827 results on '"COLLEGE-school cooperation"'
Search Results
2. Examining boundaries in a large-scale educational research-practice partnership.
- Author
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Sjölund, Simon and Lindvall, Jannika
- Subjects
RESEARCH-practice gap ,EDUCATIONAL change ,EDUCATION research ,CROSS-cultural differences ,COLLEGE-school cooperation - Abstract
Research-practice partnerships (RPPs) are emerging as a promising approach for educational change by closing the gap between educational research and practice. However, these partnerships face several challenges, such as addressing cultural differences as well as relationship-building in a historically unbalanced relationship between researchers and practitioners. Scholars have argued that these cultural differences, also called boundaries, have learning potential if approached constructively, but that we need to know more about what characterizes them in an educational context. The aim of this study is to contribute to our understanding of frameworks for RPPs. By analysing 45 hours of video recordings from meetings in an RPP between four researchers and 300 practitioners, the study offers a characterization of seven different boundaries organized into three different boundary themes: a) prerequisites for collaboration, b) collaborative practices, and c) collaborative content. Moreover, the different boundaries affect the positioning of different actors in the RPP. For example, depending on the boundary expressed, teachers are positioned as either flawed implementers or co-inquirers. We argue that the boundaries and different participant positions within the RPPs they reinforce may affect their learning potentials. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
3. Partnering with a Middle School: Making a Space for Rural Middle School Student Voice.
- Author
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Miller, Nicole C. and Alley, Kathleen M.
- Subjects
MIDDLE school students ,COLLEGE-school cooperation ,THEORY-practice relationship ,MENTORING in education ,EDUCATIONAL innovations - Abstract
In this Practitioner Perspective, we explore two boundary spanning field experiences provided to teacher candidates to center middle school student voice and lived experiences supported by a school-university partnership. Surveys and teacher candidate reflections provided perspectives on both experiences and how these connected to coursework. We describe how both experiences influenced teacher candidates, enhancing their understanding of young adolescents, and bridging the theory-practice gap. Lessons learned through these experiences and future recommendations are included. [ABSTRACT FROM AUTHOR]
- Published
- 2024
4. فاعلية الشراكة بين المدرسة والمجتمع المحلي في منطقة الشمال داخل الخط الأخضر وعلاقتها بتحقيق التميز المؤسسي.
- Author
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ليلى شحادة أسدي, محمد علي عاشور, and طارق يوسف جوارنة
- Subjects
COMMUNITY-school relationships ,PRIMARY schools ,SCHOOL principals ,TEACHERS ,COLLEGE-school cooperation - Abstract
Copyright of Jordanian Educational Journal is the property of Association of Arab Universities and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2024
- Full Text
- View/download PDF
5. Editorial.
- Author
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Bryan, Audrey
- Subjects
- *
SCHOLARSHIPS , *EDUCATIONAL change , *SEX education , *TEACHER education , *COLLEGE-school cooperation - Published
- 2024
- Full Text
- View/download PDF
6. What is sustainable participatory research? Insights from a school-university partnership.
- Author
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Schwedhelm, Maria Cecilia, Wilhelm, April K., Bigelow, Martha, Bates, Nicole, Vibar, Teresa M., Ortega, Luis, and Allen, Michele L.
- Subjects
- *
COMMUNITY-based participatory research , *ACTION research in education , *SUSTAINABILITY , *COLLEGE-school cooperation , *MIDDLE schools , *TEENAGERS , *SECONDARY education - Abstract
A growing number of researchers are employing participatory research approaches to address social determinants of health. Despite evidence supporting school-based participatory action research (PAR) approaches as powerful health intervention strategies and recent calls to assess the implementation of PAR processes and outcomes, there is a paucity of research that addresses the meaning of sustainability in participatory health interventions in schools. This case study addresses some of the complexities that emerge when partners with a variety of goals and experiences engage in participatory action research (PAR) within complex institutions. We describe two PAR initiatives within a pragmatic intervention in two middle schools aimed at improving the school environment to promote school engagement and connectedness among adolescents, highlighting perspectives from PAR facilitators and school administrators. Findings underscore complexities of participatory research approaches, including the dynamic and iterative nature of the intervention and limited resources to support collaboration, and stress the role of alignment to existing systems and processes and the need to shift roles and responsibilities in navigating complexities to achieve sustainability. Ultimately, we (re)conceptualize the meaning of sustainability in participatory interventions as a process that is shifting and inseparable from the collaborative, reflective practices characteristic of participatory approaches. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
7. An extended model of school-university partnership for professional development: bridging universities' theoretical knowledge and teachers' practical knowledge.
- Author
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Mohamad Nasri, Nurfaradilla, Nasri, Nurfarahin, and Abd Talib, Mohamad Asyraf
- Subjects
- *
COLLEGE-school cooperation , *CAREER development , *EDUCATIONAL quality , *QUALITATIVE research - Abstract
The United Nations Sustainable Development Goal (SDG) 4: Quality Education has recently driven more outreach teacher professional development (PD) programmes. While research evidence shows the importance of school-university partnerships for effective PD programmes, this research area remains under-investigated in many developing countries, including Malaysia. This qualitative study investigated the experiences and perspectives of 40 primary school teachers who participated in a three-phase, school-university PD programme. Phase 1 emphasised reflective pedagogy and co-development of teaching interventions. Phase 2 focused on classroom teaching intervention and continuous feedback on teaching methods, whereas Phase 3 consisted of interview sessions. Guided by the 'Interconnected Model of Teacher Professional Growth', an extended version of the model was developed to include an emerging domain; the Initial Positive Perception Domain. This domain addresses teachers' voluntary involvement and their clear intention to collaborate with the university researchers. Most importantly, this domain facilitates positive interaction between the existing domains in the model by promoting teachers' reflective pedagogical practice and strengthening the collective learning community. This study provides explicit evidence that a teacher's initial positive perception towards school-university partnership serves as a fundamental bridge between theoretical k nowledge and practical knowledge for developing highly effective PD programmes. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
8. The School–University Nexus and Degrees of Partnership in Initial Teacher Education.
- Author
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Farrell, Rachel
- Subjects
- *
EDUCATION of student teachers , *PARTNERSHIPS in education , *EDUCATIONAL leadership , *STAKEHOLDERS , *COLLEGE-school cooperation - Abstract
Current international policy documents on teacher education are peppered with the word partnership and there seems to be an assumption that there is a common agreement regarding understandings of 'partnership'. Traditionally the university has been the decisive voice in educational partnerships which has often led to a power differential as well as a failure to fully maximise the potential of the partnership. Based on interviews with school leaders [n = 10], student teachers [n = 10], co-operating teachers [n = 10] and university tutors [n = 10] associated with an initial teacher education (ITE) programme in a university in the Republic of Ireland, this article provides a synthesis of this range of stakeholders' views on how school-university partnerships can be optimised. The major themes that emerged from the research data included: (1) misconceptions about degrees of partnership in ITE and of roles therein; (2) the key role of the co-operating teacher and 'close-to-practice' research in fostering a 'third-space' in ITE and (3) a sense of malaise in relation to levels of pressure, change over-load and lack of adequate resources. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
9. PROYECTOS CO-TUTORADOS DE EDUCACIÓN FÍSICA ENTRE UNIVERSIDAD Y ESCUELA COMO CONTEXTOS DE APRENDIZAJE COLABORATIVOS.
- Author
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Nieva, Carolina, Martínez-Mínguez, Lurdes, and Moya Prados, Laura
- Subjects
PHYSICAL education ,COLLABORATIVE learning ,COLLEGE-school cooperation ,EXPERIENTIAL learning ,HIGHER education - Abstract
Copyright of Movimento (0104754X) is the property of Movimento, da Escola de Educacao, Fisica, Fisioterapia e Danca and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2023
- Full Text
- View/download PDF
10. Building a virtual learning environment to foster blended learning experiences in an institute of application in Brazil
- Author
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da Silva Marques Ribeiro, Andrea, Oliveira, Esequiel Rodrigues, and Mello, Rodrigo Fortes
- Published
- 2017
11. Development of an intervention framework for school improvement that is adaptive to cultural context.
- Author
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Sigurðardóttir, Anna Kristín, Hansen, Börkur, and Gísladóttir, Berglind
- Subjects
SCHOOL improvement programs ,PROFESSIONAL learning communities ,COLLEGE-school cooperation - Abstract
The challenge of educational improvement, due mainly to the complexity of educational systems, is well-known. The aim of this study is to provide knowledge regarding the process of change within schools to better understand how it might depend on cultural context and the characteristics of individual schools. Based on interventions in four compulsory schools (6–15 years old students) in Iceland, the study uses both qualitative and quantitative data. The process of change was guided by a framework grounded in professional learning community principles and designed to be adaptive for cultural contexts as well as the interdependence of different factors of educational systems. Theories of drivers of change and indicators of schools as professional learning communities were used to understand cultural conditions within them. The main findings indicate that the change process in team-driven schools with relatively high levels of teacher collaboration and engagement works well in the framework. By contrast, the change process seemed restrained in the profession-driven and problem-driven schools characterised by either a high level of teacher autonomy and lack of collaboration or engagement in solving several generic problems. The study provided valuable insights regarding the complexity of facilitating change, particularly, the importance of identifying main drivers of change affecting an intervention process at the initiation stage. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
12. Growing action research on environmental learning in schools: a school-university partnership.
- Author
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Inwood, Hilary
- Subjects
- *
COLLEGE-school cooperation , *ENVIRONMENTAL education , *SUSTAINABILITY , *ACTION research , *EDUCATIONAL cooperation - Abstract
A team of teacher-researchers in a large urban school board is working in partnership with researchers from a leading Canadian university to use action research to broaden and deepen environmental education in their teaching practice. This research-informed approach involves teachers, students and their communities in collaboratively deepening their knowledge and raising awareness about environmental issues, as well as devising local solutions to global environmental challenges in age-appropriate ways. This article shares the research of this innovative team by introducing their stories and the impact of their studies. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
13. International Perspectives on School-University Partnerships : Research, Policy and Practice
- Author
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Daniela Acquaro, Ondine Jayne Bradbury, Daniela Acquaro, and Ondine Jayne Bradbury
- Subjects
- College-school cooperation
- Abstract
This book draws together international scholarship on school–university partnerships challenging thinking about purpose and sustainability as well as the power of collaboration in transcending organisational and contextual boundaries. Moving beyond transactional arrangements, the book showcase various models of school–university partnerships, and explores the role of policy, research, and practice, across the life cycle of partnerships. This edited collection presents a strong body of evidence with global significance, providing valuable insights into catalysts for partnerships, the drivers for transformational change, and generative growth resulting from authentic collaboration. An important reference for all teacher education providers, schools, and educational stakeholders, this book showcases global examples of the power of partnerships in an era necessitating cross sectoral collaboration to address contemporary societal challenges.
- Published
- 2023
14. The Mentor Teacher Blueprint: Building Effective Clinical Practice Through School–University Partnerships
- Author
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Kristen M. Driskill and Kristen M. Driskill
- Subjects
- College-school cooperation, Teachers--Training of, Mentoring in education
- Abstract
Both higher education and P–12 faculty play a critical role in the preparation of new teachers, yet they have traditionally operated in silos. This book, designed to be read and applied immediately, will help teacher preparation programs and schools work together to best prepare preservice teachers. This is accomplished by clearly describing the roles and responsibilities of both stakeholders, specifically with a focus on the preparation of the mentor teacher. The author outlines ways for schools and teacher preparation programs to collaboratively choose, train, and support mentor teachers, along with suggestions for connecting P–12 and higher education faculty more regularly. Driskill provides a replicable blueprint that has been put into practice and found to be effective. School districts and teacher preparation programs can use the blueprint to reform clinical practice, which ultimately puts more highly qualified teachers in more classrooms. Book Features:Offers a proven-effective method for preparing and supporting mentor teachers in clinical practice.Focuses on what exactly clinical practice entails, including the roles and responsibilities of teacher prep programs and P–12 schools.Explores how mentor teachers are currently identified versus how they should be identified. Outlines topics and strategies for initial training and ongoing support for mentor teachers. Contains specific steps both school districts and teacher preparation programs can take to form successful partnerships.
- Published
- 2023
15. STEAM-approach to Teacher Training at the Immanuel Kant Baltic Federal University.
- Author
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Budarina, Anna O., Parakhina, Olesya V., and Degtyarenko, Kseniia A.
- Subjects
- *
STEAM education , *COLLEGE-school cooperation , *MATHEMATICS education , *EDUCATIONAL planning - Abstract
The article represents the practices of an innovative teacher training management model implemented by the Institute of Education, the Immanuel Kant Baltic Federal University (Kaliningrad, Russia), within the framework of the pedagogical education development strategy in the Kaliningrad region. Educational approaches that ensure the development of interdisciplinary integration become the basis for improving the teacher training system. One of the most successful practices of transdisciplinarity concept implementation is STEAM education that integrates five core fields of study. They are S – Science, T – Technology, E – Engineering, A – the Arts, M – Mathematics. The integrated practice-oriented teacher training approach encompasses modelling educational programmes according to STEAM-approach; modern educational environment design, including final assessment procedure upgrading through introducing demonstration exam framework using WorldSkills techniques and methodology; the development of a new School-University partnership model aimed at implementing new formats of educational practices through international, national, regional, network and inner integration educational projects. STEAM-approach based on the concepts of interdisciplinarity, metadisciplinarity and integration in education is considered as the conceptual basis of the innovative teacher training models. The existing practices of teacher training models designed according to STEAM-approach prove its effectiveness both at the training stage at the Institute of Education, the Immanuel Kant Baltic Federal University, and at the further professional development stages. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
16. Fit Start.
- Author
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GULLA, JOHN
- Subjects
- *
PRIVATE schools , *COMMUNITY schools , *STUDENTS , *COLLEGE-school cooperation , *HIGH schools , *SCHOOL administration - Abstract
The article focuses on the concepts of community and belonging in independent schools, and the importance of understanding and measuring these aspects for supporting students and shaping school culture. The author discusses the need for data to complement anecdotal evidence in order to gain insights into the connections between students' sense of belonging, their experiences, and their overall well-being in high schools.
- Published
- 2023
17. University and School Collaborations During a Pandemic : Sustaining Educational Opportunity and Reinventing Education
- Author
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Fernando M. Reimers, Francisco J. Marmolejo, Fernando M. Reimers, and Francisco J. Marmolejo
- Subjects
- College-school cooperation, COVID-19 Pandemic, 2020-
- Abstract
Based on twenty case studies of universities worldwide, and on a survey administered to leaders in 101 universities, this open access book shows that, amidst the significant challenges caused by the COVID-19 pandemic, universities found ways to engage with schools to support them in sustaining educational opportunity. In doing so, they generated considerable innovation, which reinforced the integration of the research and outreach functions of the university. The evidence suggests that universities are indeed open systems, in interaction with their environment, able to discover changes that can influence them and to change in response to those changes. They are also able, in the success of their efforts to mitigate the educational impact of the pandemic, to create better futures, as the result of the innovations they can generate. This challenges the view of universities as “ivory towers” being isolated from the surrounding environment and detached from local problems. As they reached out to schools, universities not only generated clear and valuable innovations to sustain educational opportunity and to improve it, this process also contributed to transform internal university processes in ways that enhanced their own ability to deliver on the third mission of outreach.
- Published
- 2022
18. From little things big things grow: Enhancing literacy learning for secondary students in rural and regional Australia
- Author
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Clary, Deidre, Feez, Susan, Garvey, Amanda, and Partridge, Rebecca
- Published
- 2015
19. Persisting in the Age of COVID-19: School-University Partnership to Promote Equity-Oriented Teaching and Learning.
- Author
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Leonard, Susan Y., Andrews, Gayle, Loder, Allie, OConnor, Taera, and Wilson, Brooke
- Subjects
COVID-19 pandemic ,COLLEGE-school cooperation ,EDUCATIONAL equalization ,COLLABORATIVE learning ,BEGINNING teachers ,OBSERVATION (Educational method) - Abstract
The authors describe collaborative efforts between novice teachers and their former university teacher educators who partnered to design and enact equity-oriented teaching and learning experiences for teacher candidates and young adolescents despite limitations, barriers, and disruptions generated by COVID-19. Observations and feedback from students, teachers, and leaders speak to mutual benefits that the partnership generated. Authors will describe their collaborative processes, feature artifacts from the activities, and discuss implications for future practice. [ABSTRACT FROM AUTHOR]
- Published
- 2022
20. ARTIKULATION.
- Author
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ZIERER, KLAUS
- Subjects
ARTICULATION (Education) ,SCHOOL administration ,COLLEGE-school cooperation ,TEACHING ,EFFECTIVE teaching - Abstract
The article focuses on the concept of "Articulation" in education, which involves structuring lessons temporally based on pedagogical and didactic principles. Topics include the historical development of articulation models from Herbart to current frameworks like AVIVA and 5E, the effectiveness of these models as supported by meta-analyses, and practical recommendations for implementing effective lesson structures.
- Published
- 2024
21. Breaking Barriers: How P-TECH Schools Create a Pathway From High School to College to Career
- Author
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Stanley S. Litow, Tina Kelley, Stanley S. Litow, and Tina Kelley
- Subjects
- College-school cooperation, School-to-work transition, Educational equalization
- Abstract
Breaking Barriers shows how to redesign high schools so that all students can move on to college and successful careers. In a negation of the American Dream, a child's zip code is currently a far better predictor of success than hard work, intelligence, or resilience. This book tells the story of a school model that focuses on equity and works to prove that all young people can achieve academic excellence given the right support. P-TECH (Pathways in Technology Early College High School) combines public high schools and community colleges in partnership with employers, providing both opportunity and support for all students. This innovative and effective approach eliminates barriers to replication by engaging all stakeholders. The first P-TECH, which opened in a low-income Brooklyn neighborhood, is now a model for school reform. Praised by President Obama and heads of nations, its story is told through the voices of students who have shattered the myths about which students can succeed. “Breaking Barriers is a compelling read. It shows that a clear pathway from school, to college, to career goes beyond an aspiration—it's achievable, and for all students. The global success of P-Tech schools is something education, government, and business leaders need to learn about and get behind.”—Arne Duncan, former United States Secretary of Education“Breaking Barriers is a must-read. The P-Tech story shows that quality schools leading to not just a high school diploma but college completion and career success are critical to our future. This is the kind of opportunity and support that must be provided to all students, regardless of income or race.”—Darren Walker, president, Ford Foundation
- Published
- 2021
22. Alleviating the Educational Impact of Adverse Childhood Experiences: School-University-Community Collaboration
- Author
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R. Martin Reardon and R. Martin Reardon
- Subjects
- Community and school, College-school cooperation, Post-traumatic stress disorder in children, Children with mental disabilities--Education, Psychic trauma in children
- Abstract
Recent crises—whether policy-induced (e.g., family separation at the Mexico/U.S. border) or natural disaster-related (e.g., hurricanes in Florida and North Carolina and wildfires in California)—have galvanized the attention of the U.S. and international public on the plight of children who endure these traumatic events. The sheer enormity of such wrenching events tend to overshadow the trauma endured by many children whose everyday life circumstances fall short of affording them a safe, stable, and nurturing environment. At the national level, three rounds of data collection spanning January 2008 through April 2014 constituted the National Survey of Children's Exposure to Violence (NatSCEV) that—according to Finkelhor, Turner, Shattuck, and Hambly (2013) in reporting on the 2011 round—assessed “a wide range of childhood victimizations” (pp. 614-615). Among many other findings, Finkelor et al. concluded that “overall, 57.7% of the children and youth had experienced or witnessed at least 1 to 5 aggregate exposures (assaults and bullying, sexual victimization, maltreatment by a caregiver, property victimization, or witnessing victimization) in the year before this survey” (p. 619). According to the recent re-visiting of NatSCEV II by Turner et al. (2017), “almost 1 in 4 children and adolescents ages 5-15 in the United States lived in family environments with only modest levels of safety, stability, and nurturance, while about 1 in 15 had consistently low levels across multiple domains” (p. 8). Adverse childhood events (ACEs) have both immediate and long-term impacts on children's health and well-being (Banyard, Hambly, & Grych, 2017; Bowen, Jarrett, Stahl, Forrester, & Valmaggia, 2018; Walker & Walsh, 2015). Children do not shed their entanglement with ACEs at the schoolroom door. To highlight just one study, Jimenez, Wade, Lin, Morrow, & Reichman (2016) conducted a secondary analysis of a national urban birth cohort and found that experiencing ACEs in early childhood was “associated with below-average, teacher-reported academic and literacy skills and [more] behavior problems in kindergarten” (p. 1).
- Published
- 2020
23. Research practice partnership for schools and universities.
- Author
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Pereira, Andrew J. and Fang, Yanping
- Subjects
COLLEGE-school cooperation ,NARRATIVE inquiry (Research method) ,ACTION research in education ,EDUCATION research ,EDUCATION theory - Abstract
This paper aims to review the research paradigms of action research, narrative inquiry, and teacher research, mainly through the writings of John Elliott; F. Michael Connelly and D. Jean Clandinin; and Marilyn Cochran-Smith and Susan Landy Lytle respectively, for conceptual possibilities for fruitful schoolteacher and University researcher partnerships. This study seeks to survey the focal points relevant for the concerns of practice, theory and partnership to give the reader an introduction with an intention to further develop these practitioner research with the possibility of encouraging more fruitful School and University partnerships. This is with a view that teachers need to engage in educational research and that researchers' perspectives can also contribute especially within partnerships. The literature review aims to survey the current stances of the research paradigms along with their features, research foci, methods, outcomes and others. These are then conceptualized for possible research--practice partnerships (RPP) within educational research in terms of definitions, conceptualizations, organizations, practice and enactment. The review also investigates possible partnership issues, problems and tensions of the research paradigms to suggest resolutions, guiding questions and recommendations for researchers and practitioners. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
24. One step further: advancing lesson study practice through collaborative inquiry school-university partnerships.
- Author
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Wang, Linfeng, Kimura, Yuu, and Yurita, Makito
- Subjects
LESSON planning ,COLLEGE-school cooperation ,COOPERATIVE inquiry ,EDUCATIONAL leadership ,EDUCATIONAL change - Abstract
This study offers insights into a professional graduate programme developed at the University of Fukui (Japan) that used the lesson study approach to elevate the application of field-based reflective practise for teachers and school leaders. This paper first details the programme's structure and its school-university collaborative inquiry partnership model developed to build a sustainable platform where practices and research are integrated as teachers inquire about school-based issues. The impact of the programme and its lesson study approach is then assessed by qualitatively analysing the longitudinal reflection reports written by three graduate students enrolled as: new entrant teachers, in-service teachers, and school leaders. This study concludes by highlighting that the Fukui PGP brings a more significant commitment to HEI and the BoE and extends the application of lesson study for school changes and reforms. Internationally, it demonstrates a new systematic structure that works in institutional environments and settings where lesson study is practised to make changes in the organization. It fosters a more meaningful and critical lens to the traditional practice of lesson study. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
25. Love as a Necessary Corrective: Toward Antiracist Schools for Our Children.
- Author
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Louie, Nicole and Pacheco, Mariana
- Subjects
- *
ANTI-racism education , *COLLEGE-school cooperation , *EDUCATION of Chinese Americans , *COVID-19 pandemic , *MATHEMATICS education - Abstract
In this essay, the authors draw on their experiences as teachers, scholars, and parents who identify as Chinese American and Chicana to articulate their vision of antiracist schools. The essay names love as a necessary corrective to systemic violence and othering in schools—specifically, love for children who routinely traverse racial, ethnic, cultural, and linguistic borders in their full humanity, elevating their ways of being, knowing, living, sensing, and thinking. This concept is explored in terms of three kinds of relationships, all of which require an ethic of love: teachers loving children, children loving one another, and loving relationships between adults. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
26. Discussion Pathways to Literacy Learning
- Author
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Thomas M. McCann, Elizabeth A. Kahn, Thomas M. McCann, and Elizabeth A. Kahn
- Subjects
- English language--Study and teaching (Secondary), Language arts (Secondary), College-school cooperation
- Abstract
Discussion Pathways to Literacy Learning examines the function of classroom discussion as an essential element in inquiry and literacy learning. McCann, Kahn, and Walter provide examples of classroom discussion activities that have been part of an ongoing partnership between university professors and high school English teachers. The book draws on their research into the effect of discussion on literacy learning and offers examples of activities and guidelines for activities that teachers can use in their own practice. Beyond demonstrating the strong impact that authentic discussions have on learning, the authors show how participation in discussions can be pleasurable and meaningful experiences for adolescents, especially when then can choose the focus for their shared inquiry.
- Published
- 2018
27. The role of school‐based research champions in a school–university partnership.
- Author
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Burn, Katharine, Conway, Robin, Edwards, Anne, and Harries, Eluned
- Subjects
- *
COLLEGE-school cooperation , *TEACHER researchers , *EDUCATION research , *PARTNERSHIPS in education , *THEORY of knowledge , *ADULTS , *HIGHER education - Abstract
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]
- Published
- 2021
- Full Text
- View/download PDF
28. Developing a project within a school-university partnership: factors that influence effective partnership working.
- Author
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Marsh, Brian
- Subjects
- *
COLLEGE-school cooperation , *CAREER development , *TEACHERS , *TEACHER educators , *MENTORING in education - Abstract
This paper advances the discourse on school-university partnerships by considering the challenges of implementing a project to support the professional development of teachers through the use of video-mediated lesson observation within such a partnership network. The project discussed here was initially established by teacher-educators and located in the secondary sector of a school-university partnership in England. It offers an interpretive framework for analysing school-university partnerships. The impact of this project was limited due to asymmetric power relations. The effectiveness of partnership working is discussed by considering the degree of congruence between the perspectives of and division of labour between both school-based mentors and teacher-educators and those factors identified in literature as supporting effective partnership working. The findings point to effectiveness being compromised when power and control are located within one community resulting in school-based mentor disengagement and the project aims only being partly fulfilled. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
29. A case study exploring primary teachers' experiences of a STEM education school-university partnership.
- Author
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Hamilton, Miriam, O' Dwyer, Anne, Leavy, Aisling, Hourigan, Mairéad, Carroll, Claire, and Corry, Edward
- Subjects
- *
COLLEGE-school cooperation , *STEM education , *PRIMARY school teachers , *TEACHER development , *TEACHER educators - Abstract
This paper explores the experiences and professional learning of a group of in-service primary school teachers, participating in a STEM education programme in Ireland. Four primary teachers from the same case school engaged in a two-year project to explore STEM teaching and learning. This STEM project was structured as a multi-tiered partnership involving these four in-service teachers collaborating with six STEM teacher educators and a group of pre-service primary teachers, working together to develop an effective school-university STEM collaboration. The project focused on developing and facilitating meaningful classroom-based STEM learning experiences for primary aged children in the school. This paper specifically explores the professional learning and experiences of the in-service teacher participants. The teachers engaged in co-creating and co-facilitating a series of STEM lessons over two years in partnership with, and supported by the university STEM Education faculty. The paper provides insight into the participating teachers' professional learning in STEM education, as well as implications for school–university partnerships. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
30. Building and Maintaining Collaborative Communities: Schools, University, and Community Organizations
- Author
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Judith J. Slater and Judith J. Slater
- Subjects
- College-school cooperation, Community and college, Community and school
- Abstract
Building and Maintaining Collaborative Communities: Schools, University, and Community Organizations is a new and noteworthy volume in the literature on collaboration among schools and universities. It expands the playing field to include both publically and privately funded community organizations and the effects of the interaction of the three on projects in a multitude of settings both domestically and in international venues. Asked to analyze their projects following the Slater Matrix, nineteen examples provide an inside glimpse into the success and limitations of each project. Chapters are organized in order of complexity of type of collaboration. The editors expect this to be a useful guide for university personnel, school administrators, and community organizations wishing to embark or expand on projects involving schools, universities, and community organizations. In a time of short resources and uncertain sustainability, it should serve as a useful tool in making decisions in the planning, process, carrying out, and analysis of each endeavor.
- Published
- 2016
31. University Partnerships for Academic Programs and Professional Development
- Author
-
Patrick Blessinger, Barbara Cozza, Patrick Blessinger, and Barbara Cozza
- Subjects
- Teachers--Training of, College-school cooperation
- Abstract
This volume examines the diverse ways in which universities and colleges around the world are partnering and collaborating with other institutions to fulfill their missions and visions. University partnerships not only include collaborations between universities but also include university-school (basic education) collaborative partnerships to improve local school systems. The increasing pressures to remove access and participation barriers, and the increasing pressures to mitigate practices restricting free flow of education across borders have created a growing global space for educational services of all types. As a result, traditional institutional boundaries have expanded to better respond to increasing pressures on them by the growing demand for higher education services. The boundaries between educational institutions and other entities such as government, business, and non-profit organizations have become more fluid and this has resulted in increased involvement by institutions, faculty, and students in activities outside the traditional boundaries of the classroom. This edited volume will specifically explore university partnerships for academic and program development.
- Published
- 2016
32. School-University Partnerships in English Language Teacher Education : Tensions, Complexities, and the Politics of Collaboration
- Author
-
Cheri Chan and Cheri Chan
- Subjects
- English teachers--Training of, College-school cooperation, English language--Study and teaching
- Abstract
This book addresses the complex issues that arise in school-university collaborative action research projects. Employing sociocultural perspectives on examining professional practices of in-service teachers, it examines the complexities of negotiating beliefs, identities and interpersonal relations when educators from two different institutional cultures collaborate. Specifically, the book explores issues such as the discourses that are operative in school-university collaboration for English language teacher education; the way in which beliefs, interpersonal relations and identities are negotiated in school-university partnership; what tensions and complexities operate in collaborative action research discourse in an educational context; and how school-university collaboration can be achieved. The book adopts a critical perspective and provides arguments from a non-Western sociocultural perspective.
- Published
- 2016
33. Teachers as researchers: Reflecting on the challenges of research-practice partnerships between school and university in Chile.
- Author
-
Guerrero-Hernández, Gonzalo R. and Fernández-Ugalde, Rocío A.
- Subjects
- *
RESEARCH-practice gap , *COOPERATIVE research , *COLLEGE-school cooperation , *CRITICAL pedagogy , *ACTION research in education - Abstract
Teachers have tended to be underestimated as experts of their own practice and relegated to a technical role. In this context, action research appears as a form to legitimate teachers as active agents and producers of educational knowledge. This article aims to examine how a collaborative research-practice partnership between schools and universities in Chile fosters teachers' role as researchers. It adopts a qualitative methodology based on thematic analysis of data collected from questionnaires and focus groups. In particular, it reports perceptions of inservice teacher researchers who conducted research projects between 2016 and 2017 as a part of a researcher-practitioner partnership strategy implemented by a university in Chile. The findings suggest that the partnerships were highly valued among teachers because the partnerships allowed them to develop pedagogical reflection towards the improvement of their practices and required particular awareness and recognition of roles and the relationships between practical and theoretical knowledge. Finally, possibilities for strengthening teachers' role as researchers and collaborative research are presented at the end of the article. [ABSTRACT FROM AUTHOR]
- Published
- 2020
- Full Text
- View/download PDF
34. Nazareth education students team up with area high schoolers for semester-long class, report findings
- Author
-
Deckert, Andrea
- Subjects
High school students -- Research ,College-school cooperation ,Action research ,Private universities and colleges -- Services ,Business ,Business, regional - Abstract
Byline: Andrea Deckert Agroup of area high school students joined Nazareth College education students earlier this week to share their research on community topics that matter to them, from student [...]
- Published
- 2022
35. Professional Development Schools and Transformative Partnerships
- Author
-
Chapman, Marvin, Spooner, Melba, Polly, Drew, Heafner, Tina L., IGI Global, Chapman, Marvin, Spooner, Melba, Polly, Drew, Heafner, Tina L., and IGI Global
- Subjects
- College-school cooperation, University cooperation, Educational innovations
- Abstract
School-university partnerships have the potential to greatly benefit teaching and learning in PK-12 environments, as well as educator preparation programs. This collaboration is advantageous to teachers, counselors, and administrators. Professional Development Schools and Transformative Partnerships provides a comprehensive look at the design, implementation, and impact of educational initiatives between schools and universities. Including cases and research on existing collaborations, this publication addresses barriers and trends in order to provide direction for successful partnerships in the future. This book is an essential reference source for educational leaders in colleges, schools, and departments of education, as well as leaders of PK-12 schools.
- Published
- 2015
36. „Neues unter neuen Verhältnissen erproben”: Das Praxisforschungskonzept der Laborschule Bielefeld.
- Author
-
Textor, Annette, Freke, Nicole, and Zenke, Christian Timo
- Subjects
- *
LABORATORY schools , *SCHOOLS , *COLLEGE-school cooperation , *EDUCATION research , *EDUCATION - Abstract
The article presents a report on the practical research concept of the Bielefeld Laboratory School in Germany. It states that since 1970s there has been educational research and educational practice working together at the Bielefeld Laboratory School. It also mentions about how the partnership between research and practice developed there.
- Published
- 2020
37. The Transformative Nature of Boundary-Spanning Roles in Developing Teacher Leaders: The Case of a Hybrid Teacher Educator in a Professional Development School Context.
- Author
-
Burns, Rebecca West and Badiali, Bernard J.
- Subjects
CONTINUING education ,TEACHER leadership ,TEACHER educators ,LABORATORY schools ,EDUCATIONAL leadership ,COLLEGE-school cooperation - Abstract
Hybrid teacher educators are school- and university-based teacher educators who work across the boundaries of schools and universities to facilitate the professional learning of teachers in the third space of school-university partnerships. This case study of 'Sofia" examined how a reassigned classroom teacher was transformed from her four-year experience as a hybrid teacher educator in an exemplary professional development school (PDS). The findings identified four transformations: (1) deepening reflection, (2) preserving relationships, (3) prioritizing students, and (4) distributing leadership. This study has implications for clinically-based teacher education suggesting that hybrid teacher educator roles in PDSs have powerful transformative qualities and the potential for developing teacher leaders. [ABSTRACT FROM AUTHOR]
- Published
- 2020
- Full Text
- View/download PDF
38. Three Models of Effective School–University Partnerships.
- Author
-
Bernay, Ross, Stringer, Patricia, Milne, John, and Jhagroo, Jyoti
- Subjects
TEACHER education ,COLLEGE-school cooperation ,PROFESSIONAL learning communities ,STUDENT teachers ,FOCUS groups - Abstract
The Ministry of Education in New Zealand in 2013 provided funding for universities to develop and implement initial teacher education programmes with innovative school–university partnerships to promote the success of graduates. To enhance the success of this new programme, four teacher educators reviewed the literature on school–university partnerships. The authors investigated critiques of and successful strategies for partnerships to develop three models to be trialled by primary school partners and the university staff involved in the pilot programme. Model A represents the traditional practicum partnership whereas models B and C look at partnership as a professional learning community. These models are explained and the findings from discussions throughout the initial implementation of the programme to determine aspects conducive to success for student teachers in each context are outlined. Questionnaires, interviews, and focus groups provided school and university staff members the opportunity to analyse the models as well as benefits and challenges of such a relationship. From this analysis, the four teacher educator/researchers concluded that working as a professional learning community with student teachers, teachers and university lecturers provided a strong foundation for partnership. School and university staff members valued working together as professional development for all partners, as a potential avenue for joint research, and as a platform to enhance student teacher's preparedness for their first classroom. [ABSTRACT FROM AUTHOR]
- Published
- 2020
- Full Text
- View/download PDF
39. Citizen scientists: school students conducting, contributing to and communicating ecological research – experiences of a school–university partnership.
- Author
-
Pen-Yuan Hsing
- Subjects
ECOLOGICAL research ,COLLEGE-school cooperation ,BRITISH education system - Abstract
Started in north-east England in 2015, MammalWeb aims to improve our knowledge of British mammals through the use of motion-sensing camera traps. Fundamental to the project is the involvement of local communities and individuals who act as citizen scientists. They contribute to the collection and analysis of the camera trap photographic data. Here, we jointly describe our experiences as a partnership between Belmont Community School and Durham University. School students became citizen scientists and ecological ambassadors who took part in research and designed outreach materials for their local community. We discuss what we learned and the resulting mutual benefits. [ABSTRACT FROM AUTHOR]
- Published
- 2020
40. Developing research-informed practice in initial teacher education through school-university partnering.
- Author
-
Elton-Chalcraft, Sally, Copping, Adrian, Mills, Kären, and Todd, Ian
- Subjects
- *
TEACHER education , *COLLEGE-school cooperation , *STUDENT teachers , *FREEDOM of teaching , *EDUCATION , *UNIVERSITIES & colleges - Abstract
There is limited research investigating models of partnering between University and Schools in initial teacher education (ITE). This project investigated, over a 10 year period, how student teachers in an English University on a one year course, draw on theoretical models, introduced in university sessions, when planning for a 'creative week' placement in schools. Working within an interpretivist paradigm drawing on data from 52 student teachers, 10 teachers and 50 children this case study explored a model of teacher education provision. Findings illuminated factors that inhibited student teachers from planning engaging lessons, which challenged their learners, including poor relationships between stakeholders, misunderstandings of the purpose of the placement and under developed knowledge and understandings of how to successfully draw on theoretical models to enhance learning, together with the challenges of limited time during a one year course. Findings also uncovered the extent to which student teachers were 'allowed' by some teachers, but not by others, to take risks in their practice, and the impact this has on student teachers' sense of autonomy and confidence. Implications of the research demonstrate how findings can impact on ITE course design and partnering models between University and schools. [ABSTRACT FROM AUTHOR]
- Published
- 2020
- Full Text
- View/download PDF
41. How do university experts perform their boundary broker role to support teachers' learning in the school-university partnership? An exploratory study in China.
- Author
-
Wang, Xiaofang and Wong, Jocelyn L. N.
- Subjects
- *
TEACHER education , *STUDENT teachers , *TEACHER training , *COLLEGE-school cooperation - Abstract
The school-university partnership is considered a promising approach to teachers' learning. However, few studies have focused on the brokering practice of university experts and its potential influence on teachers' learning. Employing two years' longitudinal qualitative data from a small-scale partnership in China, this study explores from teachers' perspective how university experts perform their boundary broker role to support teachers' learning. Firstly, findings show that the university expert's broker role has multiple facets ranging from resource linker, knowledge conveyor, translator and co-creator to learning network builder and authoritative judge. Secondly, the study discusses the connection between university experts' brokering practice and teachers' learning at multiple levels. Thirdly, the study re-examines the impact of university experts on teacher professionalism and stresses the significance of university experts' competences to cross school-university boundaries. The paper concludes with several implications and the way forward for future study. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
42. Creating Synergies for Change.
- Author
-
Carney, Joanne, Chu, Marilyn, Green, Jennifer, Nutting, William, Donnelly, Susan, Clancy, Andrea, Buly, Marsha Riddle, and Carroll, David
- Subjects
- *
COLLEGE-school cooperation , *ACHIEVEMENT gap , *ELEMENTARY schools , *ENGLISH language education , *MIXED methods research - Abstract
Background/Context: The challenges documented in the literature on research--practice partnerships and similar school--university collaborations are outlined in the literature review in this issue. Yet only a collaboration among multiple educational and community organizations could create a synergy powerful enough to achieve the multifaceted goals of this project: (1) enhance instructional practices to better meet the needs of diverse learners; (2) better prepare teachers and teacher candidates to engage families in support of their children's success; (3) develop a community of practice in which preservice teachers, teacher educators, in-service teachers, administrators, and other educational and human service professionals participate in ongoing, collaborative professional development; and (4) recruit and retain more teacher candidates from culturally and linguistically diverse backgrounds. Purpose/Objective/Research Question/Focus of Study: This study analyzes features and outcomes of a six-year school--university partnership funded by a large state grant. Project goals included developing innovative models for closing the achievement gap in an elementary school with a high percentage of English language learners and high-poverty measures. Using an inquiry-action model, the partners worked to better engage and support families as they enhanced teacher preparation and professional development. Research Design: This case study uses mixed methods research to analyze how one research--practice partnership navigated the challenges inherent in such collaborative work. Data Collection and Analysis: Data sources included student standardized testing data, teacher and intern surveys, semistructured interviews, a formative assessment of partnership processes, student and intern work samples, and observations in classrooms and teacher professional development activities. Conclusions/Recommendations: This partnership avoided or overcame many of the challenges typical of school--university partnerships. Four factors appeared to be significant to the project's success. First, all the key coordinators of the partnership, including the school principal and teacher education faculty, remained in place for five years. Similarly, there was very low turnover among teachers in the school, which meant that professional development was sustained. Second, the personal and professional characteristics of the people involved in the partnership were the right mix for the task. Shared meaning was fostered and school--university status hierarchies leveled as latecareer university faculty spent large amounts of time in the school, participating in professional learning communities with teachers and teacher candidates. Third, trusting relationships were fostered within the school by the principal; there was a high level of trust from the outset. Fourth, both school and university leaders waited for indications of "readiness" among teachers and faculty, drew on expertise within the team, and demonstrated a commitment to organic evolution. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
43. Navigating Fragility and Building Resilience: A School--University Partnership to Support the Development of a Full-Service Community School.
- Subjects
- *
COLLEGE-school cooperation , *COMMUNITY schools , *PARTNERSHIPS in education , *EDUCATIONAL innovations , *EDUCATIONAL planning - Abstract
The article describes a school-university partnership to support the development of a full-service community school. It provides an account of the assets, challenges and processes that impacted the project. Topics discussed include the demographics of the elementary school, coordinating services within the full-service community schools model, and the innovation plan developed by the planning team.
- Published
- 2019
- Full Text
- View/download PDF
44. Toward Teacher Preparation 3.0.
- Subjects
- *
COLLEGE-school cooperation , *TEACHER education , *STUDENT teachers , *PARTNERSHIPS in education , *PARENT participation in education - Abstract
The article presents three cases to describes the efforts of school-university collaborations related to teacher education in Washington State. It describes a place-based approach to preparing community teachers with knowledge of the community context, efforts to saturate an elementary school with preservice teachers through the placement of student teachers, and impact of family involvement on preservice teachers while student teaching and later into their careers as classroom teachers.
- Published
- 2019
- Full Text
- View/download PDF
45. The Challenges of Bridging the Research--Practice Gap Through Insider--Outsider Partnerships in Education.
- Author
-
Phelps, David
- Subjects
- *
COLLEGE-school cooperation , *RESEARCH-practice gap , *EDUCATIONAL innovations , *PARTNERSHIPS in education , *EDUCATION research - Abstract
Background: Partnerships between schools and universities are increasingly advocated as a way to bridge the research--practice gap in education. Empirical research has revealed a wide variety of benefits that these partnerships can bring to merging research and practice. Yet, empirical studies also demonstrate that merging research and practice through partnerships at local sites is neither straightforward nor a guaranteed process. Rather, it is a fragile process fraught with tension that often stems from the relationship between the school and university partners. Purpose: Kornfeld and Leyden reflected that if schools and universities are to successfully partner, they "should be ever mindful of . . . the infinite complexities and potential pitfalls in the relationship." The purpose of this literature review is to document these complexities and pitfalls more fully so that schools and universities involved in partnerships can have more realistic expectations of the demanding work entailed in maintaining healthy relationships. Realistic expectations can help school and university partners to more successfully navigate the fragility of their work. Furthermore, the research literature suggests that when partners work collaboratively to address these challenges, they will strengthen their relationships. Research Design: A literature review was conducted using an intellectual social network analysis and an extensive database search. A total of 56 studies were selected for analysis using relevant inclusion and exclusion criteria. Findings: The 56 studies reveal that challenges to maintaining partnerships emerge from the differences in schools and universities along three high-level categories: organizational structures, discourse practices, and power relations. Yet, schools and universities can mitigate these challenges by working together to collaboratively build organizational infrastructure, shared meaning, and trusting relationships. Recommendations: Schools and universities that partner to close the gap between research and practice at local sites should be mindful of the ways that their differences in organizational structures, discourse practices, and power relations can complicate their work together. At the same time, schools and universities can strengthen their relationships by intentionally working to collaboratively build organizational infrastructure, shared meaning, and trusting relationships. By working to reconcile the differences between themselves, schools and universities can better learn how to navigate the fragility inherent in their partnership [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
46. Introduction to the Special Issue.
- Subjects
- *
COLLEGE-school cooperation , *PARTNERSHIPS in education - Abstract
An introduction to the special issue of the journal about school-university partnerships is presented, highlighting challenges and success throughout their joint efforts.
- Published
- 2019
- Full Text
- View/download PDF
47. Discovering Together.
- Subjects
- *
COLLEGE-school cooperation , *PARTNERSHIPS in education , *EDUCATIONAL planning , *UNIVERSITIES & colleges , *ELEMENTARY schools - Abstract
The article provides an overview of a school-university partnership project, highlighting the changes to both the structures for planning and organizing the partnership and the personnel. Topics discussed include the planning year development process and theory of change, the resulting innovation and success plan that was subsequently developed, and the various activities and initiatives in support of the elementary students and families.
- Published
- 2019
- Full Text
- View/download PDF
48. Communicative learning spaces and learning to become a teacher.
- Author
-
Sjølie, Ela, Francisco, Susanne, and Langelotz, Lill
- Subjects
- *
IN-service training of teachers , *TEACHER development , *COLLABORATIVE learning , *COLLEGE-school cooperation , *EDUCATIONAL change - Abstract
This paper explores teacher learning. It focuses on access to 'communicative learning spaces' (a concept we coin and develop within this paper) and argues that the creation of such spaces can be a powerful enabler of teacher learning. We draw on the findings from three studies conducted in three different countries - Norway, Australia and Sweden. The studies focused on different stages of teacher learning - initial teacher education, the induction phase of teacher learning in the workplace, and the continuing professional learning of in-service teachers. The paper considers the features that characterise communicative learning spaces and their development. Using the theory of practice architectures we examine what enabled and constrained the development of these communicative learning spaces in each of the three cases. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
49. Creating Visions for University- School Partnerships
- Author
-
JoAnne Ferrara and JoAnne Ferrara
- Subjects
- College-school cooperation
- Abstract
In keeping with the tradition set forth in volumes 1-4, this fifth volume, Creating Visions for University- School Partnerships: A Volume in Professional Development School Research, continues to exemplify current thinking of practitioners and researchers in the field. The range of authors from the Prek-16 arena illustrates the ways in which professional development schools generate possible solutions to the complex problems facing educators. The diversity of their work represents perspectives of classroom teachers, preservice teachers, school leaders, and university faculty who grapple with identifying “ways of knowing” and “ways of doing” that enhance educational outcomes for Prek-12 students while also serving to transform the profession. The volume's contents of 19 chapters divided into four areas: (1) Clinically Rich Practices (2) PDS Stakeholders'Perspectives (3) Enriching Content Area Instruction (4) Family Engagement, gives us a more vivid picture of the work that partnerships are doing to fulfill the PDS promise for improving teaching and learning at every level.
- Published
- 2014
50. Professional Development Schools : Creative Solutions for Educators
- Author
-
JoAnne Ferrara and JoAnne Ferrara
- Subjects
- Laboratory schools, College-school cooperation
- Abstract
This book is intended as a guide for practitioners interested in forming alliances within their community to support teacher and student success. Under the umbrella of a professional development school (PDS), school principals willing to engage in this type of partnership have access to a framework for school renewal. Within this school/university framework lie four critical factors that transform the ways in which teachers'teach and schools'function. The professional development school model takes a holistic approach to revitalizing schools by sharing knowledge, resources, practices, and the collaborative efforts of P-12 educators and the higher education community. Through the collective wisdom of P-12 and university educators, PDSs provide a new way to think about teaching and a rich environment for learning.
- Published
- 2014
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