Designs for Simultaneous Renewal in University-Public School Partnerships: Hitting the "Sweet Spot"

Autor/inn/en	Bier, Marisa L.; Horn, Ilana; Campbell, Sara Sunshine; Kazemi, Elham; Hintz, Allison; Kelley-Petersen, Megan; Stevens, Reed; Saxena, Amit; Peck, Charles
Titel	Designs for Simultaneous Renewal in University-Public School Partnerships: Hitting the "Sweet Spot"
Quelle	In: Teacher Education Quarterly, 39 (2012) 3, S.127-141 (15 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-5328
Schlagwörter	Public Schools; College School Cooperation; Partnerships in Education; Teacher Education Programs; Accountability; Federal Legislation; Educational Resources; Time Management; Cost Effectiveness; Elementary School Mathematics; Grade 1; Educational Assessment; Student Evaluation; Cognitive Processes; Decision Making; Teaching Skills; Group Discussion; Secondary School Mathematics; Urban Schools; Preservice Teachers; Observation; Classroom Environment + Suchen Sie Ihr Suchwort? Public school; Öffentliche Schule; Hochschulpartnerschaft; Verantwortung; Bundesrecht; Bildungsmittel; Zeitmanagement; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Elementare Mathematik; Schulmathematik; School year 01; 1. Schuljahr; Schuljahr 01; Education; assessment; Bewertungssystem; Schulnote; Studentische Bewertung; Cognitive process; Kognitiver Prozess; Decision-making; Entscheidungsfindung; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Gruppendiskussion; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Beobachtung; Klassenklima; Unterrichtsklima
Abstract	The promise of university-public school partnerships as contexts for mutually beneficial learning, or "simultaneous renewal," has been well established (Goodlad, 1994, 1999). However, difficulties in creating and sustaining these kinds of collaborative contexts for teacher education are also well known, including practical challenges such as time and distance, as well as the nuanced and layered tensions between institutional missions, cultures, and practices (Mantle-Bromley, 2002; Teitel, 1997). Contemporary efforts to create and sustain university-public school partnerships are further complicated by dramatically increased accountability pressures arising from No Child Left Behind (NCLB). Discretionary time for public educators is a scarce and dwindling resource. As high stakes testing and related accountability pressures increase on institutions of higher education, chronic shortages of resources to support collaborative work with public school partners are a widely acknowledged fact of life in partnership work. In the context of these kinds of institutional pressures it is clear that collaborative partnership work must be carefully designed to yield visible and valued benefits for both university and public school-based educators (Yendol-Hoppey, League, Gregory, Ohlson, & Jackson, 2006). In this article, the authors describe a design strategy aimed at creating shared opportunities for teacher learning and development, including the learning of university faculty, that may be embedded in practical activities related to the analysis of P-12 student work. The authors offer three illustrations of how they have used this strategy to design shared contexts for learning that are relevant to the (differing) needs of teacher candidates, public school colleagues and university faculty. (Contains 1 table and 1 figure.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10