Principal Perceptions Regarding the Impact of School-University Partnerships in Primary Science Contexts

Autor/inn/en	Gilbert, Andrew; Hobbs, Linda; Kenny, John; Jones, Mellita; Campbell, Coral; Chittleborough, Gail; Herbert, Sandra; Redman, Christine
Titel	Principal Perceptions Regarding the Impact of School-University Partnerships in Primary Science Contexts
Quelle	In: School-University Partnerships, 11 (2018) 2, S.73-83 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1935-7125
Schlagwörter	Principals; Administrator Attitudes; College School Cooperation; Elementary School Science; Foreign Countries; Educational Benefits; Faculty Development; Partnerships in Education; Reflective Teaching; Preservice Teachers; Preservice Teacher Education; Expectation; Sustainability; Trust (Psychology); Australia + Suchen Sie Ihr Suchwort? Principal; Schulleiter; Ausland; Bildungsertrag; Hochschulpartnerschaft; Lehramtsstudiengang; Lehrerausbildung; Expectancy; Erwartung; Nachhaltigkeit; Australien
Abstract	This research effort investigates principal perceptions regarding the impact of science-focused school university partnership programs in primary school contexts. Utilizing a multiple case study design, this research effort analyzed the nature and structure of the partnership efforts across five established science-focused partnership programs in the Australian states of Victoria and Tasmania. Analysis of interview data from principals across twelve separate school partner sites indicated that principals depicted that partnership arrangements increased their staffs valuing of science and was a mechanism for teachers to reflect on their practices. Consequently, principals often viewed partnerships as an additional level of professional development. Most importantly, principals articulated that the partnership programs were an important aspect of the school-based culture and they harbored strong desires to continue the partnerships well into the future. Implications for partnership development and key elements of trust, mutuality and reciprocity are discussed. (As Provided).
Anmerkungen	National Association for Professional Development Schools. College of Education University of South Carolina, Wardlaw 252, Columbia, SC 29208. Tel: 803-777-1515; Fax: 803-777-3035; e-mail: napds@mailbox.sc.edu; Web site: http://napds.org/journal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01