Search results for: University - school collaboration
Page 7/8 74 items
Relationship Matters: Negotiating and Maintaining Partnerships in a Unique Teacher Education Program
Teacher education has evolved into a cooperative responsibility shared by universities and schools. This paper examines the relationship development, maintenance, and relational intricacies of a Canadian school-university partnership. Specifically, how the Faculty of Education at Brock University has built a conceptual bridge between the university, the partner districts, and the individual schools. Collectively, the partnership and the resulting preparation program within this collaborative venture provide an alternative model with important considerations for other universities and school systems that are interested in fostering effective partnerships.
Updated: Apr. 22, 2009
A Two-Dimensional Model of Teacher Retention and Mobility: Classroom Teachers and Their University Partners Take a Closer Look at a Vexing Problem
This mixed-methods study is a teacher-initiated, collaborative inquiry involving a professional development school (PDS) and a university. The examination focused on teachers’ perceptions of teacher retention and mobility at their PDS. Participants were 134 teachers at a large, suburban elementary school in the southeastern United States.The findings clustered around two primary dimensions: (a) congruency of teachers’ beliefs and practices with organizational norms and (b) teachers’ relational needs and administrators’ willingness and ability to meet such needs.
Updated: Mar. 26, 2009
A New Conceptual Model for Principal Involvement and Professional Collaboration in Teacher Education
Beginning teachers often identify the school principal as a key figure for support and guidance. Few teacher education conceptual models exist that significantly integrate the building principal into the clinical experiences of teacher candidates. The call for more deliberate principal involvement in preservice arises in regard to teacher attrition and retention concerns. Having the principal engage in active mentoring during preservice may positively address these issues by providing a more complete socialization and enculturation process into today’s context of schooling. A new conceptual model of collaboration (three supports for preservice teacher: mentor, university supervisor, and principal) was presented to include the principal with the preservice teacher, university supervisor, and cooperating teacher in a community of practice for teacher preparation.
Updated: Mar. 12, 2009
An Urban Schools-University Partnership that Prepares and Retains Quality Teachers for “High Need” Schools
This paper describes a full-time teaching internship program, where, in lieu of student teaching, interns serve as classroom teachers in urban area schools. Through a partnership between a university and participating school districts, all interns received intensive mentoring and induction during their first year. The program results indicated, among other things, that there was a 100% retention rate of interns in the teaching profession. Furthermore, there were significant growth in teaching interns' confidence, readiness, and self-efficacy regarding their abilities to teach successfully.
Updated: Mar. 11, 2009
In this article, the implementation of community-based teaching and learning programs developed by pre-service teachers (PSTs) is examined for educational and organizational issues that shaped the outcomes for PSTs. The article highlights a number of consistent themes that throw light on factors that appear to affect the success of such pre-service courses.
Updated: Mar. 02, 2009
Leading Professional Learning in An Australian Secondary School through School-University Partnerships
As the limitations of one-off and disconnected professional learning programs for teachers are recognized, there is widespread interest in building learning communities and professional learning teams within schools. When considering how to build local learning communities, school and university partnerships are seen as offering rich possibilities for transformative professional action.
Updated: Feb. 02, 2009
This case study examines how differing views on the teacher's role in school reform affected the work of a school–university partnership. The school district and the university had a history of partnerships and shared common general goals. Yet, as the partnership progressed, conflicting perspectives about teaching and the purpose of professional development became evident and created dilemmas that influenced the nature of the work. This study highlights the complex issues embedded in school–university collaboration.
Updated: Jan. 15, 2009
Peer mentoring programs are developed to assist first-year students as they make the transition into university life. The qualitative study appraises a mentoring programme for first-year undergraduate students from the mentors' perspective. Understanding the mentors' experiences can contribute to the success of the program and, more importantly, can lead to strong self efficacy for the mentors.
Updated: Nov. 18, 2008
Using a comparative case study approach, the article explores two school-university partnership and a framework for identifying and evaluating the two systems.
Updated: Jul. 30, 2008
The study involved collective knowledge generation between school-university partnerships, as university tutors, mentor teachers engaged in a new mediating lesson plan study. The study showed resolving contradictions in the school- university zone, and helped student-teachers learned to teach from all educators.
Updated: Jun. 10, 2008