School-University Partnerships最新文献

Development and evolution of clinical partnerships: K-12 school leaders' perspectives 临床合作关系的发展与演变：K-12 学校领导的观点

School-University Partnerships Pub Date : 2024-05-24 DOI: 10.1108/sup-02-2023-0014

Kimberly Bohannon, Vincent Connelly, Stephen Bigaj, Laura M. Wasielewski

{"title":"Development and evolution of clinical partnerships: K-12 school leaders' perspectives","authors":"Kimberly Bohannon, Vincent Connelly, Stephen Bigaj, Laura M. Wasielewski","doi":"10.1108/sup-02-2023-0014","DOIUrl":"https://doi.org/10.1108/sup-02-2023-0014","url":null,"abstract":"PurposeThe purpose of this research study was to examine school leaders’ critical perspectives about the nature of their partnerships with K-12 schools and two Educator Preparation Programs (EPP).Design/methodology/approachData were collected through interviews with K-12 school leaders to obtain partners’ critical perspectives about school–EPP partnerships. The interviews were coded thematically and oriented around the central concept of working to represent the interplay of the participants and their collaborators’ perceptions of the nature and dimensions of school–EPP partnerships.FindingsThe analysis resulted in the construction of a mosaic of school leaders’ collective lived experiences using a statewide conceptual framework as a guide. Four themes emerged from our interviews with school partners: (a) the need for dynamic, responsive and synergistic partnerships; (b) the need to monitor and maintain the underlying structure and integrity of the partnership; (c) the culture of interns as colleagues or as visitors; and (d) the need to innovate.Originality/valueFour themes emerged from our interviews with school partners: (1) the need for dynamic, responsive and synergistic partnerships; (2) the need to monitor and maintain the underlying structure and integrity of partnerships; (3) the culture of interns as colleagues or interns as visitors; and (4) the need to innovate.","PeriodicalId":358031,"journal":{"name":"School-University Partnerships","volume":"83 16","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141101818","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Editorial: Setting an agenda for justice and partnerships 社论：制定正义与伙伴关系议程

School-University Partnerships Pub Date : 2024-05-21 DOI: 10.1108/sup-05-2024-037

Teresa R. Fisher-Ari, Anne Martin, Sharon Hixon, Loleta D. Sartin, Carolyn Casale, Joseph R. Feinberg, Freda Hicks, Valerie Hill-Jackson, Jesse Rivers, Karrie A. Snider, Sean S. Warner

引用次数: 0

Initiating and sustaining partnerships between research and practice: Lessons learned from school and district leaders 启动并维持研究与实践之间的伙伴关系：学校和地区领导的经验教训

School-University Partnerships Pub Date : 2024-05-21 DOI: 10.1108/sup-10-2023-0042

Arielle K. Lentz, Alexus G. Ramirez, Amanda Pickett, Annastasia B. Purinton, Elizabeth N. Farley-Ripple

{"title":"Initiating and sustaining partnerships between research and practice: Lessons learned from school and district leaders","authors":"Arielle K. Lentz, Alexus G. Ramirez, Amanda Pickett, Annastasia B. Purinton, Elizabeth N. Farley-Ripple","doi":"10.1108/sup-10-2023-0042","DOIUrl":"https://doi.org/10.1108/sup-10-2023-0042","url":null,"abstract":"PurposeMany researchers partner with schools but may be unfamiliar with practices for initiating contact and sustaining relationships with school leaders. Partnering with schools requires significant effort from the researcher to nurture communication and trust. This can pose challenges for researchers who are new to the field, have relocated to a new university or need to rebuild relationships due to transitions in school staffing.Design/methodology/approachIn this mixed-methods study, we interviewed and surveyed school and district leaders in Delaware to learn how researchers can best communicate and form relationships with schools and districts.FindingsWe found no singular best method exists to initiate contact with schools and districts. Rather, researchers should consider the unique needs of the local context. Leaders’ decision to participate in research was most influenced by their own interest in the research topic, alignment with schools’ needs and researchers’ willingness to build a relationship with the local education agency.Originality/valueDespite broad acknowledgment about the importance of school–university partnerships, few studies directly engage educators in discussing their goals, preferences and needs when working with researchers. We sought to formalize an understanding of best practices researchers can consider when initiating contact and building relationships with schools, directly from the perspective of school and district leaders. Developing these understandings from practitioners ensures the information authentically represents the perspectives of those who researchers seek to connect with, rather than assumptions of the researcher.","PeriodicalId":358031,"journal":{"name":"School-University Partnerships","volume":"140 27","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141114666","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A collaborative approach to professional development on inclusive practices aligned to preschool mandates 与学前教育任务相一致的全纳实践专业发展合作方法

School-University Partnerships Pub Date : 2024-05-21 DOI: 10.1108/sup-08-2023-0026

Michelle L. Damiani, Brad V. Unick, Karen-Joy Schultz

{"title":"A collaborative approach to professional development on inclusive practices aligned to preschool mandates","authors":"Michelle L. Damiani, Brad V. Unick, Karen-Joy Schultz","doi":"10.1108/sup-08-2023-0026","DOIUrl":"https://doi.org/10.1108/sup-08-2023-0026","url":null,"abstract":"PurposeProfessional development (PD) is an essential component of continuing learning for in-service teachers. This paper discusses a school-based example of using the best practice of coaching in early childhood education supported by a professional development school partnership. We explain how a teacher identified need led to a collaborative, multistep approach to meeting that need in connection to State mandates.Design/methodology/approachIn this research, we used a case study methodological approach with a team of preschool teachers at one school. The model combines use of PD sessions, classroom coaching, classroom observation and reflection.FindingsTeachers’ feedback indicates that using the strategy positively impacted most of the participants’ ability to support communication, community-building and inclusive practices in their classrooms. The data that emerged in the following year evidenced increased use of visual supports in classrooms, use in connection with literacy goals and interest in creating new uses in the school.Originality/valueThis article contributes an action-oriented school-based example of bridging research to practice to support teachers’ needs through PD and coaching in a PDS. The design and practical implications may interest preschool educators, instructional coaches, administrators, professional development schools and others involved with monitoring teacher development initiatives.","PeriodicalId":358031,"journal":{"name":"School-University Partnerships","volume":"136 49","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141114838","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Engaging teacher’s mental health self-care early through a trauma-informed microcredential 通过注重心理创伤的微型证书，让教师尽早参与心理健康自我保健活动

School-University Partnerships Pub Date : 2024-05-13 DOI: 10.1108/sup-11-2023-0046

Jenna Epstein, Jodi Eirich, Jane Wildesen

{"title":"Engaging teacher’s mental health self-care early through a trauma-informed microcredential","authors":"Jenna Epstein, Jodi Eirich, Jane Wildesen","doi":"10.1108/sup-11-2023-0046","DOIUrl":"https://doi.org/10.1108/sup-11-2023-0046","url":null,"abstract":"PurposeThe purpose of this study was to examine how beginning teachers’ participation in a microcredential based on trauma-informed classroom management and restorative discipline (TIMRD) practices might enhance their self-efficacy (SE), through an understanding of their own trauma response, its neurobiological basis and classroom interventions that focus on student wellness and teacher self-care.Design/methodology/approachUsing a single case study design, participants completed a pre- and post-assessment before and after completion of a TIMRD microcredential.FindingsA total of seven teaching fellows completed the microcredential process. Results indicate that the use of a microcredential for professional learning assisted with decreasing sense of burnout while increasing professional SE, SE related to classroom management and instructional strategies (ISs).Originality/valueNew teachers commonly struggle with a lack of professional efficacy for a variety of reasons, yet all teachers present with their own personal trauma. Increasing new teachers’ sense of resilience through addressing their own trauma and the impact of student trauma is integral to increasing teaching SE and reducing rates of burnout.","PeriodicalId":358031,"journal":{"name":"School-University Partnerships","volume":"27 20","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140982829","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The effects of delivering short-cycle literacy interventions to beginning readers on pre-service teachers' self-efficacy in literacy instruction 为初学阅读者提供短周期识字干预对职前教师识字教学自我效能感的影响

School-University Partnerships Pub Date : 2024-05-07 DOI: 10.1108/sup-03-2023-0015

Rebecca April Gibson

{"title":"The effects of delivering short-cycle literacy interventions to beginning readers on pre-service teachers' self-efficacy in literacy instruction","authors":"Rebecca April Gibson","doi":"10.1108/sup-03-2023-0015","DOIUrl":"https://doi.org/10.1108/sup-03-2023-0015","url":null,"abstract":"PurposeThis case study sought to investigate the relationship between pre-service teachers’ participation in designing and delivering one-on-one literacy intervention lessons to beginning readers and their own evolving self-efficacy in literacy instruction.Design/methodology/approachThe study was embedded within a 4000-level course in the elementary education major where pre-service teachers learn to administer, analyze and interpret a variety of literacy assessments. Based on the results of these assessments, pre-service teachers designed and implemented literacy lessons (twice a week, 30-min sessions) that addressed the beginning readers' specific instructional needs. Through collecting pre/post data with their first-grade intervention students, and participating in reflective “check-ins” (surveys, a focus group and end-of-course written reflection), a portrait of increased pre-service teacher self-efficacy in literacy instruction comes into focus.FindingsThe data showed, primarily through the thematic analysis of qualitative data, that the experience of conducting a one-on-one intervention with a striving reader impacted pre-service teachers’ self-efficacy positively.Research limitations/implicationsThe methodology of this study was limited by the small sample size and the low participant response rate on the quantitative survey measure.Practical implicationsThis paper highlights one aspect in which clinically-rich field experiences can make a difference in the literacy instruction self-efficacy of pre-service teachers.Originality/valueThis study adds to the support for authentic instructional applications of course content in educator preparation programs, specifically in Professional Development School (partner school system) contexts. The aspect of observing and measuring intervention student progress was one lens through which pre-service teachers viewed their efficacy. Further investigations focusing on other assessment-instruction cycles could provide additional insights.","PeriodicalId":358031,"journal":{"name":"School-University Partnerships","volume":"131 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141002138","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Centering community and collaboration in a multi-year literacy professional development initiative between a university and school district 在大学与学区的多年扫盲专业发展计划中，以社区和合作为中心

School-University Partnerships Pub Date : 2024-04-16 DOI: 10.1108/sup-10-2023-0039

Rebecca Rogers, Martille Elias, LaTisha Smith, Melinda Scheetz

{"title":"Centering community and collaboration in a multi-year literacy professional development initiative between a university and school district","authors":"Rebecca Rogers, Martille Elias, LaTisha Smith, Melinda Scheetz","doi":"10.1108/sup-10-2023-0039","DOIUrl":"https://doi.org/10.1108/sup-10-2023-0039","url":null,"abstract":"PurposeThis paper shares findings from a multi-year literacy professional development partnership between a school district and university (2014–2019). We share this case of a Literacy Cohort initiative as an example of cross-institutional professional development situated within several of NAPDS’ nine essentials, including professional learning and leading, boundary-spanning roles and reflection and innovation (NAPDS, 2021).Design/methodology/approachWe asked, “In what ways did the Cohort initiative create conditions for community and collaboration in the service of meaningful literacy reforms?” Drawing on social design methodology (Gutiérrez & Vossoughi, 2010), we sought to generate and examine the educational change associated with this multi-year initiative. Our data set included programmatic data, interviews (N = 30) and artifacts of literacy teaching, learning and leading.FindingsOur findings reflect the emphasis areas that are important to educators in the partnership: diversity by design, building relationships through collaboration and rooting literacy reforms in teacher leadership. Our discussion explores threads of reciprocity, simultaneous renewal and boundary-spanning leadership and their role in sustaining partnerships over time.Originality/valueThis paper contributes to our understanding of building and sustaining a cohort model of multi-year professional development through the voices, perspectives and experiences of teachers, faculty and district administrators.","PeriodicalId":358031,"journal":{"name":"School-University Partnerships","volume":"2 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140696247","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Supporting PK-12 continuous school improvement efforts in a school–university partnership network 在学校-大学合作网络中支持 PK-12 持续改进学校工作

School-University Partnerships Pub Date : 2024-04-12 DOI: 10.1108/sup-11-2023-0051

Stephanie L. Savick, Lauren Watson

引用次数: 0

Building technology integration at an urban school through a PDS partnership 通过 PDS 伙伴关系在一所城市学校建立技术集成系统

School-University Partnerships Pub Date : 2024-04-09 DOI: 10.1108/sup-10-2023-0041

Patrice Silver, Juliann Dupuis, Rachel E. Durham, Ryan Schaaf, Lisa Pallett, Lauren Watson

{"title":"Building technology integration at an urban school through a PDS partnership","authors":"Patrice Silver, Juliann Dupuis, Rachel E. Durham, Ryan Schaaf, Lisa Pallett, Lauren Watson","doi":"10.1108/sup-10-2023-0041","DOIUrl":"https://doi.org/10.1108/sup-10-2023-0041","url":null,"abstract":"PurposeIn 2022, the Baltimore professional development school (PDS) partner schools, John Ruhruh Elementary/Middle School (JREMS) and Notre Dame of Maryland University (NDMU) received funds through a Maryland Educational Emergency Revitalization (MEER) grant to determine (a) to what extent additional resources and professional development would increase JREMS teachers’ efficacy in technology integration and (b) to what extent NDMU professional development in the form of workshops and self-paced computer science modules would result in greater use of technology in the JREMS K-8 classrooms. Results indicated a statistically significant improvement in both teacher comfort with technology and integrated use of technology in instruction.Design/methodology/approachSurvey data were collected on teacher-stated comfort with technology before and after grant implementation. Teachers’ use of technology was also measured by unannounced classroom visits by administration before and after the grant implementation and through artifacts teachers submitted during NDMU professional development modules.FindingsResults showing significant increases in self-efficacy with technology along with teacher integration of technology exemplify the benefits of a PDS partnership.Originality/valueThis initiative was original in its approach to teacher development by replacing required teacher professional development with an invitation to participate and an incentive for participation (a personal MacBook) that met the stated needs of teachers. Teacher motivation was strong because teammates in a strong PDS partnership provided the necessary supports to induce changes in teacher self-efficacy.","PeriodicalId":358031,"journal":{"name":"School-University Partnerships","volume":"34 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140720847","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Three approaches to school-university partnerships among teacher residencies: can HBCUs lead the way to an equity-centric model? 教师实习中学校与大学合作的三种方法：高职高专大学能否引领以公平为中心的模式？

School-University Partnerships Pub Date : 2023-12-26 DOI: 10.1108/sup-08-2023-0030

Valerie Hill-Jackson

{"title":"Three approaches to school-university partnerships among teacher residencies: can HBCUs lead the way to an equity-centric model?","authors":"Valerie Hill-Jackson","doi":"10.1108/sup-08-2023-0030","DOIUrl":"https://doi.org/10.1108/sup-08-2023-0030","url":null,"abstract":"PurposeSchool-university partnerships (SUPs) probe a range of P12 challenges and interests, with teacher residencies being chief among them. Because historically black colleges and universities (HBCUs) have impressive track records (Hill-Jackson, 2017) and knowhow (Marchitello & Trinidad, 2019; Petchauer & Mawhinney, 2017) in preparing teacher candidates to work effectively in diverse schools, this paper seeks deeper understandings of the types of SUPs for teacher residency collaborations employed by traditional versus HBCU programs.Design/methodology/approachThis article draws upon the self-study as a methodology to review a SUP for a teacher residency at an HBCU in the southwestern United States to illustrate an equity-centric model.FindingsLeveraging an equity and third space perspective, three separate approaches to the SUPs are unpacked to establish the outline for this proposal: ceremonial, conventional and communal teacher residency approaches.Originality/valueA novel typology of three distinct approaches to SUPs for teacher residencies is outlined to establish the extent to which equity is foregrounded among teacher residencies.","PeriodicalId":358031,"journal":{"name":"School-University Partnerships","volume":"80 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139157138","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0