Search results for: Partnerships in education
Page 3/9 86 items
Generating a Networked Improvement Community to Improve Secondary Mathematics Teacher Preparation: Network Leadership, Organization, and Operation
The purpose of this article is to describe an important aspect of organizing a Networked Improvement Community (NIC) by a large national effort, namely, the role of leadership structures. The article analyses a case study of the formation of a particular NIC, the Mathematics Teacher Education Partnership (MTE-Partnership). Six factors were identified as particularly important: convening the network, development of a membership framework, development of participation structures, building the leadership and hub functions of the partnership, development of an effective infrastructure for communications and developing human and material resources needed for the partnership to function effectively.
Updated: Aug. 10, 2016
PDS Collaboration as Third Space: An Analysis of the Quality of Learning Experiences in a PDS Partnership
This paper aims to documenting self-study processes and findings of a collaborative research group that examined a professional development school (PDS) partnership. This study revealed the complexity of the PDS relationship and the tensions and dilemmas associated with it. It revealed that experiential disparity existed within and among faculty and students in various PDS sites as a result of poor communication as well as divergent models of collaboration and philosophical goals between faculty and mentor teachers. Disparity in the learning experiences among the preservice teachers was attributed to the quality and scope of the partnership. This study helped the participants realize that they were engaged in an innovation and like all innovations, people struggle together naturally until a true solution to the problems is found.
Updated: Jun. 27, 2016
The purpose of this study was to examine one mentor as she assisted three beginning teachers to shift their teaching practice to a more robust understanding of a high-leverage practice, discussion-based teaching. The mentor met each beginning teacher where they were in their development, and took on the authority to move each of them forward as they embraced features of a complex practice related to reform-based teaching. Rather than facilitating learning ordinary practices, this mentor provided an image of an exemplar. She provided an image of the possible as she helped beginning teachers learn the power of local knowledge from teachers who took on teacher educator roles, who pushed back against institutionalized norms of learning to teach alone or learning to teach the scripted curriculum.
Updated: Jun. 01, 2016
An Investigation into Higher Education Student and Lecturer Views on Research Publication and their Interest in the Production of a College Partnership Science Journal
The main purpose of this research was to investigate students’ views of using published research and their attitudes towards the research activities of their lecturers. A secondary aim was to examine the feasibility of developing a journal for the college partnership which would enable staff and students to submit manuscripts. Lecturers and students showed strong support for the proposal. Students indicated that lecturers who had published would be seen as more credible and would link their research activity to the learning experience more effectively. Students believed that the possibility of publishing their work in such a journal would be a wonderful opportunity which would make them work harder.
Updated: Mar. 30, 2016
Toward Understanding the Nature of a Partnership Between an Elementary Classroom Teacher and an Informal Science Educator
The purpose of this study was to examine the partnership and roles of an informal educator and a classroom teacher. The authors also sought to define this relationship in order to gain insight into the roles of each educator. In addition, this study explored student outcomes as a result of the partnership. Findings suggest that a partnership of only moderate commitment may be needed for students to learn from programs and that during the programs each educator hold distinct roles. Furthermore, the roles played by the classroom teacher included classroom management, making connections to classroom activities and curricula, and clarifying concepts. Consistent with previous examinations in science education of educator roles, the informal educator’s role was to provide the students with expertise and resources not readily available to them.
Updated: Mar. 22, 2016
Community-Based Placements As Contexts for Disciplinary Learning: A Study of Literacy Teacher Education Outside of School
This study is an investigation of field placements in after-school community-based organizations (CBOs) within one teacher education program. The author examined literacy-related activity and learning opportunities available to preservice teachers in two CBO field placements, one serving mainly Latino children and another serving mainly Muslim Somali children. The placements examined in this study brought candidates into contact and shared activity with communities previously unfamiliar to them, and with mediating elements from the CBOs and ELTEP courses shaping their activity, these candidates demonstrated promising conceptual and pedagogical development related to literacy. The findings suggest CBO placements hold potential for preparing literacy teachers for urban schools.
Updated: Feb. 21, 2016
Re-envisioning the Role of Universities in Early Childhood Teacher Education: Community Partnerships for 21st-Century Learning
In this article, the authors present a framework for collaborative, field-based early childhood teacher preparation, situating birth-though-grade-12 teacher education in diverse community contexts and involving school and community personnel to achieve universal 21st-century goals for the teaching and learning of young children. The authors conclude that effective early childhood teacher education must be firmly grounded in the established theories and standards of early childhood education, but also well-positioned to meet the needs of diverse young children and to adapt to a context of increased accountability and demographic shifts.
Updated: Feb. 17, 2016
In this paper, the authors argue that teacher education needs to make a fundamental shift in whose knowledge and expertise counts in the education of new teachers. Using tools afforded by cultural historical activity theory and deliberative democracy theory, they argue that by recasting who is considered an expert, and rethinking how teacher candidates and university faculty cross institutional boundaries to collaborate with communities and schools, teacher education programs can better interrogate their challenges and invent new solutions to prepare the teachers our students need.
Updated: Jan. 27, 2016
Veteran Teachers Mentoring in Training: Negotiating Issues of Power, Vulnerability and Professional Development
This article aims to examine the ways in which a school–university mentorship programme promotes a range of growth experiences, both negative and positive, for the participating mentor teachers. The findings reveal that mentors saw their mentoring experience as a positive one leading to personal and professional growth and giving them a feeling of accomplishment through witnessing the benefits student teachers were drawing from the experience. The findings also indicate that the mentors experienced direct learning from their observations of the student teachers, thus breaking away from a novel/ expert unidirectional definition of mentoring. Moreover, the analysis shows that mentoring can be an effective way to renew the professionalisation of teaching by allowing mentors to recognise what they have to offer as veteran teachers, and so reaffirms the meaningful role they play in the formation of new teachers in Hawai‘i.
Updated: Jan. 12, 2016
This article reported on a study focuses on student teachers’ evaluations of a university teacher training programme in the context of a university–school partnership model. This model was integrated for the first time into the academic programme of a university teacher education department in Israel. The presented local case of a clinical, practice-driven professional programme within a research university model reflects the dual structural complexity described above, both pragmatically -in terms of allotting appropriate resources- and politically -in terms of its academic recognition. In addition, the findings of this study suggest that besides bridging theory and practice, the university coordinator functioned as a legitimate mediator between the university and the workplace.
Updated: Dec. 07, 2015