A Case Study in Developing a High School Partner School in a Research I University.

Autor/inn/en	Peters, William H.; Kirk, D. Rockwell
Titel	A Case Study in Developing a High School Partner School in a Research I University.
Quelle	(1998), (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Case Studies; College School Cooperation; Diversity (Student); Goal Orientation; High Schools; Higher Education; Professional Development Schools; Research Universities; Rural Areas; Suburban Schools; Teacher Education; Trust (Psychology) + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Zielorientierung; Zielvorstellung; High school; Oberschule; Hochschulbildung; Hochschulsystem; Hochschulwesen; Forschungseinrichtung; Rural area; Ländlicher Raum; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Lehrerausbildung; Lehrerbildung
Abstract	This case study discusses development of a partnership between a large, ethnically diverse suburban high school and a major research university located in a somewhat rural community 100 miles from Houston (Texas). Complementary needs spurred a June 1995 exploratory meeting involving district central administrators, representative faculty from each school department, the dean of the university's college of education, and key teacher education faculty. Providing best instruction and teachers for area youth became the conversational framework. Open, sincere conversations during 1995-96 built the foundation of trust and mutual respect that has characterized the partnership. Pivotal figures in building trust were the dean of the College of Education and the district's Assistant Superintendent for Curriculum and Instructional Services. The desire to provide best practice led to establishing the partner high school as a Center of Inquiry. The school is becoming a laboratory for maintaining a climate that values academic achievement, a constantly developing faculty, and opportunities for preservice student experiences. The high school's conceptual structure revolved about simultaneous renewal of the school and the teacher education program. Partners have learned valuable lessons about developing commonality of purpose and culture, cultivating mutual interests, enlarging teacher involvement, and synchronizing academic calendars. Included are two explanatory appendices. (MLH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC