing measurement equivalence first). Seeking to align with calls for more culturally sensitive measures, an argument is made to leverage youth participatory approaches in the cross-cultural validation of study instruments. Using an illustrative case study, this paper describes how 16 youth researchers (predominantly Hispanic) partnered with an academic team to examine the validity of the Prosocial Behavior Scale. A new tool, the Key Informant Validity Index, is introduced to determine if items maintain adequate levels of content validity when applied to populations that differ from the original norming and validation study samples. Youth researchers rated items on relevance, clarity and coverage, and use a guided protocol to conduct cognitive interviews with 32 youth participants. Recognizing the inherent challenges of reducing hierarchal power dynamics within youth-adult relationships and/or alleviating insider/outsider tensions across lines of cultural difference, an intentional focus is placed on naming key strategies that facilitated the collaboration process.

Schools of choice need to provide equitable access and opportunities to all students, including students with disabilities and emergent bilinguals. In the context of Early College High Schools, principals and school districts should be partners in ensuring admissions processes are non-discriminatory. In this fictional case, a new principal in a high-performing early college high school becomes concerned that the school has been denying or not actively recruiting students with disabilities and emergent bilingual students. However, when she raises her concern with her supervisors and predecessor, she gets no support. The teaching notes of this case review the literature on ethical leadership, school administration dilemmas, and bounded ethicality.

We offered an enrichment program for high school students with the theme, "The Environment, Health, and You" during the Summer of 2022 and the Spring of 2023. We developed several educational modules for high school students that provided them with an opportunity to learn and explore the foundations of physiological systems, nutrient needs to maintain health, and the impact that environmental factors can have on them. The modules included videos, discussion boards, games, readings, and labs. These modules were integrated into the first session: Your Body and Health. On "day 1," the first module explored the basic physiology and anatomy of the body with respect to the organization of cells into organ systems. Additionally, the educational content included information on macro- and micronutrients and their impact on body development, nutrition, and metabolism. The nutrition module explored nutrition concepts and various factors that can impact healthy eating patterns, such as food insecurity issues and the consumption of ultraprocessed foods. A lab activity on label reading was included to help empower students to make healthy choices. A total of 43 high school students participated in the program. Overall, the quality of the educational content in the modules was rated highly by the students, and they indicated that the educational experience inspired them to learn more about the physiology and nutrition concepts associated with human metabolism, and the importance of healthy food choices to maintain health.

The 1988 Education Reform Act (ERA) changed the direction of statutory education in England by introducing a culture of competition between schools. A market in education was created that placed school against school in neighbouring communities with the aim of the 'fittest' ones surviving while the weaker ones failed and closed. By the end of the 20th century, the epidemic of neoliberalism served to shift all of our public services through creation of these quasi-markets towards competition. While schools led the way, other essential services we rely on such as water, energy and transport fell foul of marketisation. We all became consumers ostensibly to improve efficiency and the quality of the final 'product'. Over recent years this approach has become discredited as transport and other services return to democratic control, whereas schools remain locked in a straitjacket of competition. During the COVID-19 pandemic of 2020, schools become much more than a competitive education service, they rapidly transformed into an essential mainstay of our communities, indeed of our society. This article will utilise the learning from research across three diverse secondary schools that provided accounts of their experiences prior, through and post pandemic. We use an understanding of their experiences to help reshape English schooling and through this argue for a repositioning of school as an essential community resource that is well placed to respond to the growing needs of communities if it is given adequate resourcing, freedom from competition and a new cooperative environment to do so.

Educational technology plays an increasingly significant role in supporting Self-Regulated Learning (SRL), while the importance of Adaptive Learning Technology (ALT) grows due to its ability to provide personalized support for learners. Despite recognizing the potential of ALT to be influential in SRL, effectively addressing pedagogical concerns about using ALT to enhance students' SRL remains an ongoing challenge. Consequently, learners can develop perceptions that ALT is not customized to their specific needs, resulting in critical or dismissive attitudes towards such systems. This study therefore explores the potential of combining Natural Language Processing (NLP) to enhance real-time contextual adaptive learning within an ALT to support learners' SRL. In addressing this question, our approach consisted of two steps. Initially, we focused on developing an ALT that incorporates learners' needs. Subsequently, we explored the potential of NLP to capture pertinent learner information essential for providing adaptive support in SRL. In order to ensure direct applicability to pedagogical practice, we engaged in a one-year co-design phase with a high school. Qualitative data was collected to evaluate the implementation of the ALT and to check complementary possibilities to enhance SRL by potentially adding NLP. Our findings indicate that the learning technology we developed has been well-received and implemented in practice. However, there is potential for further development, particularly in terms of providing adaptive support for students. It is evident that a meaningful integration of NLP and ALT holds substantial promise for future enhancements, enabling sustainable support for learners SRL.

This study investigated the relationship between task-based teacher training and novice English language teachers' cognitions and implementations of tasks in Honduran bilingual schools. After participating in a four-week training program on task-based language teaching, teachers with little or no prior teaching experience designed task-based lessons and were video-recorded implementing those lessons with English language learners ages 5 to 12. Following the classroom observation, teachers participated in a stimulated recall interview. A rubric aligned with 10 key principles of task-based language teaching (TBLT) as outlined by Long (2015) was used to rate teachers' performance and code stimulated recalls. Ratings of video observations showed varied success in TBLT implementation after training, with some teachers' lessons clearly aligned with key TBLT principles, and others relying on focus on forms strategies. Analysed data also uncovered a link between previous training and teaching experiences and the success of teachers' implementations. Stimulated recalls showed that teachers focused primarily on maintaining a cooperative learning environment, and less on reactive aspects of TBLT such as providing corrective feedback. Results are discussed in terms of their implications for teachers and teacher training programs seeking to implement TBLT as an approach to language teaching.

The purpose of the study reported on here was to investigate the role of partnerships in helping in-service teachers overcome the difficulties associated with performing practical work prescribed in the Life Sciences Curriculum and Assessment Policy Statement (CAPS), an educational policy intended to transform the South African school curriculum in the wake of the apartheid years. CAPS is the latest of a plethora of educational policies that have been introduced in post-apartheid South Africa. However, teachers have lamented the lack of skills and resources necessary for its effective implementation. With this study we investigated how partnership between schools and 1 university in South Africa helped teachers to acquire practical skills and techniques related to CAPS implementation. A qualitative research approach with purposeful sampling was used. Data were collected through focus-group interviews, document analysis and observations that entailed observing teachers performing the experiments prior to the training. Teachers from 22 secondary schools participated in this research. Collected data were analysed using Creswell's method of coding. Findings of this study indicate that partnership with the University helped equip teachers with the necessary skills and knowledge to perform science experiments, ultimately resulting in improved learner performance. Partnerships between schools and institutions of higher learning to enhance policy implementation are, therefore, recommended.

This paper proposes a framework to create a small business and entrepreneurship accelerator designed based on prior work in evolving traditional place-based pedagogy to a more critical pedagogy of place. The case is crafted to utilize the built-in resources of a university as the core components in providing necessary resources for success, including expert-level technical assistance and a safe, empowering third space for collaboration. The included case focuses on a suburban/urban campus near several historically underserved geographies. This is important as the proposed framework for a small business and entrepreneurship accelerator focuses on educating and guiding local populations--including high school students--in growing their businesses. The case in this paper brings together university resources, local community elements, small business owners, social entrepreneurs, and high school students by activating a critical pedagogy of place rooted in improving economic conditions while addressing social issues.

Rural schools are unique in the challenges they face; therefore, it follows that the policies to address the challenges should also be unique and not adhere to the "one size fits all" mentality. This research uses a qualitative approach and takes the bold step to seek the input of teachers who work in rural schools for suggestions on how to solve challenges found in rural schools. Eight teachers from seven rural Alabama schools across seven different districts were convened in multiple focus groups organized around four themes--federal policy, state policy, local policy, and community partnerships. The findings from this study shed light on how "one size fits all" policies, which are often created by policymakers with an "urban" mindset, affect rural schools. Additionally, the study inspired a "rural school policy playbook" that includes recommendations for local, state, and federal policy changes to address the needs of rural schools. The solutions shared by the rural teachers we interviewed represent only the tip of the iceberg. Yet, they are important because they shed light on feasible solutions that could help address the contemporary challenges rural schools face.

Dialogue is central to the collaborative processes of inquiry-based approaches. In this methodological article on Interactional Ethnography (IE), we outline the guiding principles of IE as a logic of inquiry for studying the talk and actions of learners and their mentors in inquiry-based learning. Through a telling case of facilitation processes in high school invention education (IvE), we illustrate the major steps and analytic processes that an IE research team undertakes to collect, archive, and analyze records of classroom learning. We share how the IE team enters this ethnographic space and undertakes video-enabled microethnographic discourse analyses of in-time and over time events to identify key learning processes and develop warranted interpretations. Specifically, we exemplify how the ethnographers conduct nuanced analyses of learning discourse in-the-moment and over time. In the context of invention education, we share how an IE study enables the researchers to trace the developing cycle of inquiry and make visible the processes that support design thinking in invention education.

Sociocultural language learning theory and situated learning theory stress the importance of social interactions and context in both science and language learning. In addition, researchers have highlighted the important role that multimodal language plays in meaning-making and communication in science. The purpose of this study was to examine the multimodal discursive resources emergent multilingual learners (EMLs) used in their journals on the topic of erosion. Thus, we ask "in what ways do multimodal discursive resources differ as EMLs describe doing an investigation (practices) and learning (content) in response to a writing prompt (What I did-What I learned)?" This research, grounded in an interpretive/constructivist paradigm, examined the journals of 18 EMLs who participated in a summer program where they engaged in the social context of scientific practice. Students used the What I Did/What I Learned (WID/WIL) writing prompt to describe the practices used in the classroom investigations and the knowledge resulting from these investigations. The WID/WIL journal entries were examined using template analysis coding. The template consisted of four major categories: writing, mathematical expressions, manual-technical operations, and setting. Findings indicated that EMLs utilized writing and mathematical expressions to communicate their manual technical operations (practice) and knowledge (content) of erosion. EMLs did not use visual representations as part of their multimodal resources. Implications for science teaching and the use of the WID/WIL as a writing prompt are included.

Planning a mathematics lesson plan is a complex process. Its quality contributes to the effectiveness of mathematics instruction. Given this significance, improving prospective mathematics teachers' lesson planning ability is essential for teacher preparation programs to produce effective teachers. This study examines how a lesson study within a school-university partnership program (SUPER-LS) could strengthen the lesson planning skills of prospective mathematics teachers. This study employed a case study, which included thirteen student teachers. Data were collected using four initial and four final drafts of mathematics lesson plans developed by four groups of prospective mathematics teachers and reflection reports. These were then analyzed qualitatively using the framework of MKT. The study found that sixteen categories of issues were present in the initial lesson plan, and six remained in the final lesson plan. In the final lesson plan, the 16 problems were reduced to 6, with an improvement of around 62.50%. In addition, prospective mathematics teachers improved their lesson planning skills because of their involvement in the SUPER-LS program, facilitated by intensive collaboration and interaction among participants, especially in-service teachers, and teacher educators, as well as peers' feedback.

Through the Lecturer and Teacher Partnership Program, this study attempts to determine the effect of collegiality in raising the standard of instruction at SMP Cokroaminoto Palopo. This descriptive and observation to data. The findings showed that the plan, do, and see phases of lesson study implementation were divided into four cycles. From the stage of creating learning to the level of implementation in the classroom, these three stages are interconnected. The study's version of collegiality also involves instructors and lecturers planning lessons in accordance with the challenges and educational needs faced by Cokroaminoto Palopo Middle School. Observations' findings indicate that the learning designs created by lecturers and teachers have a favorable effect on the standard of learning in the classroom.

This article argues for a Deweyan "democratic design" approach to program leadership that builds programmatic ideals into leadership practices. To illustrate democratic design in practice, we draw from case studies of two partnership programs based in writing studies--a writing partnership between the University of Arizona and area high schools and a collaboration between Salt Lake City Community College and the University of Utah--that utilize community advisory boards and democratic processes to work toward stakeholder-oriented approaches to leadership. Through these case studies, we emphasize three core principles of democratic design, including stakeholder leadership, political vision, and epistemic equity, that can be applicable across a range of programmatic opportunities. For leaders in composition studies who see collaboration as central to their mission, democratic design can serve as a linchpin for aligning processes with values.

Positioned at the crucial point of access to higher education, summer bridge programs often serve students of color and multilingual learners as well as first-generation and low-income students. Bridge programs, which frequently include first year composition courses, represent an underexplored entry point for collaborations between academic and student affairs. In this qualitative research study, twenty-two summer bridge program websites were systematically coded and analyzed to assess the extent to which bridge program website discourse incorporates funds of knowledge, which are the resources and experiences that diverse groups of students bring to university spaces (Moll et al.). The results from this study indicate that bridge programs provide models for integrating aspirational knowledge and familial knowledge, two funds of knowledge areas, into academic coursework and departmental programming, particularly into the work of writing programs. Composition scholars are uniquely positioned to share their expertise regarding linguistic knowledge and resistant knowledge with their bridge program colleagues. This article suggests that campus partnerships between academic and student affairs can create meaningful institutional change to better support diverse groups of students.

Through rising chronic absenteeism, increases in behavioral challenges, and declines in college enrollment after high school, many students are signaling that school is no longer a place they can or want to be. To address this problem, high schools across the country are consolidating disparate student support efforts into a unified approach led by student success teams. Schools can, by themselves, act on the elements that drive connection: They can establish baselines, identify improvement strategies, measure impact, and then work to continually improve. Strong relationships are the heart of school connectedness and how students who have stopped believing in school can reengage. This article describes the author's experience leading the GRAD Partnership, a student success team, and provides examples of collaborations with high schools and the role of educators and state boards in countering the effects of the COVID-19 pandemic and student disconnection.

This paper describes the role of regional institutions in translating regional policy instruments into practical action using the experience of the Intergovernmental Authority on Development (IGAD) in training teachers for refugee and host community secondary schools in three pilot member states: Ethiopia, Sudan and Uganda. The paper raises questions about the regional organizations could be engaged in developing commonly shared commitments and at the same time implement these policies. Using a participant observation method combined with textual and contextual analysis, the study outlined the results in terms of process, products and lessons achieved in the course of the teacher training process. Regarding the process, the paper highlights consensus building, needs assessment, selection of sites, teachers and trainers as well as development of training modules as important outcomes. The product involves the skill-sets acquired or capacities developed cultural materials and media products. The training initiative brought home useful lessons including the importance of the participatory approach and joint decision-making, the role of partnership, enabling leadership, effective coordination and flexibility in managing joint, multi-stakeholder programs. The paper concludes by articulating the need for further studies and scaling-up the teacher training covering member states that are not involved in the pilot phase.

Robust school-university partnerships can create continuous systems of educator learning that focus on systemic change and the simultaneous renewal of both educators and the organizations within which they work to improve outcomes, opportunities, and access for P-12 students and their teachers. This article is a case of the Project PREP school-university partnership, a complex integrated systems approach towards rethinking recruitment, preparation, support, and development of diverse teachers and leaders. We show how Project PREP has begun to design aligned and enhanced systems for teacher education that embody clinical practice, coaching, and high-quality professional learning for both practicing and future teachers and leaders.

The growth of Sino-foreign cooperative universities, departments and courses in China necessitates further discussion of how to develop teaching approaches that suit students attending these institutions. Despite substantial analysis of the commercial dimensions of Sino-foreign university partnerships, discussion of effective teaching strategies within these settings remains underdeveloped. This paper shares the author's experience of developing and delivering a Western civilization course to 210 students attending a Sino-foreign undergraduate program at a Chinese university over the course of one academic year. Specific attention is paid to how digital tools can be used to address the challenges of unfamiliar teaching styles, limited language comprehension, and the lack of prior exposure to course content. Student feedback and anecdotal observations are drawn upon to underscore the potential utility of certain digital course aids deployed in the classroom and lecture hall, as well as being accessible to students through an online platform.

Higher education-community projects to support food security and food justice can improve health outcomes and increase community cohesion, but university funding may lead to power inequities that perpetuate marginalizing narratives. For this project, a regional state university, a local high school, and a nonprofit focused on building school gardens to offer university and high school students hands-on agricultural education and experience with a permaculture focus. Participant interviews revealed some disconnection and conflict between project goals and participant experiences. In this article we detail the planning phases of the project and self-reflexively unpack what we came to call a dominant narrative of assumed mutuality, which yielded uneven power dynamics that lowered school and community partner participation and buy-in. Findings reveal a need for a project design framework with structured, lateral, reflective communication practices across constituent groups to improve longevity and sustainability of collaborative projects.

Citizen science has proven to be a useful paradigm both to contribute to science and to increase the public understanding of science. Thus the connection between citizen science and schools offers an interesting approach to explore. However, a lot of questions and challenges remain unclear, such as the balance between scientific and educational goals. In this research, we explore how citizen science initiatives have been implemented in formal education contexts through a systematic literature review. The final aim is to identify relevant characteristics, define profiles of initiatives and offer future implications. Through the PRISMA Protocol, we have selected 46 published citizen science initiatives to analyse. Our findings show four different profiles of citizen science initiatives in schools: Students using science, Students helping science, Students learning science collecting data and Students learning science by acting as scientists. From the discussion of these profiles, we suggest some considerations for researchers and designers.

More than sixty years after "Brown v. Board of Education," racial and economic segregation in American schools is deepening. At the same time, dynamic racial and economic change in cities and suburbs offers new opportunities for intentional school integration. School leaders are an integral part of those opportunities. We draw on the integration theory of choice to explore how leadership can nurture the policies and practices that contribute to diverse, inclusive school communities in four U.S. metropolitan area schools. We purposefully selected the sites with an eye toward variation in grades served (pre-K, elementary, middle and high), locale (e.g., urban, suburban or regional) and commitment to intentionally fostering integration. Based on 22 interviews with a range of school leaders connected to the sites, including principals, directors, assistant principals and superintendents, we find that leaders who implement specialized programming and demonstrate agility with financial and human resources can help support school integration in the face of systemic segregation. We close with recommendations for policy and practice.