Literaturnachweis - Detailanzeige
| Autor/inn/en | Maheady, Larry; Magiera, Kathleen; Simmons, Rhea |
|---|---|
| Titel | Building and Sustaining School-University Partnerships in Rural Settings: One Approach for Improving Special Education Service Delivery |
| Quelle | In: Rural Special Education Quarterly, 35 (2016) 2, S.33-40 (8 Seiten)Infoseite zur Zeitschrift
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 8756-8705 |
| DOI | 10.1177/875687051603500205 |
| Schlagwörter | Partnerships in Education; College School Cooperation; Sustainability; Special Education; Delivery Systems; Educational Improvement; Rural Schools; School Districts; Elementary Secondary Education; Barriers; Change Strategies; Preservice Teacher Education; Educational Practices; Educational Cooperation; New York Hochschulpartnerschaft; Nachhaltigkeit; Special needs education; Sonderpädagogik; Sonderschulwesen; Auslieferung; Teaching improvement; Unterrichtsentwicklung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; School district; Schulbezirk; Lösungsstrategie; Lehramtsstudiengang; Lehrerausbildung; Bildungspraxis; Education; cooperation; Kooperation |
| Abstract | School-university partnerships have been offered as possible solutions for many contemporary educational challenges. These relationships are generally well accepted by university and school personnel; however, unanswered questions remain regarding their nature and utility. This paper describes one teacher preparation program's efforts to strengthen and extend existing partnerships with a small group of primarily rural school districts. Partnership efforts were supported, in part by a 325T professional development grant to prepare highly qualified special education teachers. Three specific, grant-related activities (i.e., improving educators' understanding and use of evidence-based practices, capturing practitioners' professional wisdom, and changing practice through instructional coaching) were highlighted as exemplars of partnership work. Lessons learned over the 5-year partnership with nine rural school districts are summarized and directions for future research and practice are offered. (As Provided). |
| Anmerkungen | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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