Subject Index
University Partnerships for Community and School System Development
ISBN: 978-1-78560-133-0, eISBN: 978-1-78560-132-3
ISSN: 2055-3641
Publication date: 20 November 2015
This content is currently only available as a PDF
Citation
(2015), "Subject Index", University Partnerships for Community and School System Development (Innovations in Higher Education Teaching and Learning, Vol. 5), Emerald Group Publishing Limited, Leeds, pp. 321-326. https://doi.org/10.1108/S2055-364120150000005025
Publisher
:Emerald Group Publishing Limited
Copyright © 2015 Emerald Group Publishing Limited
INDEX
Action research
, 72, 74–75, 160, 168–169, 174, 284
Active learning
, 37, 105
Active teaching methods
, 15, 24–25, 28, 31, 33, 37, 39
Admissions
, 11, 20, 110, 212, 216–218, 221
Application to university
, 216, 227
Appreciative inquiry
, 9, 16, 70
Arts
, 6, 16, 21, 81, 85–87, 90, 92–93, 95, 126, 141, 220, 222, 224, 226, 259, 278, 284
Aspiration
, 11, 17, 20, 71, 102, 105, 108, 110, 126, 128–129, 212, 217–218, 221, 222, 224, 227
Assessment
, 87, 90, 93, 100, 103, 108, 113, 131, 152, 164, 167–168, 170, 189, 191, 236, 238–240, 242–244, 249, 252–255, 262–263, 270, 272–273, 275, 294
Attainment
, 11, 20, 69, 76, 212, 217–221, 224, 227
Authentic learning
, 263, 278
Barriers to higher education
, 110, 217
Bilingual education
, 161–162, 168–170
Care leaver
, 219
Case study
, 6–9, 11, 15, 24, 25, 33, 38–39, 44, 47, 57, 175, 220, 227
Central question
, 126, 264–265, 269, 273, 276
Change
, 8, 14–15, 28, 32, 37, 43–44, 46–48, 52, 53, 55, 63, 68, 75, 82, 90, 94, 108, 109, 120, 122, 124, 129, 130, 132, 136, 141, 151, 168, 174, 180–183, 185, 187, 190, 204, 221, 235, 239, 241, 262, 274, 278, 285, 289, 297
Changing demographics
, 7, 18, 179–192
City-game method
, 34
Co-construction
, 186
Co-creation
, 83, 89, 94, 109
Collaboration
, 4, 6, 9, 11, 13, 15–16, 19, 23–24, 27, 30, 34, 36, 38, 56, 61, 63–64, 66, 68, 76, 82, 84, 86, 92, 94, 110–111, 112–113, 121, 131, 137, 147, 151–152, 163–165, 169, 175, 185–188, 190–191, 196, 198–200, 205, 212, 213–214, 220, 234–236, 238–244, 248–251, 255, 261–263, 265–266, 268, 272, 276–277, 283–285, 287, 290–291, 294, 296–297
Collaborative
, 6–7, 10, 16, 19–21, 25–26, 33, 35–36, 62–64, 66–67, 77, 86, 123, 132, 136, 139, 186–187, 195, 198, 212, 214–215, 218–219, 229, 235, 237, 239–242, 244–246, 260–261, 263, 266, 277–278, 285–287, 290, 295–297
College Of Teacher Education
, 16, 61, 63, 66
Communities of practice
, 8–9, 11–13, 85, 94
Community engagement
, 55–56
Community nvolvement
, 225
Community partner
, 11, 45–47, 55–56, 212, 260, 263–264, 266–268, 278
Community
, 3–17, 19, 23–25, 37–38, 43–52, 54–57, 61, 63, 65, 68, 74, 81–95, 99, 101, 107–108, 111–112, 119–124, 133, 135, 138, 148–149, 151, 159–160, 162–165, 169, 172, 179, 195–196, 198, 202, 205, 207, 211–212, 225, 233, 240, 242, 249, 252, 256, 259–260, 262–264, 266–269, 273, 275, 278, 281, 285–286, 289
Community-based pedagogy
, 92
Competence development
, 31
Conscientization
, 46
Continuing education
, 18, 159, 236, 251
Cooperative learning
, 261
Creative industries
, 212, 220–222, 225–226, 229
Critical dialogue
, 88
Critical literacy
, 67
Critical Multicultural Education
, 15, 44–45
Critical pedagogy
, 56, 83
Cross-institutional partnership
, 15, 24–25, 33, 36–38
Cultural competencies
, 8, 15, 21, 25, 35, 281, 283, 285–287, 289–291, 293, 295, 297
Cultural exchange
, 17–18, 135–136
Cultural heritage
, 20, 234, 236–237, 241, 246, 248, 250
Cultural proficiency continuum
, 185, 188
Cultural proficiency
, 8, 18–19, 179, 183–185, 188, 191, 287
Culturally proficient
, 185, 189, 287
Culturally responsive instruction
, 8, 18, 179, 183, 185
Culture
, 13, 21, 46, 49, 55, 65, 74, 83–84, 88–89, 94, 105–106, 137–138, 147, 167–168, 185–186, 188–189, 235, 237, 243, 245, 248, 254, 256, 281–283, 285, 292–294
Curriculum
, 7–8, 15–17, 23–30, 38, 64–65, 70, 75, 82–84, 86, 88–94, 96, 102–103, 105, 108–109, 111, 136–141, 144, 147–149, 154, 169, 182, 189, 198, 227, 242, 261, 269, 273, 276, 293
Deficit perspective
, 47, 49, 180–181, 184–185, 191
Deficit
, 47, 49, 70, 126, 180–182, 184–185, 191
Disadvantaged students
, 11, 19–20
Distributed leadership
, 4, 6, 10, 12–13, 19, 113, 195–208
Diversity in STEM
, 11, 19
Diversity
, 11, 19, 46–48, 53–54, 56, 85, 109, 162, 182, 185, 195, 207, 222, 284–285, 291, 293–294, 297
Dragon Research Collaborative
, 20, 259–260
Dragon
, 20, 259–278
Early Childhood Care and Education (ECCE)
, 63
Education for Sustainable Development
, 63
Education
, 3, 7–8, 10–13, 15–21, 23–39, 43–51, 53–56, 61–77, 81–87, 92, 94–95, 99–105, 107–111, 113–115, 119–121, 123, 125–130, 135–139, 141, 154, 159–163, 165, 167–170, 174–175, 179–185, 187–188, 190, 192, 195–199, 211–220, 223–224, 227–229, 233, 236–237, 240–242, 245, 249–250, 252–253, 259, 261–264, 266–269, 276–278, 281, 284–285, 288–291, 293, 295, 297
Elementary Education
, 136
Elementary teachers
, 136
Ell education
, 161
Emotional literacy
, 287
Engagement
, 6, 9, 11, 17–18, 20–21, 29, 36, 45–46, 55–56, 82, 88, 94, 100, 102, 105–106, 111, 113–114, 135–136, 225–226, 262, 266–267, 269, 273, 277, 281, 283, 287
English as a Second Language
, 152, 173, 188
English language learners
, 18, 93, 142, 151, 159, 187, 191
Ethic Of Caring
, 287
Ethiopia
, 15, 61–77
European Union
, 26, 30
Exeter Ethiopia Link (EEL)
, 63
Expansive learning
, 183
Experiential learning
, 295
Experiential pedagogy
, 31, 34
Expert
, 9, 16, 61, 71–73, 75, 85, 94–95, 186, 207, 236, 237, 240, 244, 252, 255
Faculty
, 7–8, 18–19, 21, 26–28, 30, 36, 39, 43–44, 56, 86, 92, 95–96, 107, 111, 115, 135–137, 139–140, 150–151, 153, 159–160, 162–163, 169, 179–180, 182–184, 186–192, 197–203, 205–207, 212, 259–260, 263–266, 268, 270–273, 275–276, 285, 288–290, 294–295
Female retention in STEM
, 198, 205
Females
, 11, 196–198, 205
First in family
, 223
Focus West
, 11, 19–20, 211–229
Folklore
, 260, 266, 272
Formal education
, 13, 15, 23–39, 69, 277
Fossils
, 260, 264, 267, 271
Gaining entry
, 186, 224, 227
Game theory
, 11, 19, 215
Gardening
, 18, 135–136, 140, 144, 146–149, 151–152, 154
Girls and STEM
, 207
Global awareness
, 21, 283, 291, 296
Global competence
, 136, 138
Global engagement
, 21, 283
Global gardening projects
, 144, 148–150
Global partnerships
, 140, 290
Goods and services partner
, 267
Grade
, 29, 47, 64–65, 68–76, 87, 91, 140–141, 144, 149, 166–167, 171, 201–202, 221, 227, 229, 262, 265, 269–270, 272, 277, 284, 288–289
High school
, 15, 19, 24–28, 33, 36, 39, 44–45, 47–48, 54, 100, 107, 162, 188–189, 197–201, 203, 205–206, 228, 249–251, 283, 290, 295, 297
Higher Diploma Programme
, 63
Higher education
, 10–12, 15, 17–21, 23–24, 35, 37, 39, 43, 54, 56, 61–77, 100, 110, 120–121, 123, 130, 160–161, 184, 196, 199, 211–229, 261–262, 276, 284
Informal education
, 13, 15, 23–39, 277
Institutionalization
, 56, 248
Integrated services model
, 21, 282–283, 285–286, 296
Intercultural capabilities
, 63, 77
Intercultural competencies
, 8, 15, 25, 35
International schools
, 18, 136–138, 149, 152–153
Intersectionality
, 15, 44–48, 57
K-12 education
, 105, 162, 190
Learning communities
, 11, 13, 15, 44, 47–52, 54–55, 162, 172–173
Learning culture
, 21, 283, 285, 287, 294
Literacy
, 65, 67, 74, 82–85, 87–90, 92–93, 113, 147, 162, 167, 241, 287–288, 292–293
Local
, 4, 8–11, 15–17, 19–21, 31, 44, 54, 63, 65–66, 68–74, 88, 91–92, 107, 109, 120–121, 124–125, 133, 140, 142, 144, 154, 160–161, 163, 167, 191, 196, 198, 200, 205, 207, 214, 218, 220–221, 225, 234–238, 240–242, 245–246, 249, 253, 256, 260–261, 267–268, 283, 285–286, 290, 292–294, 296–297
Longitudinal
, 18, 82, 160, 182, 248
Majority World
, 9, 16, 62–64, 67, 73, 77
Mental health
, 10, 17, 119–133
Mental illness
, 121–122, 125–126, 129, 133
Mental mapping
, 89, 91
Mentoring
, 15, 26, 33–34, 38, 44, 47–49, 51–52, 54–55, 106, 130, 222, 227, 272
Middle school
, 175, 188–189, 197–198, 200–208
Minority World
, 9, 16, 62, 64–67, 69–70, 72–73
Modular teaching
, 29–30
Multicultural education
, 15, 44–45, 181–182, 192
Multidisciplinary Pedagogy
, 20, 259–278
Multidisciplinary
, 20–21, 102, 238, 259–278, 281–297
Museums
, 20–21, 25, 27, 28, 30, 37, 88, 141, 226, 234, 240–242, 244–256, 260–261, 264, 266, 268, 273, 276–278
Nek’emte
, 63, 66, 69, 72–76
New curriculum designs
, 25
Numeracy
, 74
Organic pedagogy
, 20, 259–278
Out-going seminars
, 27
Outreach partner
, 268–269
Ownership
, 16, 74, 77, 82–84, 89–90, 95, 270, 272, 275
Partnerships
, 3–21, 23–39, 44–47, 55–57, 66–67, 77, 81–96, 99–115, 119–133, 135–155, 159–175, 179–192, 195–208, 211–229, 233–256, 261, 266, 268–269, 281–297
Pedagogy
, 20, 31, 34, 37, 56, 67, 69, 71, 82–84, 91–92, 111, 173, 182, 186, 259–279
Peer support in mental health
, 130
Peer-mentoring
, 33
Place
, 5, 7, 8, 12, 16, 27–28, 30, 34, 36–38, 46, 56, 65, 68, 76, 82–84, 86–87, 89–93, 95–96, 120, 126–127, 128, 130–131, 133, 140, 142, 144, 150, 153, 155, 161, 181, 198, 205, 207, 218–219, 226–227, 243, 250, 251, 255, 260–261, 268, 294
Poland
, 25, 31, 39
Postcolonial
, 77
Poverty
, 51, 82, 85, 87–88, 92, 128, 196
Power
, 36, 46, 54–57, 71, 73, 82, 87–88, 122–123, 214–215, 226, 229, 291, 294, 296–297
Prejudice
, 52, 67, 122, 133
Pre-primary
, 9, 15–16, 61–77, 284
Preservice teachers
, 139, 141–142, 184, 292
Problem-based learning
, 198, 262
Professional development school
, 21, 283–285
Professional development
, 6–9, 16, 18–19, 21, 62, 67, 74, 82, 84, 87, 100, 109, 122, 137, 154, 160–165, 169, 171–175, 183, 191284–285, 288, 295
Program development
, 87
Project method
, 29
Project mission partner
, 267–268
Qualitative research
, 18, 160, 182
Recovery in mental health
, 10, 17, 125
Reflection
, 31, 45–47, 67, 69, 73, 82, 84, 88–90, 93–94, 163–165, 169, 172, 239–240, 242, 243, 249, 265, 270, 274, 283, 287–288, 291, 294, 295, 297
Relationships
, 4, 9, 12, 14, 25, 33, 38, 44, 45, 55, 57, 63, 66, 71–72, 74, 82, 84, 88, 94, 101, 108, 129–130, 132, 136, 151, 154, 175, 186, 205, 214–215, 218, 235, 237, 239, 243–244, 246, 248, 252, 275, 281, 285–287, 296
Royal Conservatoire of Scotland
, 211, 220
School districts
, 11, 18–19, 160–161, 169, 172, 175, 179, 184, 191, 198, 201, 284
Schools for higher education programme
, 219
Schools/schooling
, 286
School-university partnerships
, 21, 24–25, 38, 284–285, 287, 296
Science education
, 7, 16, 99–114
Secondary school
, 7–8, 15–16, 24, 26, 28, 43–44, 57, 100, 107–108, 110, 114, 197, 199, 208, 214, 226–228, 236, 245, 250
Service learning
, 44–46, 55, 82, 88–89, 96, 122, 124, 148, 151
Social capital
, 224
Social exclusion
, 120
Social justice
, 46–47, 54, 56–57, 62, 82, 91, 123–124, 138–139, 165
Social mobility
, 12, 20, 212, 223, 228–229
Social skills
, 34–35, 64, 146, 287
Socio-cultural diversity
, 47–48
Stand alone
, 181–182, 214
STEM high school
, 19, 197–198, 200
STEM pipeline
, 10–11, 19, 195–208
STEM role models
, 204
Stigma
, 17, 121–122, 128, 133
Strategic alliances
, 131, 212
Student aspiration
, 108
Student contract
, 273
Student engagement
, 18, 267, 269
Super groups
, 270, 272–273, 275, 277
Sustainable
, 16, 25, 38, 62–64, 68–69, 75, 150, 175
Synergistic relationships
, 287
Synergy
, 21, 235, 265–266, 283, 285–286, 288, 291–292, 294–296
Teacher development
, 25, 181
Teacher education programs
, 85, 161, 181–183, 192
Teacher education
, 8, 15–16, 43–57, 63–64, 66, 69, 77, 85, 100, 104, 160–161, 181–183, 185, 192, 269, 289, 291, 293
Teacher preparation
, 19, 109, 161, 164, 170, 184, 188, 190, 192, 290, 293
Teacher training
, 65, 68–69, 173, 189
Technology
, 11, 13, 18–19, 25, 62, 66, 103–104, 110, 114, 141, 153–155, 182, 190, 197, 202–203, 222, 235, 256, 262, 264, 276, 284, 292–294
Think-tank
, 265, 269, 272
Undergraduate research
, 262–264
University collaborations
, 123
University partnerships
, 3–21, 24–25, 38–39, 44, 46, 89, 96, 112–113, 119, 179, 184, 212, 215, 248, 283–285, 287, 296
University transition
, 130
University
, 3–21, 23–39, 44–46, 48, 54–57, 62–63, 66, 68, 76, 81–96, 99–115, 119–133, 136–137, 140, 144, 149, 159–175, 179–192, 195–208, 212, 215–223, 227, 233–256, 261, 282–285, 287–288, 292–294, 296–297
University-school partnerships
, 6–7, 11, 13, 16, 18–19, 23–39, 81–96
Urban learners
, 16, 82, 89
Virtual field trips
, 18, 136, 140
Volunteer
, 202, 203, 206, 265, 268, 271, 285, 289
Web 2.0 tools
, 18, 136, 140, 151–153
West of Scotland
, 20, 214, 228–229
Western model
, 71
Widening access
, 212–213, 215–216, 220, 223, 227–228
Widening participation
, 220, 228
Women and STEM
, 19, 198
Youth
, 24, 34, 38
- University Partnerships for Community and School System Development
- Innovations in Higher Education Teaching and Learning
- University Partnerships for Community and School System Development
- Copyright Page
- List of Contributors
- Foreword
- Series Editor’s Introduction
- Part I: Concepts and Principles
- Innovative Approaches in University Partnerships: An Introduction to University Partnerships for Community and School System Development
- University–School Partnership in the Framework of Informal Education
- Part II: Successful Practices
- Service-Based Initiatives in Teacher Education: Bridging Communities and Universities through Field Experiences
- Supporting the Expansion of Pre-primary Education in Ethiopia: A Collaboration between an Ethiopian and a UK Higher Education Institution
- Extending School Communities through University–School Partnerships
- Building Greater Capacity in Science Education: A partnership between a Secondary Science School and a Research-Intensive University
- Creating a Healing Campus: A Partnership between a University and a Provider of Mental Health Services
- Enhancing Global Competencies through International Partnerships in Elementary Schools
- Knowledge that Brings Us Together: University/School District Partnerships to Improve K-12 ELL Instruction
- Changing Demographics: Using University–School Partnerships to Support the Instruction of Culturally and Linguistically Diverse Student Populations
- Distributed Leadership in a University–School Collaborative Partnership to Build the STEM Pipeline for Girls
- Focus West: A Successful Inter-Institutional, Multi-Agency Partnership to Improve School Pupils’ Access to Higher Education
- University, School, Territory: Strategies and Activities of Inter-Institutional Partnerships of the Degree Course in Sciences of Primary Education
- Hunting Dragons: An Organic, Multidisciplinary Pedagogy
- Synergistic Benefits and Cultural Competencies in a Multidisciplinary PDS Partnership
- About the Authors
- Author Index
- Subject Index