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Book part
Publication date: 20 November 2015

Barbara Cozza and Patrick Blessinger

The chapters in this book focus on how university-school-community (USC) partnerships are implemented in colleges, universities, school systems, and community…

Abstract

The chapters in this book focus on how university-school-community (USC) partnerships are implemented in colleges, universities, school systems, and community organizations around the world. The purpose of these multi-disciplinary programs is to reform teaching and learning experiences for all participants. Using case studies and other empirical research, this volume presents a broad and in-depth overview on a variety of USC partnerships to assist educators in the process of transforming organizations using innovative approaches to improve community and school system development. This chapter will provide an overview to this volume and establish a framework for better understanding the nature of university partnerships to enhance community and school system development.

Details

University Partnerships for Community and School System Development
Type: Book
ISBN: 978-1-78560-132-3

Book part
Publication date: 20 November 2015

Gerry Rayner and Peter Corkill

Partnerships between universities and secondary schools are highly valued for a range of pedagogical, transition and outreach benefits to students, teachers and more…

Abstract

Partnerships between universities and secondary schools are highly valued for a range of pedagogical, transition and outreach benefits to students, teachers and more broadly, society. Teachers in schools provide a rich insight into how university teaching staff can better engage students and provide them with deeper learning experiences. Universities can provide on-campus student incursions for learning activities, work experience opportunities, research projects with academics and lectures by specialist researchers. This chapter describes the range of benefits arising from a partnership, established in 2009, between the John Monash Science School (JMSS) and Monash University, co-located in outer suburban of Melbourne, Australia. The JMSS–Monash partnership has generated a number of innovative and dynamic educational programmes, which have positively impacted the learning and engagement of students across geographic divides. The partnership is rich, and has broadened and deepened as the partners have learned more about each other’s capacities, and envisioned what is possible in an educational landscape bereft of innovation and challenge to existing norms. By thinking creatively and acting bravely, the partners have shone a light on a brighter future in science for Australian students.

Details

University Partnerships for Community and School System Development
Type: Book
ISBN: 978-1-78560-132-3

Article
Publication date: 1 December 2002

Henry A. Peel, Betty B. Peel and Marty E. Baker

Educational partnerships between universities and public schools have existed for over 100 years. During this time, especially the last decade, many educational…

1762

Abstract

Educational partnerships between universities and public schools have existed for over 100 years. During this time, especially the last decade, many educational partnerships were formed, only to fizzle shortly thereafter. When educational partnerships have been formed to provide only temporary band‐aid solutions to very complex and multifaceted problems, they, like other trends, have faded away. Yet, some educational partnerships have continued to shine and to become viable coalitions. Successful partnerships focused on complex issues related to staff development, teacher training and school leadership require extensive collaboration, reflection, and continued revision. The purpose of this article is to explore some of the tenets that lead to the success and demise of school/university partnerships. In addition, this article describes a collaborative process employed by a university department of educational leadership, a regional consortium, and three school systems to design and offer a principal preparation program, delivered entirely in the field.

Details

International Journal of Educational Management, vol. 16 no. 7
Type: Research Article
ISSN: 0951-354X

Keywords

Book part
Publication date: 20 November 2015

Monica Eriksen and Kinga Anna Gajda

An ever-increasing emphasis is being placed on the concept of cross-institutional educational initiatives. Among these are universityschool partnerships, seen as…

Abstract

An ever-increasing emphasis is being placed on the concept of cross-institutional educational initiatives. Among these are universityschool partnerships, seen as possessing immense multidimensional potential. The model of universityschool partnership espouses distinctive advantages: it promotes close collaboration on an array of pedagogical elements, a manifold of opportunities for inter-professional learning, a unique course delivery, and the development of innovative curriculum materials. There is a consensus that effective teaching calls for more than possession of craft skills and knowledge, but should go beyond traditional pedagogical bounds, in which the innovation in new educational models is embedded in a nexus of relationships involving close multi-faceted, cross-institutional collaborations, incorporating elements of informal education. The proposed chapter aims to address the theoretical discourse and practical application of such partnerships, guided by the conviction that an effective partnership constructs new enabling structures that span the boundaries of school/university, placing an increased focus on learning for all stakeholders. It aims to supplement the existing theoretical discourse by presenting an implemented cross-institutional partnership as a case-study – a university class of intercultural competence – undertaken in cooperation among the Institute of European Studies, Jagiellonian University, and High School No. 8 in Kraków. The case study aims to illustrate how a cross-institutional partnership contributed to the development and implementation of innovative and active teaching methods, placing a particular emphasis on elements of informal education. Through a variety of methods, such as outgoing seminars, peer-mediation, and city games, the outlined partnership model serves as an effective example of innovative practices in higher education.

Details

University Partnerships for Community and School System Development
Type: Book
ISBN: 978-1-78560-132-3

Book part
Publication date: 29 October 2012

Betty V. Fry, David Collins and Edward Iwanicki

The impact of an effective principal on the quality of teaching and learning has been clearly established. Logically, the next question to be answered is: How can we best…

Abstract

The impact of an effective principal on the quality of teaching and learning has been clearly established. Logically, the next question to be answered is: How can we best prepare principals to lead the improvement of instructional practices and outcomes for students? Partnerships between school districts and universities have shown the capacity to be an effective means of preparing principals, and much has been confirmed about how those partnerships should be structured in order to benefit both partners. This document looks briefly at the literature that describes and supports these partnerships, outlines the framework of a successful partnership in Florida, and provides insightful “lessons learned” throughout the planning, implementation, and evaluation of that partnership.

Since both organizations realize important benefits, constructing a district/university partnership should be easy. However, differences in the professional cultures of the two organizations as well as differences in the demands and constraints they each face make it a challenging task. From finding the right university partner to planning the collaborative work in detail; what was learned in the Florida partnership is described in straightforward terms. In this way, the document provides a road map to a successful district and university partnership.

Details

Successful School Leadership Preparation and Development
Type: Book
ISBN: 978-1-78052-322-4

Book part
Publication date: 29 November 2019

Fay Baldry and Colin Foster

This chapter considers ways in which lesson study may be introduced and sustained within the schooluniversity partnerships that already exist within an initial teacher…

Abstract

This chapter considers ways in which lesson study may be introduced and sustained within the schooluniversity partnerships that already exist within an initial teacher education (ITE) course. In particular, the authors describe the challenges and opportunities associated with ITE lesson study partnerships and ways in which lesson study can deepen and even transform the nature of the schooluniversity partnership. The authors draw on third-generation Cultural-Historical Activity Theory (Engeström, 2001) to highlight pre-service teachers’ roles as ‘boundary crossers’ between the activity system of the university ITE course and the activity system of the school department in which they are placed. The authors argue that pre-service teachers, despite their inexperience as teachers, have an important opportunity to introduce the practices of lesson study that they are learning about into the schools in which they are placed. They are also able to promote approaches to lesson planning and observation that support the values of the course and thus, through mentor development, strengthen the schooluniversity partnership more widely than the specific lesson studies carried out. The authors outline three models for productive ITE lesson study partnerships, and argue that even a relatively small number of lesson study events throughout the school year can establish the beginnings of a transformation in the school culture away from a performative focus on evaluating the teacher and towards a more productive focus on school students’ learning. This, in turn, deepens the partnership between university and school by aligning both parties more closely around a shared focus on studying learning.

Details

Lesson Study in Initial Teacher Education: Principles and Practices
Type: Book
ISBN: 978-1-78756-797-9

Keywords

Article
Publication date: 1 February 2016

Ann B. Brewster, Paul Pisani, Max Ramseyer and Jack Wise

The purpose of this paper is to describe a new conceptual model integrating research, university-community partnerships, and an innovative undergraduate team approach to…

Abstract

Purpose

The purpose of this paper is to describe a new conceptual model integrating research, university-community partnerships, and an innovative undergraduate team approach to more effectively and efficiently address social problems while enhancing university-community relations and providing valuable learning experiences for students.

Design/methodology/approach

The paper describes the rationale for, and the key components, steps, and activities involved in piloting the conceptual model of university-community engagement. The model integrates research, community engagement, and undergraduate development and education along with ongoing evaluation by the relevant stakeholders.

Findings

As illustrated in a brief case study presentation, the model has significant promise in meeting several university and community objectives simultaneously. Specifically, it focusses on community needs by addressing a mutually agreed upon social issue, it builds and strengthens university-community relationships as a partnership of equals, and it promotes undergraduate development and learning in a way that integrates knowledge and service to society. Specific outcomes in each area are summarized.

Practical implications

This approach is a viable option for university and college professors interested in synthesizing several important foci: research, developing and sustaining university-community partnerships, and undergraduate development and learning.

Originality/value

The initial experience with the model indicates that it is an efficient and effective means for colleges and universities to simultaneously meet the goals of education, individual and collective citizenship, community engagement, and research productivity.

Details

Journal of Applied Research in Higher Education, vol. 8 no. 1
Type: Research Article
ISSN: 2050-7003

Keywords

Article
Publication date: 10 May 2011

Karen L. Sanzo, Steve Myran and Jennifer K. Clayton

The purpose of this paper is to provide a Year 1 account of a partnership between a university and rural school district focusing specifically on how the project has…

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Abstract

Purpose

The purpose of this paper is to provide a Year 1 account of a partnership between a university and rural school district focusing specifically on how the project has helped to bridge the theory to practice divide and strengthen university‐district ties.

Design/methodology/approach

A design‐based research paradigm was utilized to investigate how creating more authentic and contextually relevant universityschool partnerships and embedding leadership preparation in the context of practice may help build stronger bridges between theory and practice.

Findings

The findings highlight that holistic approaches to leadership preparation, developing relationships, coordinating meaningful professional development, realism in design and experiences, and introspection are all ways that cohort members, as well as other district personnel, have been able to build stronger bridges between theory and practice.

Practical implications

The findings can assist universities and districts in developing and supporting partnerships that contribute to relevant, practical, and meaningful leadership preparation.

Originality/value

The authors' analysis highlights that aspiring leadership students who do not engage in meaningful and contextually relevant activities will not be able to bridge the theory to practice gap when working in the actual leadership field. Authentic experiences provide realistic views and understandings of the requirements, challenges, and rewards of educational leadership positions.

Details

Journal of Educational Administration, vol. 49 no. 3
Type: Research Article
ISSN: 0957-8234

Keywords

Book part
Publication date: 27 May 2017

Karin Oerlemans

In 2008 the University of Tasmania and the Tasmanian Department of Education (TasED) entered into a high-level Partnership agreement. The Partnership in Teaching…

Abstract

In 2008 the University of Tasmania and the Tasmanian Department of Education (TasED) entered into a high-level Partnership agreement. The Partnership in Teaching Excellence, funded by the Federal Smarter Schools National PartnershipsImproving Teacher Quality agreement, included higher education funded places for teachers wishing to complete a Master’s degree, and at the other end of the profession, an innovative alternative teacher education pathway for final-year pre-service teachers (PSTs), run as a competitive scholarship program. The intent of the program was threefold, to assist PSTs in becoming quality reflective practitioners with the capacity to work in high needs schools, explore ways of improving mentor teachers and PSTs’ reciprocal relationships, and increase the retention of teachers in TasED schools. Begun at a time of intense industrial action, the Partnership program appeared rather one-sided with little apparent benefit conferring to the University and was at all times highly contentious.

Using Kagan’s six stages of collaboration as a framework, and drawing on interviews with the first cohort of scholarship PSTs, and a range of personal files documenting the beginnings of the Partnership, including minutes of meetings, PST results, and unpublished reviews commissioned by the TasED, this chapter explores the beginnings of the Partnership, as together those on the ground worked out what “Partnership” meant. It presents an evaluation of those initial successful first years, including the learning outcomes of the PSTs and discusses the lessons learned for establishing future university/school Partnership. The Partnership program continued to 2013, when Federal funding for the project was discontinued.

Details

University Partnerships for Pre-Service and Teacher Development
Type: Book
ISBN: 978-1-78714-265-7

Keywords

Book part
Publication date: 29 October 2012

Karen L. Sanzo and Steve Myran

This chapter provides an overview of the development of a USDE SLP-funded leadership preparation partnership between a local school division and our university. We…

Abstract

This chapter provides an overview of the development of a USDE SLP-funded leadership preparation partnership between a local school division and our university. We specifically describe our efforts to cultivate an authentic and purposeful partnership that would allow us to move beyond the limitations of the traditional leadership preparation programs that have been so widely criticized in the literature. This chapter describes the research and development efforts which involved iterative cycles of design, implementation, reflection, and redesign that helped to identify problems of practice and develop meaningful solutions to these identified areas of need. We also discuss four key elements of effective universityschool partnerships that grew out of our efforts to build and refine an effective partnership.

Details

Successful School Leadership Preparation and Development
Type: Book
ISBN: 978-1-78052-322-4

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