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| Autor/inn/en | Borthwick, Arlene C.; Stirling, Terry; Cook, Dale |
|---|---|
| Titel | Achieving Successful School-University Collaboration. |
| Quelle | (2000), (43 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Administrator Attitudes; College School Cooperation; Elementary Secondary Education; Faculty Development; Higher Education; Partnerships in Education; Preservice Teacher Education; Public Schools; Teacher Attitudes; Teacher Improvement |
| Abstract | This study investigated participant perceptions of essential elements for establishing and maintaining successful school-university partnerships for school improvement, noting differences in perceptions of participants involved in voluntary partnerships versus those involved in partnerships required by the school district (schools placed on probation in the district's reform efforts). All partnerships involved one university and part of the Chicago Public Schools. Researchers developed a structured Q Sample of 54 items based on a grounded theory of educational partnerships. The 34 participants were principals, assistant principals, teachers, and university partnership coordinators from 10 school-university partnerships. Data analysis identified four elements, with a fifth deserving attention: (1) being goal-oriented, with short-term focus; (2) having persistence/existence (survival of the partnership); (3) being dynamic and adaptable; (4) stressing important interactions (communication, hard work, and attention to group dynamics); and (5) using action planning to develop operational strategies and steps for solving problems and understanding each partner's corporate/institutional structure. Partners involved in schools on probation tended to cluster together with a goal-oriented, short-term focus. Two appendixes present the Q Stimulus Items and a PQMethod printout of factor characteristics, standard errors, and distinguishing statements for each factor and consensus statements. (Contains 29 references.) (SM) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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