Literaturnachweis - Detailanzeige
| Autor/inn/en | Magiera, Kathleen; Geraci, Laura M. |
|---|---|
| Titel | Sustaining a Rural School-University Partnership: A Twenty-Two Year Retrospective of an After-School Tutoring Program |
| Quelle | In: Rural Special Education Quarterly, 33 (2014) 1, S.12-17 (6 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 8756-8705 |
| DOI | 10.1177/875687051403300103 |
| Schlagwörter | Partnerships in Education; Rural Schools; Universities; College School Cooperation; After School Programs; Tutorial Programs; Disabilities; At Risk Students; Online Surveys; Focus Groups; Program Effectiveness; Sustainability; Interviews; Undergraduate Study; Preservice Teacher Education; Elementary Schools; Middle Schools; Qualitative Research; New York Hochschulpartnerschaft; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; University; Universität; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem; Handicap; Behinderung; Nachhaltigkeit; Interviewing; Interviewtechnik; Grundstudium; Lehramtsstudiengang; Lehrerausbildung; Elementary school; Grundschule; Volksschule; Middle school; Mittelschule; Mittelstufenschule; Qualitative Forschung |
| Abstract | In this paper, we describe a rural school-university 22 year partnership. The partnership serves students with disabilities and students at-risk for being classified with a disability. Despite personnel changes, the undergraduate teacher candidates have consistently provided intense instruction to their assigned students. Electronic surveys were sent to school and university professionals affiliated with the undergraduate course "Introduction to the Exceptional Learner" to determine why the partnership has lasted so long. Follow-up focus group sessions were held, and data from the sessions were collected and analyzed for a deeper review of identified themes. The data analysis and theme development supported the following reasons for the longstanding partnership: (a) academic gains, (b) interpersonal benefits, and (c) specific program components. (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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