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1.
大学与中小学合作的构建已经成为一种世界性的趋势.区域性大学与中小学合作的类型包括单向传递报告型、项目研究合作型、咨询合作型、试验推广型和教育实习型.大学与中小学合作存在诸多困境,其主要原因在于大学与中小学属于不同的文化圈,各种类型的教育理论与实践都存在脱节现象,只有寻求两者的共同的目标和远景共识,才能构建合作的平台. 相似文献
2.
This study explores the perceived benefits and challenges of the collaboration model of a complementary education program which operates in marginalized communities in northern Ghana. The scope of the paper includes the background, collaboration as a transformative process, research methodology, findings, and discussion. The study revealed that: (a) the collaborative partners’ “shared values” were a major drive of the collaboration; (b) the collaboration model was fluid, contextual, and an unstructured process; (c) the process provided new strategies promoting school participation in northern Ghana; and (d) the collaborative partners’ idiosyncrasies posed a major challenge to the collaboration. 相似文献
3.
《Africa Education Review》2013,10(2):131-143
Abstract This article proposes that a metaphorical fence between schools and communities can be brought down by using democratically elected Community Education Forums (CEFs). The CEF concept was piloted in a participatory-action research project that was conducted in three rural communities in Limpopo, one community in Mpumalanga, one in Eastern Cape and in one informal settlement in KwaZulu-Natal, between 2005 and 2006. In this pilot project, the CEF concept was found to be effective in providing a platform that would facilitate a dialogue among different stakeholders such as school governing bodies, community policing forums, educators and education officials. The CEF's strength is rooted in its inclusivity of all community structures and in giving an equal voice to all. Thus through effective community participation the CEF framework has a potential to break down that “fence” that separates schools from the communities they serve. The data from all sites indicated positive responses from participants, ranging from evidence of active collaboration to the willingness to collaborate. The signs of collaboration among different stakeholders in each site included the utilisation of human resources and skills to address urgent educational challenges cost-effectively. Such collaboration and partnerships are positive in terms of facilitating a relevant and integrated curriculum delivery. 相似文献
4.
John Furlong 《Teachers and Teaching》2019,25(5):574-588
ABSTRACTFor nearly 40 years the quality and value of the contribution of universities to initial teacher education has been brought into question. This is particularly so in England where the ongoing ‘discourse of derision’ has resulted in universities no longer being seen as necessary partners in the process. More recently, similar challenges have taken place in other countries such as USA and Australia. However in 2013, when the Welsh Government turned its attention to the apparent low quality of its current provision, rather than challenging the role of universities, it chose to strengthen their contribution. There were however to be important changes that insisted that universities put the student teacher learning at the heart of course planning, that universities clarify their own distinctive contribution and that they work in close collaboration with schools. While this approach to initial teacher education is not new, this is the first time that such a model has been implemented on a national scale. This paper outlines the nature, rationale and underlying research for the reforms in Wales. It concludes by speculating on their likely impact in raising the quality of provision and securing the future contribution of universities to teachers’ learning. 相似文献
5.
Academic developers are increasingly involved in international collaborations in learning and teaching. Many factors contribute to successful collaborations; we argue that the personal abilities and aptitudes of academic developers are one key element. Building trust and relationships are central to creating the networks at individual, group, and institutional levels that are essential for effective collaboration. There is limited literature on academic development in international collaborations and on its personal dimensions. We illustrate these ideas using a UK-Pakistan collaboration. Attention to the personal dimension is likely to be a key consideration for other academic developers working in international collaborations. 相似文献
6.
Yongyan Li 《高等教育研究与发展》2020,39(3):500-514
ABSTRACTInterdisciplinary collaboration, in the sense of partnership between English language teachers and content teachers, is significant for enhancing university students’ English-medium academic success. It has long been advocated, but it has not become a common phenomenon in higher education institutions. The present article aims to synthesize what has been revealed about such collaboration in tertiary contexts in the (English-medium) literature, and to consider implications for practice and research. A systematic approach was adopted in conducting the literature review. The main body of the article focuses on illustrating five themes grounded in the literature: theoretical perspectives on the need for interdisciplinary collaboration; motivations for interdisciplinary collaboration and slow development of the trend; interdisciplinary collaboration on a continuum of partnership; team teaching in interdisciplinary collaboration; and benefits of interdisciplinary collaboration. Implications for practice and research are then discussed. 相似文献
7.
In the framework of a subject-centred socio-cultural approach, this study investigates creative collaboration and the resources for and obstacles to it in a long-term learning community of ten teacher students. The study focuses on five different learning situations over a 2-year period. The data were taken from teacher students’ evaluations and accounts (on given criteria) of their videotaped group-learning sessions, and their reports of the obstacles to creative collaboration. Using the students’ evaluations of the five videotaped group learning situations, the sessions they assessed as the least and most creative were compared, the aim being to discover the most important situation-specific contextual resources for collaborative creativity in the learning settings addressed. The findings showed that creative collaboration was manifested by the presentation of alternative views, and in most situations also by the production of new ideas. However, it was less evident that group discussion would in every session reveal contradictions or lead to the disclosure of opposing views concerning different meanings; nor would it necessarily create an elaborated understanding of the learning topic. The main obstacles to creative collaboration were related to the emotional atmosphere and power relations of the group. A comparison of the contextual conditions of the least and most creative evaluated situation illustrates that the least creative situation was characterised by participants’ disputational talk, aimed at invalidating opposing opinions. Here, the group atmosphere was emotionally charged in a negative sense, and mutual care taking was lacking. The unsafe atmosphere made group members afraid of being emotionally bruised by other members. The most creative situation was characterised by complementarity in participants’ talk and by inclusive utilisation of each other's views. The shared history of the group was an extremely important resource for group dialogue, allowing alternative future scenarios to be constructed reflectively. The emotional scaffolding between students was rich, and the tutor's resources were utilised. Results are discussed in terms of complementarity, emotions and power relations. 相似文献
8.
David J. Siegel 《Innovative Higher Education》2008,32(4):195-207
Results are reported from an empirical study of an interorganizational collaboration to prepare underrepresented students
for elite postsecondary education and beyond. The LEAD (Leadership Education and Development) Program in Business is an initiative
involving twelve U.S. universities, nearly forty multinational corporations, a federal government agency, and a nonprofit
organization working together to introduce students to business education and careers in business. This article analyzes the
conditions that give rise to the collaboration, its essential structural characteristics, and the consequences that flow from
it.
David J. Siegel is associate professor of Educational Leadership at East Carolina University. He received his B.A. from Wake Forest University, his M.Ed. from the University of South Carolina, and his Ph.D. from the University of Michigan. His research interests center around the dynamics of cross-sector, interorganizational collaboration to promote social change. 相似文献
| David J. SiegelEmail: |
David J. Siegel is associate professor of Educational Leadership at East Carolina University. He received his B.A. from Wake Forest University, his M.Ed. from the University of South Carolina, and his Ph.D. from the University of Michigan. His research interests center around the dynamics of cross-sector, interorganizational collaboration to promote social change. 相似文献
9.
Alison Cook-Sather 《International Journal for Academic Development》2013,18(3):186-198
Student-faculty partnerships position students as informants, participants, and change agents in collaboration with faculty members. Enacting one form of such collaboration, Bryn Mawr College’s SaLT program pairs faculty members and undergraduate students in explorations of pedagogical practice. The program provides both context and case study for this form of Student-faculty partnership as a threshold concept in academic development. Like all threshold concepts, the notion of Student-faculty partnership is troublesome, transformative, irreversible, and integrative. This article draws on faculty reflections to explore what constitutes this threshold, the insights and practices that are possible if faculty cross it, and implications for academic developers. 相似文献
10.
Renate Schulz‐Zander 《欧洲师范教育杂志》1997,20(1):61-70
In the nationwide project “Schulen ans Netz” in Germany a network will be created to give a support for information, communication and collaboration of schools, universities and institutes. In the IKARUS project at the University of Dortmund a multimedia learning environment is being developed and evaluated to educate teacher students on the topic of Information and Communication Technology. It integrates the information, communication and collaboration aspects of the media in a study laboratory. 相似文献
11.
Amy Robertson 《科学教学研究杂志》2007,44(5):681-705
This is a qualitative case study of a collaboration among multiple stakeholders in science education who came together in order to create environmental field trips and the surrounding classroom curriculum. The collaboration involves 4 major facets of science education: formal education at the elementary and university levels, informal education, and educational research. The data were collected by means of observation, semi‐structured interviews, and written document review. This study examines how shared vision developed within the collaboration, the roles the participants played in its evolution, and how this process benefited both the collaboration and each individual collaborator. Several factors significantly affected the progress towards a shared vision and a successful collaboration including time, communication, understanding others' perspectives, dedication and ownership, as well as the collaborative environment. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 681–705, 2007 相似文献
12.
随着伙伴合作模式在英国职前教师教育领域的日趋成熟,加强伙伴合作模式的质量保障也成为英国职前教师教育领域的新举措,具体表现为英国政府对伙伴合作模式的政策支持、大学对伙伴合作的管理、大学与中小学教师之间的协调与合作以及伙伴合作模式的多方评价等。这些质量保障举措有效地提高了英国职前教师教育的质量,确保了伙伴合作模式的有效运作。 相似文献
13.
Online Collaboration in Design Education: an Experiment in Real‐Time Manipulation of Prototypes and Communication 
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下载免费PDF全文 Neal Dreamson 《The International Journal of Art & Design Education》2017,36(2):188-199
The features of collaboration in design education include effective and efficient communication and reflection, and feasible manipulation of design objects. For collaborative design, information and communication technology offers educators the possibility to change design pedagogy. However, there is a paucity of literature on relative advantages and disadvantages of online collaboration for real‐time manipulation of design objects and prototypes, particularly in web design education. Using survey instrumentations, this study investigated online collaborative design practices with an application by measuring experiences of communication and interaction among twelve designers who are enrolled in a Master's programme in interactive design. The study identified barriers to online collaboration design: (1) real‐time manipulation of design objects and prototypes may increase complexity of communication interaction; (2) records of communication and invisibility of team members may attenuate quality and frequency of critical feedback to each other; (3) students’ attitudes towards collaboration, individual students’ learning goals, and completing tasks in a timely manner could reduce their engagement and increase their reliance on teacher intervention. 相似文献
14.
Average-ability students often do not take full advantage of learning in mixed-ability groups because they hardly engage in the group interaction. This study examined whether structuring collaboration by group roles and ground rules for helping behavior might help overcome this participatory inequality. In a plant biology course, heterogeneously grouped fourth-grade boys (n=164) were randomly assigned to a structured collaboration condition or an unconstrained comparison condition. Results indicated positive effects of structured collaboration on average-ability students’ achievement, motivation, and contribution to the group interaction. Another positive result was that structuring collaboration did not lower the scores of the high and low-ability students on these measures. 相似文献
15.
Nicki Dabner 《The Internet and Higher Education》2012,15(1):69-78
On September 4 2010, a massive 7.1 magnitude earthquake struck the Canterbury region in the South Island of New Zealand. The response from the University of Canterbury was immediate and carefully co-ordinated, with the university's web-based environment and a responsive site developed on the social media platform ‘Facebook’ becoming prominent sources of support for many months. This case study illustrates how the university effectively utilised these environments and their impact within the wider university community. Case study methodology draws upon literature from the fields of social media, social network communities and crisis informatics. The findings propose that social media can effectively support information sharing, communication and collaboration in higher education contexts, in particular in times of crisis, but suggest there needs to be a defined purpose to integrate these within an institution's communications strategy given the resource implications and range of social media already used by students. 相似文献
16.
In Japan, there has been an increased concern about family and community participation in the childs education. Traditionally, the role of parents and community in Japan has been one of support and less one of active involvement in school learning. Since the government commenced education reforms in the last quarter of the 20th century, a more active role for parents and the community in education has been encouraged. These reforms have been inspired by the need to tackle various problems that had arisen, such as the perceived harmful elements of societys preoccupation with academic achievement and the problematic behavior of young people. In this paper, the following issues are examined: (1) education policy and reform measures with regard to parent and community involvement in the childs education; (2) the state of parent and community involvement at the eve of the 20th century. 相似文献
17.
高职院校“县校合作”发展模式研究 总被引：1，自引：0，他引：1
"县校合作"是全面提高高职教育质量的模式探索,更是产学研合作可持续发展的必由之路"。县校合作"有利于国家推进小城镇化建设的基层战略,满足县域经济社会发展对高职教育机制创新的迫切诉求"。县校合作"通过县级政府与学校的战略联合,基于市场适切原则、政府主导原则、社会参与原则、深度融合原则、强强协同原则、利益共赢原则,构建战略项目推动下的"县校合作"机制"。县校合作"的发展模式体现了产学研合作从"校企点对点"、"专产面对面"到"县校体对体"思想理念的转变,是从学校人力资本输出,到专业产业发展能力提升,再到县校协同机制创新的实践体现。 相似文献
18.
教育改革成功的关键在于教师专业能力的发展与提升。"课堂学习研究"是香港教育学院推动的具有特色的教师专业发展项目。该项目以改善课堂教学质量为核心,通过大学研究人员与教师的协作,在校本行动研究的基础上提供教师反思及再实践的机会,为教师持续的专业发展搭建了一个可操作的平台。本文检视了在"课堂学习研究"的实践过程中,教师如何从与不同成员的互动中得到学习的机会,实现自身的专业发展。 相似文献
19.