School University Partnerships in Action

School University Partnerships in Action

This book provides new knowledge, insights and experience about school-university partnerships.

Author: Christopher Day

Publisher: Routledge

ISBN: 9781317198154

Category: Education

Page: 160

View: 127

This book provides new knowledge, insights and experience about school-university partnerships. Drawing upon evidence from international research of the world’s most improved systems, and learning from a UK research council funded ‘knowledge exchange’ project, it reveals that when the profound differences between the practice worlds of schools and the theoretical worlds of university academics are embraced and cherished, rather than eschewed, school-university partnerships become exciting avenues of learning which connect, challenge and transform the thinking and practice of all those involved. Over its eight chapters, the book explores uncertainties, challenges and possibilities faced by those who seek to create, develop and sustain school-university partnerships that aspire to improve the practice and understanding of the leadership of teaching and learning in schools. It explicates and elucidates precepts, principles and practices for achieving such successful partnerships between higher education and school leaders, and contextualises these in terms of policy wide developments internationally. This book will appeal to school leaders internationally, leadership training organisations, and academics who lead postgraduate leadership and management programmes.
Categories: Education

Learning in School University Partnership

Learning in School University Partnership

This volume looks at school-university partnerships from sociocultural perspectives of learning that view participation in social practice as fundamental to the process of learning.

Author: Amy B.M. Tsui

Publisher: Routledge

ISBN: 9781135604752

Category: Education

Page: 200

View: 779

This volume looks at school-university partnerships from sociocultural perspectives of learning that view participation in social practice as fundamental to the process of learning. Its two major themes – school-university partnership and sociocultural and social theories of learning – have both been treated extensively in the literature. It is the bringing together of these two themes that makes this book unique. In this examination of an evolving model of school-university partnership, the Unified Professional Development Project in Hong Kong, the authors analyze the learning that takes place as the participants (student-teachers, mentor teachers, and university supervisors) mutually engage in the enterprise of improving teaching and learning in schools, developing shared practices, and creating new communities of practice. Although it describes one specific context, the book is not just about this locale. Rather, the Unified Professional Development Project is used as a context for theorizing more generally a social theory of learning for school-university partnerships that is relevant to any other similar context. This book will interest teacher educators, researchers in teacher education and teacher development, policy makers, and school practitioners who are involved in school-university partnerships.
Categories: Education

Learning in School university Partnership

Learning in School university Partnership

This volume looks at school-university partnerships from sociocultural perspectives of learning that view participation in social practice as fundamental to the process of learning.

Author: Amy Tsui

Publisher: Taylor & Francis US

ISBN: 0805853162

Category: Education

Page: 187

View: 443

This volume looks at school-university partnerships from sociocultural perspectives of learning that view participation in social practice as fundamental to the process of learning. Its two major themes - school-university partnership and sociocultural and social theories of learning - have both been treated extensively in the literature. It is the bringing together of these two themes that makes this book unique. In this examination of an evolving model of school-university partnership, the Unified Professional Development Project in Hong Kong, the authors analyze the learning that takes place as the participants (student-teachers, mentor teachers, and university supervisors) mutually engage in the enterprise of improving teaching and learning in schools, developing shared practices, and creating new communities of practice. Although it describes one specific context, the book is not just about this locale. Rather, the Unified Professional Development Project is used as a context for theorizing more generally a social theory of learning for school-university partnerships that is relevant to any other similar context. This book will interest teacher educators, researchers in teacher education and teacher development, policy makers, and school practitioners who are involved in school-university partnerships.
Categories: Education

School university Partnerships for Educational Change in Rural South Africa

School university Partnerships for Educational Change in Rural South Africa

School-university partnerships for educational change: an introduction / Faisal Islam ... [et al.] -- Understanding rurality in the troubling context: prospects and challenges / Robert Balfour, Claudia Mitchell, and Relebohile Moletsane -- ...

Author: Faisal Islam

Publisher:

ISBN: 0773413987

Category: Education

Page: 264

View: 110

Categories: Education

Learning to Teach in School University Partnership

Learning to Teach in School University Partnership

Author: Peichang He

Publisher: Open Dissertation Press

ISBN: 136131009X

Category:

Page:

View: 575

This dissertation, "Learning to Teach in School-university Partnership: Tension, Agency and Identity" by Peichang, He, 何佩嫦, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: This thesis explores the identity formation of three EFL pre-service teachers during their teaching practicum in a school-university partnership school in Mainland China. Drawing on the sociocultural perspective, learning-to-teach is conceptualized as student teachers participating in and becoming a member of the communities of practice (Wenger, 1998) which consist of boundary-crossing members from both activity systems of the university and the school (Engestrom, 1987, 1999, 2001). Following a poststructural perspective, the student teachers' learning-to-teach is also conceptualized as a process of "arguing for" (MacLure, 1993) their professional identities under dominant social discourses. Foucault's (1983, 1985) concept of ethical identity formation elaborated into a framework of four ethico-political dimensions for doing teacher identity (Clarke, 2009) is adopted to further analysethe interactions between social structure and individual identity transformation. An ethnographic qualitative case study approach was adopted. Data collection methods included ethnographic observations of classroom interactions, focus group discussions and routine school activities, semi-structured interviews of student teachers and mentors, and collectioin of documents such as university teaching practicum documents, lesson plans, reflective diaries and newsletters. Both "content analysis" and "modified analytic induction" (Bogdan & Biklen, 2007; Merriam, 1998; Patton, 2002) were adopted to conduct within-case and cross-case data analysis. The multi-method approach allowed the researcher to collect and interpret data from both holistic and in-depth research perspectives which also enabled triangulations during data analysis. The analysis indicated that historical, cultural, political and economic forces intertwined and formed general social discourses. Their influences permeated into the discourses of both the university and the school activity systems. Due to the contradictory discourses of ELT education between the two institutions, the boundary-crossing learning-to-teach activities were replete with tensions, asymmetrical power relationships, and interpersonal conflicts, which combined to become driving forces for the different transformations of the three student teachers' identities within the school-university partnership activity system as a global community of practice (COP). Due to different individual backgrounds, inner tensions and interpersonal conflicts within the COP, the student teachers led dissimilar legitimate peripheral participation (Lave & Wenger, 1991)trajectories through identifying themselves with different local sub-cops (T-cop and S-cop) in various modes of belonging. Under the domination of contradictory institutional discourses, the student teachers exercised their creative agencies and managed to find the "spaces" for their own freedom of self-formation via four ethico-political dimensions. Through critical reflection on the relation between the care of self and the care of others, the student teachers clarified, readjusted and reinforced their telos which is part and parcel of the ongoing interactions among the four ethico-political aspects of teacher identity. Based on the contradictions identified in this research, a critical and ethical pedagogy framework for EFL teacher education was conceptualized for ELT and teacher education programmes. This thesis als...
Categories:

Rethinking School University Partnerships

Rethinking School University Partnerships

With nearly 80 contributors from 16 states (and Jamaica) representing 39 educational institutions, the partnerships described in this book are different from the ways in which colleges of education and school districts have traditionally ...

Author: Prentice T. Chandler

Publisher: IAP

ISBN: 9781648025280

Category: Education

Page: 596

View: 249

Rethinking School-University Partnerships: A New Way Forward provides educational leaders in K-12 schools and colleges of education with insight, advice, and direction into the task of creating partnerships. In current times, colleges of education and local school districts need each other like never before. School districts struggle with pipeline, recruitment, and retention issues. Colleges of education face declining enrollment and a shifting educational landscape that fundamentally changes the way that teachers are trained and what local school districts expect their teachers to be able to do. It is with these overlapping constraints and converging interests that partnerships emerge as a foundational strategy for strengthening the education of our teachers. With nearly 80 contributors from 16 states (and Jamaica) representing 39 educational institutions, the partnerships described in this book are different from the ways in which colleges of education and school districts have traditionally worked with one another. In the past, these loose relationships centered primarily on student teaching and/or field experience placements. In this arrangement, the relationship was directed towards ensuring that the local schools were amenable to hosting students from the college of education so that the student/candidate could complete the requirements to earn a teaching license. In our view, this paradigm needs to be enlarged and shifted.
Categories: Education

School university Partnerships

School university Partnerships

Author: Ontario Institute for Studies in Education of the University of Toronto. Teacher Education Program

Publisher:

ISBN: OCLC:225694552

Category: College-school cooperation

Page: 32

View: 983

Categories: College-school cooperation

School University Partnerships in Action

School University Partnerships in Action

"This book provides new knowledge, insights and experience about school-university partnerships.

Author: Christopher Day

Publisher: Routledge

ISBN: 1315560402

Category: Education

Page: 160

View: 285

"This book provides new knowledge, insights and experience about school-university partnerships. Drawing upon evidence from international research of the world's most improved systems, and learning from a UK research council funded 'knowledge exchange' project, it reveals that when the profound differences between the practice worlds of schools and the theoretical worlds of university academics are embraced and cherished, rather than eschewed, school-university partnerships become exciting avenues of learning which connect, challenge and transform the thinking and practice of all those involved. Over its eight chapters, the book explores uncertainties, challenges and possibilities faced by those who seek to create, develop and sustain school-university partnerships that aspire to improve the practice and understanding of the leadership of teaching and learning in schools. It explicates and elucidates precepts, principles and practices for achieving such successful partnerships between higher education and school leaders, and contextualises these in terms of policy wide developments internationally. This book will appeal to school leaders internationally, leadership training organisations, and academics who lead post-graduate leadership and management programmes"--
Categories: Education

School university Partnerships in Action

School university Partnerships in Action

This book provides new knowledge, insights and experience about school-university partnerships.

Author: Christopher Day

Publisher: Routledge

ISBN: 0367694824

Category: College-school cooperation

Page: 160

View: 990

This book provides new knowledge, insights and experience about school-university partnerships. Drawing upon evidence from international research of the world's most improved systems, and learning from a UK research council funded 'knowledge exchange' project, it reveals that when the profound differences between the practice worlds of schools and the theoretical worlds of university academics are embraced and cherished, rather than eschewed, school-university partnerships become exciting avenues of learning which connect, challenge and transform the thinking and practice of all those involved. Over its eight chapters, the book explores uncertainties, challenges and possibilities faced by those who seek to create, develop and sustain school-university partnerships that aspire to improve the practice and understanding of the leadership of teaching and learning in schools. It explicates and elucidates precepts, principles and practices for achieving such successful partnerships between higher education and school leaders, and contextualises these in terms of policy wide developments internationally. This book will appeal to school leaders internationally, leadership training organisations, and academics who lead postgraduate leadership and management programmes.
Categories: College-school cooperation

University Partnerships for Sustainable Development

University Partnerships for Sustainable Development

This volume explores various facets of the Sustainable Development Goals and how well universities have been able to integrate those goals into their curriculum, and institutionalize those goals into their strategic plans and institutional ...

Author: Enakshi Sengupta

Publisher: Emerald Group Publishing

ISBN: 9781789736458

Category: Education

Page: 208

View: 282

This volume explores various facets of the Sustainable Development Goals and how well universities have been able to integrate those goals into their curriculum, and institutionalize those goals into their strategic plans and institutional culture.
Categories: Education

School university Partnerships

School university Partnerships

Author: Linda Clark Whitney

Publisher:

ISBN: OCLC:34143786

Category: College-school cooperation

Page: 398

View: 760

Categories: College-school cooperation

The Impact of PDS Partnerships in Challenging Times

The Impact of PDS Partnerships in Challenging Times

This second volume strives to explore the impact of our endeavors individually at each school/community site and collectively as an entire consortium to point to the important ways that school-university partnership contributes to all ...

Author: Pixita del Prado Hill

Publisher: IAP

ISBN: 9781648021916

Category: Education

Page: 193

View: 932

The Impact of PDS Partnerships in Challenging Times is the follow up to Doing PDS: Stories and Strategies from Successful Clinically Rich Practice (2018). The first book included stories that described our experiences across more than twenty-five years of PDS partnerships. We sought to examine and chronicle the innovative ways we negotiate school-university collaboration while explaining the development of the SUNY Buffalo State PDS consortium. This second volume strives to explore the impact of our endeavors individually at each school/community site and collectively as an entire consortium to point to the important ways that school-university partnership contributes to all stakeholders and where we might do better. SUNY Buffalo State’s PDS roots go back to 1991 with one local school partner. Today this school-university partnership consortium connects with over 100 schools with approximately 45 signed agreements each semester in Western New York, nationally, and internationally. The SUNY Buffalo State PDS consortium is grounded in three frameworks for clinically rich practice: (a) the National Association for Professional Development Schools Nine Essentials (Brindley, Field, & Lesson, 2008); (b) CAEP Standards for Excellence in Educator Preparation, Standard 2 (http://caepnet.org/standards/standard-2, 2018); and (c) the Buffalo State Teacher Education Unit Conceptual Framework (https://epp.buffalostate.edu/conceptualframework, 2018). Through specific examples, each chapter utilizes a case study approach to describe the nature of various partnerships situated in research with a focus on the impact of the partnership. The chapters are intentionally succinct to provide a focused look at a particular partnership activity as each contributes to the larger goals of the entire consortium. Every chapter follows a similar structure – defining a challenge identified by the members of the consortium, a review of the relevant literature, an explanation of how the school/community liaison team responded to the challenge and the data gathered to determine impact, an “impact at a glance” chart to report the findings, and an identification of the necessary next steps in the project.
Categories: Education

University Partnerships for Pre service and Teacher Development

University Partnerships for Pre service and Teacher Development

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.

Author: Barbara Cozza

Publisher: Emerald Group Publishing

ISBN: 9781787142640

Category: Education

Page: 296

View: 175

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.
Categories: Education

Researching Schools

Researching Schools

Presenting the work of a highly innovative partnership between the University of Cambridge Faculty of Education and eight secondary schools, this book explores this networked learning community which has helped to define the use and ...

Author: Colleen McLaughlin

Publisher: Routledge

ISBN: 9781134168590

Category: Education

Page: 224

View: 224

Presenting the work of a highly innovative partnership between the University of Cambridge Faculty of Education and eight secondary schools, this book explores this networked learning community which has helped to define the use and production of educational knowledge and research within and between various partners. This book examines the central questions and gives examples of the outcomes of the development that will assist any researchers, especially teachers undertaking research, to develop school-university partnerships. Stories and examples from practitioners and others who worked directly in and with schools are presented throughout the book. It will appeal to a wide audience of practitioners and academics, and to all who are interested in how research and enquiry can be used to support the development of practice in schools.
Categories: Education

Realizing Shared Potential Through School university Partnerships

Realizing Shared Potential Through School university Partnerships

The College View/Rolling Hills Partnership (a pseudonym) provides the backdrop for this story. Inclusive voice and increased democratic construct provide the lens through which this case is framed.

Author: Jean F. Eagle

Publisher:

ISBN: OCLC:62478148

Category: College-school cooperation

Page:

View: 136

This dissertation investigates and interprets the implications that PK-12/University partnerships have on various members of a learning community. The College View/Rolling Hills Partnership (a pseudonym) provides the backdrop for this story. Inclusive voice and increased democratic construct provide the lens through which this case is framed. Three research questions comprise the foci of this study: 1. What are the substantive connections and programs established through the partnership? 2. How do students from both the public schools and the university gain from these efforts/programs? 3. How do participants in the wider learning community benefit (or not) from a formalized partnership? This historical case study chronicles the work of the College View/Rolling Hills Partnership using observational data, archival collections of materials, and semi-structured interviews. These interviews reflect the work of the partnership through the eyes of ten key participants and comprise a thorough record of events resulting in a vicarious experience for the reader. The informants' stories are presented in three broad categories: The Visionaries, those who conceptualized the partnership; The Politicians, those who contextualized the partnership; and The Technicians, those who persist through presentation of programming. Six major themes surfaced as common among these three groups of informants: 1. The need to move forward despite past history. 2. The importance of a partnership structure which encompasses interinstitutional work. 3. The critical nature of persistence and resiliency in partnership work. 4. Quality trumps quantity, meaning not all growth is inherently good. 5. Internal and external community building play an important role in partnership work. 6. Relationships are the key to constructing and maintaining quality partnerships.
Categories: College-school cooperation

School University Partnerships in English Language Teacher Education

School University Partnerships in English Language Teacher Education

The book adopts a critical perspective and provides arguments from a non-Western sociocultural perspective. This book addresses the complex issues that arise in school-university collaborative action research projects.

Author: Cheri Chan

Publisher: Springer

ISBN: 9783319326191

Category: Education

Page: 123

View: 708

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.
Categories: Education

Clinically Based Teacher Education in Action

Clinically Based Teacher Education in Action

Clinically Based Teacher Education in Action: Cases from PDSs addresses that perplexity by providing images of the possible in school-university collaboration.

Author: Eva Garin

Publisher: IAP

ISBN: 9781648020032

Category: Education

Page: 339

View: 939

Teacher education in the United States is changing to meet new policy demands for centering clinical practice and developing robust school-university partnerships to better prepare high-quality teachers for tomorrow’s schools. PROFESSIONAL DEVELOPMENT SCHOOLS (PDSs) have recently been cited in national reports as exemplars of high-quality school-university partnerships in the clinical preparation of teachers. According to the National Association for Professional Development Schools, PDSs have Nine Essentials that distinguish them from other school-university collaborations. But even with that guidance, working across the boundaries of schools and universities remains messy, complex, and, quite frankly, hard. That’s why, perhaps, there is such diversity in school-university partnerships. For the last thirty years, educators have been fascinated yet puzzled with how to build PDSs. Clinically Based Teacher Education in Action: Cases from PDSs addresses that perplexity by providing images of the possible in school-university collaboration. Each chapter closely examines one of the NAPDS Nine Essentials and then provides three cases from PDSs that target that particular essential. In this way, readers can see how different PDSs from across the globe are innovating to actualize that essential in PDS development. The editors provide commentary, addressing themes across the three cases. Each chapter ends with questions to start collaborative conversations and a field-based activity meant to propel your PDS work forward.
Categories: Education

Learning Communities in Educational Partnerships

Learning Communities in Educational Partnerships

In this chapter | explore: • how a 'researcherly disposition' can be fostered at ITE level and developed it through the schoolcollege partnership ...

Author: Máirín Glenn

Publisher: Bloomsbury Publishing

ISBN: 9781474243599

Category: Education

Page: 200

View: 562

Learning Communities in Educational Partnerships shows how theory and practice come into lived interplay in social spaces where theory informs practice and practice turns into theory. Drawing on their own experiences of becoming a learning community, the authors introduce the ideas underpinning self-study action research. Through a series of first-hand practitioner accounts, the chapters describe and explain how to engage in processes of inquiry and establish learning communities, how to make space for professional conversations and how to develop living theories from within daily practice. The book shows how meaningful change can take place, both in educational improvements and also in more transformative professional learning, when educators are encouraged to draw on their own personal educational values and share their idea
Categories: Education

School based Partnerships in Teacher Education

School based Partnerships in Teacher Education

This book demonstrates school-based approaches to primary science teacher education.

Author: Linda Hobbs

Publisher: Springer

ISBN: 9789811317958

Category: Education

Page: 285

View: 253

This book demonstrates school-based approaches to primary science teacher education. The models used involve partnerships between universities and primary schools to engage pre-service primary teachers in classroom teaching and learning that effectively connects theory with practice separate to the formal practicum arrangements. The book is a culmination of the research and collaboration of researchers from five Australian universities involved in the Science Teacher Education Partnerships with Schools (STEPS) project, funded by the Australian Government Office for Learning and Teaching. While the STEPS project focused on partnerships in primary science teacher education, a key strength of the partnership model (the STEPS Interpretive Framework) developed and explored in this book is its applicability for cross-case, national, international, and inter-state analyses of partnership practices. This is shown through a number of case studies where the STEPS Interpretive Framework is applied and evaluated in the context of other school- or learning-related partnerships. These broad-ranging analyses illustrate the relevance of the model to a range of settings, both within and outside of education.
Categories: Education