Search results for: Partnerships in education
Page 7/9 85 items
Evaluation across Contexts: Evaluating the Impact of Technology Integration Professional Development Partnerships
In this paper, the authors discuss collaborative models that hold potential for evaluating technology integration professional development (TIPD) partnerships. The authors examine key issues associated with implementing them, and analyze how each model has the potential to strengthen and sustain professional development partnerships. The authors conclude that collaborative evaluations foster working relationships and shared understandings. They shift and expand the focus from the evaluation of outcomes only to the evaluation of processes and outcomes.
Updated: Aug. 23, 2011
Evaluation of a University‐Based Mentoring Program: Mentors’ Perspectives on a Service‐Learning Experience
The purpose of this paper was to investigate the views of university students serving as mentors in high‐need high schools or community centers. The participants were 49 students, primarily undergraduates across a range of liberal arts disciplines, who were participating in a university‐based service‐learning mentoring program for youth attending high‐poverty high schools.
Updated: Jul. 05, 2011
A Fundamental Partnership: The Experiences of Practising Teachers as Lecturers in a Pre-service Teacher Education Programme
This article reports an evaluation of an innovative university-school partnership in which teacher practitioners work as university lecturers in a regional Australian pre-service teacher education programme. The goal of the study was to understand the experiences and outcomes for the teacher practitioners and in documenting their experiences.
Updated: Jul. 05, 2011
This paper outlines how a teacher and researcher worked together in a collaborative partnership. The findings illustrate the interconnections between the teacher’s beliefs, past experiences, and current, and future expectations for her diverse students.
Updated: May. 26, 2011
The current paper reports on a qualitative case study which conducted in Hong Kong. This case study explored the experiences of two groups of secondary school English language teachers as they participated in school–university partnerships.
Updated: Apr. 17, 2011
'I Understood the Complexity within Diversity': Preparation for Partnership with Families in Early Childhood Settings
The current article reports on the experiences of student teachers who undertook a community placement in order to interact with children and families outside their normal range of teaching practice experience. The article argues that the change in placement setting prompted student reflection in relation to these themes and shifts in beliefs, towards more authentic and complex understandings of partnership.
Updated: Mar. 22, 2011
In this study, the authors introduce the digital backpack as a means for creating a rich learning experience for students of multiple ages. Development, design, and refinement of the digital backpack are grounded in the theoretical framework of Universal Design for Learning(UDL). The UDL framework provides multiple solutions that support student learning. The findings show that the digital backpack provides a structure for districts and teachers to proactively plan how to they can support diverse learners in a project-based learning environment. In addition, it was found that the students with the least amount of technology experience were able to complete the project in the most efficient fashion.
Updated: Mar. 09, 2011
An Interdisciplinary Approach to Preparing Early Intervention Professionals: A University and Community Collaborative Initiative
The purpose of this article is to describe a university-community collaborative initiative that provided an interdisciplinary approach to personnel preparation. Twelve students from various academic disciplines participated in early intervention coursework and practical experiences. Specifically, students were prepared to provide early intervention to infants/toddlers who were premature/medically fragile and their families. Outcome measures indicated increased knowledge and acquisition of skills related to early intervention, and intervention specific to the high-risk population. Employment outcomes and increased opportunities for professional collaboration are also described. Implications are discussed.
Updated: Oct. 26, 2010
In this paper, the authors present their efforts in creating a collaborative class for preservice English teachers and school counselor interns. The authors focus on the university preparation of both groups, specifically on the preparation at the authors’ university, a large research institution in the Midwestern United States. The authors provide examples of both groups’ interaction and feedback from the students.
Updated: Oct. 12, 2010
Training Preservice Teachers Rapidly: The Need to Articulate the Training Given by University Supervisors and Cooperating Teachers
This study evaluated the impact of a specific program on the training of preservice teachers.The program consisted of alternating periods of “condensed” and autonomous classroom work and training sequences with university supervisors and cooperating teachers in order to prepare for these practical work periods. Based on theoretical conceptualization of teacher training, this study examined the circumstances in which preservice teachers are able to use experiences from training situations for professional growth in the training situations and/or in later classroom situations.
Updated: Aug. 17, 2010