Rethinking School-University Partnerships: A New Way Forward provides educational leaders in K-12 schools and colleges of education with insight, advice, and direction into the task of creating partnerships. In current times, colleges of education and local school districts need each other like never before. School districts struggle with pipeline, recruitment, and retention issues. Colleges of education face declining enrollment and a shifting educational landscape that fundamentally changes the way that teachers are trained and what local school districts expect their teachers to be able to do. It is with these overlapping constraints and converging interests that partnerships emerge as a foundational strategy for strengthening the education of our teachers. With nearly 80 contributors from 16 states (and Jamaica) representing 39 educational institutions, the partnerships described in this book are different from the ways in which colleges of education and school districts have traditionally worked with one another. In the past, these loose relationships centered primarily on student teaching and/or field experience placements. In this arrangement, the relationship was directed towards ensuring that the local schools were amenable to hosting students from the college of education so that the student/candidate could complete the requirements to earn a teaching license. In our view, this paradigm needs to be enlarged and shifted.
This book supports all those involved in initial teacher education (ITE) and with an interest in partnership working. Such partnerships are at the heart of ITE practices, both in the UK and internationally, but more recently models of partnership have become ever more complex as a result of government reforms, the rapid diversification of routes into teaching and significant increase in the number of SCITTs. The nature of partnerships in ITE remains contested with partnership working often reduced to a series of prescriptions for effective practice, ignoring both its pedagogic potential and inherent tensions. This book surveys and critiques partnership developments in recent years and then analyses a single case study of a school that exemplifies the current complexity of ITE partnerships using both policy and practice perspectives. It concludes with a series of principles that might underpin effective partnership working.
Education badly needs effective innovations that can help produce high-quality learning outcomes across the system. The primary focus of educational innovations should be on teaching and learning theory and practice, as well as on the learner, parent, community, society, and culture. Technology applications need a solid theoretical foundation based on purposeful, systemic research, and a sound pedagogy. Theoretical and Practical Approaches to Innovation in Higher Education is an essential scholarly publication that outlines the classification of innovations, discusses the hurdles to innovation, and offers ways to increase the scale and rate of innovation-based transformations in the education system. The publication argues that raising the quality and scale of innovations in education will positively affect education itself and benefit society. Highlighting topics such as academic integrity, e-learning, and learner engagement, this book is vital for higher education professionals, academicians, educators, librarians, course designers, researchers, and students.
THIS IS A UNIQUE BOOK. IF YOU CARE ABOUT SCHOOLS AND SCHOOLING AND THE WAY IN WHICH PARTNERSHIPS MAY HELP TO STRENGTHEN AND IMPROVE THEM AND THE INSTITUTIONS THAT PARTNER WITH THEM, YOU SHOULD READ IT! School partnerships have a long history in the United States. The inception of public schooling was a type of partnership with the community. The concept of local school boards and local control was integral to the establishment of schools and the idea that public education was a public good has deep roots in the country. Partnerships denote relationships which are mutually beneficial to the parties involved and which result in joint benefits for those who create and engage in them. The partnerships presented in this book provide ample evidence of the value and benefits of these arrangements. The book contains stories and research about school partnerships from a variety of groups and perspectives, which are focused upon multiple issues within educational institutions and communities within the United States. The final chapter, presents an analysis across all the partnerships to identify the elements that fostered and hindered their success and the primary lessons learned. This analysis should provide meaningful information for those engaged in developing and operating similar partnerships or those involved in conducting research on or about them. Although the cases presented in this book occur within the United States, the findings may also have relevance for similar initiatives in other countries. Praise for Creating School Partnerships that Work: A Guide for Practice and Research: Kudos to Dana Griggs and Frances Kochan for compiling the rich accountings of eight different school partnerships all in one place. Readers will learn a great deal from both the individual accountings of a broad array of partnerships as well as the collective analysis of the partnerships and lessons learned across them. Creating School Partnerships that Work:A Guide for Research and Practice is a must-read book for anyone who ever has been, is, or desires to be involved in any type of school partnership. Nancy Fichtman Dana, Professor, School of Teaching and Learning University of Florida, Gainesville Creating School Partnerships that Work: A Guide for Research and Practice is a must read for scholars, researchers, practitioners, and community members seeking to identify elements of successful school partnerships that foster students' academic and personal successes. This edited volume shares stakeholders' perspectives on multi-dimensional school partnerships, which have successfully led to sustained collaborations across diverse purposes that are mutually beneficial for all groups. The usefulness of the content analysis presented in the final chapter, which identifies elements both fostering and hindering partnerships with recommendations, cannot be overstated. Mary Barbara Trube, Professor Emerita, Ohio University-Chillicothe Contributing Faculty & Dissertation Mentor, Walden University Early Childhood Education Adjunct Faculty, Florida SouthWestern State College Mentor & Early Childhood Consultant, ILEAD Xi'an Jiaotong-Liverpool University
Transforming Teacher Education through Service-Learning provides a fresh look at educational reform through the lens of teacher preparation. It poses the question “Why service-learning now?” as it discusses the meaningful ways service-learning pedagogy can transform the approaches used to prepare teachers to educate tomorrow’s children. The pedagogy of service-learning has significant implications for teacher education. Its transformative aspects have far reaching potential to address teacher candidate dispositions and provide deeper understanding of diversity. Knowledge of the pedagogy and how to implement it in candidates’ future classrooms could alter education to a more powerful experience of democracy in action and enhance the civic mission of schools. The current and ongoing research found within this volume is meant to continue support of the notion of educational reform. Because the vision we hold becomes the reality we experience, it is imperative to consider the question—Why service-learning now?—as we adjust teacher preparation programs to promote engaging opportunities for today’s youth.
Pedagogical Partnerships and its accompanying resources provide step-by-step guidance to support the conceptualization, development, launch, and sustainability of pedagogical partnership programs in the classroom and curriculum. This definitive guide is written for faculty, students, and academic developers who are looking to use pedagogical partnerships to increase engaged learning, create more equitable and inclusive educational experiences, and reframe the traditionally hierarchical structure of teacher-student relationships. Filled with practical advice, Pedagogical Partnerships provides extensive materials so that readers don't have to reinvent the wheel, but rather can adapt time-tested and research-informed strategies and techniques to their own unique contexts and goals.
A guide to developing productive student-faculty partnerships in higher education Student-faculty partnerships is an innovation that is gaining traction on campuses across the country. There are few established models in this new endeavor, however. Engaging Students as Partners in Learning and Teaching: A Guide for Faculty offers administrators, faculty, and students both the theoretical grounding and practical guidelines needed to develop student-faculty partnerships that affirm and improve teaching and learning in higher education. Provides theory and evidence to support new efforts in student-faculty partnerships Describes various models for creating and supporting such partnerships Helps faculty overcome some of the perceived barriers to student-faculty partnerships Suggests a range of possible levels of partnership that might be appropriate in different circumstances Includes helpful responses to a range of questions as well as advice from faculty, students, and administrators who have hands-on experience with partnership programs Balancing theory, step-by-step guidelines, expert advice, and practitioner experience, this book is a comprehensive why- and how-to handbook for developing a successful student-faculty partnership program.
Focusing on the partnerships and collaborations between teacher educators and students with regards to faculty members’ professional development, contributors from around the world provide insight into professional development opportunities in the context of teaching and collaborating with students. Contributions from these distinguished scholars come from a broad range of countries and cultures to ensure that the presented studies reveal rich information about diverse systems of teacher education. The studies presented in the book demonstrate how these faculty student partnerships can significantly assist faculty members to develop professionally and produce benefits and impacts on their professional identity. Providing ideas and tools aimed at teacher educators around the world, this book explores partnerships and cooperation as a tool to lead to development and ultimately promotion. This book is a must-read for all researchers, teacher educators and lecturers looking to expand their knowledge of partnerships with students in higher education.
Teacher education in the United States is changing to meet new policy demands for centering clinical practice and developing robust school-university partnerships to better prepare high-quality teachers for tomorrow’s schools. PROFESSIONAL DEVELOPMENT SCHOOLS (PDSs) have recently been cited in national reports as exemplars of high-quality school-university partnerships in the clinical preparation of teachers. According to the National Association for Professional Development Schools, PDSs have Nine Essentials that distinguish them from other school-university collaborations. But even with that guidance, working across the boundaries of schools and universities remains messy, complex, and, quite frankly, hard. That’s why, perhaps, there is such diversity in school-university partnerships. For the last thirty years, educators have been fascinated yet puzzled with how to build PDSs. Clinically Based Teacher Education in Action: Cases from PDSs addresses that perplexity by providing images of the possible in school-university collaboration. Each chapter closely examines one of the NAPDS Nine Essentials and then provides three cases from PDSs that target that particular essential. In this way, readers can see how different PDSs from across the globe are innovating to actualize that essential in PDS development. The editors provide commentary, addressing themes across the three cases. Each chapter ends with questions to start collaborative conversations and a field-based activity meant to propel your PDS work forward.
