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1.
Claire Gray 《Higher Education Quarterly》2016,70(1):43-58
This paper reports on research into the operation of English further/higher education, with a focus on the role of partnerships in supporting the massification of higher education. The research draws on the bottom‐up policy implementation tradition to provide analysis of the effects on partnerships of a quasi‐marketised environment. The rationale and effects of market orientated policy are discussed with reference to empirical data from college staff and partnership managers. In employing the concept of the ‘street‐level bureaucrat’ as an agent of policy implementation, this research contributes to the interpretation of policy and partnership which has previously been unexplored within the further/higher education context. Conclusions are drawn with implications for the development of college higher education delivered in partnership. 相似文献
2.
Magnus Dahlstedt 《British Journal of Sociology of Education》2009,30(2):193-205
In Sweden, calls for partnership between state institutions and local communities punctuate discussions of a number of areas of public policy. In this article, the discourse of partnership is analyzed in recent developments in Swedish educational policy, and particularly the involvement of ‘immigrant parents’ as partners collaborating with the school. In the article it is argued that, in partnerships between the school and ‘immigrant parents’, the ‘rules of the game’ are most often dictated by one of the partners (i.e. the Swedish school). Here, ‘immigrant parents’ are by various techniques being ‘measured’ and exhorted to adapt to an imagined ‘Swedish normality’, in order to become a ‘responsible’ parent and equal partner. 相似文献
3.
Susanna Pinkus 《British Journal of Special Education》2005,32(4):184-187
The desirability of parents and professionals in special education working in partnership continues to be expressed through Government policy and legislation and through voluntary sector initiatives. Moreover, partnership working attracts significant financial investment. Yet effective, working parent - professional partnerships often remain elusive in practice. In this article, Susanna Pinkus, a teacher, consultant and teaching practice supervisor who recently completed her PhD, describes her research into partnerships between parents and professionals. She bases her assertions on the daily experiences of 14 parents based in four London education authorities and attributes an absence of effective collaboration to lack of understanding about how partnerships between parents and professionals do, and should, function in the special educational context. In order to bridge this gap between the rhetoric of policy and the difficulties that are frequently reported in developing parent-professional relationships in practice, Susanna Pinkus identifies and discusses four principles as being central to forming effective partnerships. 相似文献
4.
‘Smart state’ for a knowledge economy: reconstituting creativity through student subjectivity 总被引：1，自引：1，他引：0
Rejecting notions of creativity as self‐realisation through free expression, this article argues that such discourses currently driving education policy comprise intellectual technologies for the production of student subjectivities required by neoliberal contexts. Using a governmentality framework, it locates the conditions of possibility for the creative subject within dominant policy articulations of the global knowledge economy and emerging rationalities of risk and uncertainty. The analysis focuses on an industry school partnership formed by a state education system in Queensland, Australia, and several multinational corporations. It examines how the partnership has emerged as a novel neoliberal space for the constitution of new education figures such as the enterprising teacher and the entrepreneurial student‐worker. These subjectivities are functional to the devolved governing strategy of social investment, which seeks to achieve a broad reconstitution of relationships between students, schools and industry in Queensland. 相似文献
5.
Drawing on data from a three‐year study (2008–2011) of partnerships of schools and colleges delivering the 14–19 Diplomas in England, this article examines how the dynamics of local partnerships were shaped by a contradictory policy landscape in which some policies strongly promoted collaborative working whilst others reinforced competition between institutions. Semi‐structured interviews with 136 Diploma consortium leads and case studies of 30 Diploma consortia were undertaken. Most partnerships founded in direct response to government demands for collaboration were strategically and operationally less effective than those that had been formed earlier as a positive, dynamic response to locally identified interests/needs and had evolved over time. When key levers towards collaboration were removed by the new UK Coalition government (2010) and new policies restated the arguments for institutional autonomy and competition between institutions, the fragility of the ‘enacted’ partnerships became immediately apparent. Although members of Diploma consortia with a history of effective partnership working remained committed to the principle of collaboration, other policy developments such as the introduction of the English Baccalaureate and the recommendations of the Wolf Review on vocational education contributed to uncertainty about whether partnership working could, or indeed should, be sustained. 相似文献
6.
Susanna Pinkus 《Journal of Research in Special Educational Needs》2003,3(2):115-121
There is agreement in political and academic circles that partnership working between parents and professionals is critical to optimising educational provision for children who have special needs. Yet this method of optimisation often appears to be an elusive feature of current practice. In order to begin to explore this chasm between the largely hypothetical parent–professional partnerships set out centrally in British government policy and the widespread reality of parental dissatisfaction, this article identifies the key drivers and inhibitors to partnership working, as revealed within the empirical and theoretical literature. Much of the literature referred to here has its roots in organisational theory, economics, management and political studies – the aim being to learn from rigorous research undertaken in other sectors regarding partnership working, in order to begin to construct a more effective model of parent–professional partnership within special education. 相似文献
7.
8.
我国教育领域的公私合作伙伴关系审视 总被引：1，自引：0，他引：1
本文分别对公私合作伙伴关系政策层面与项目层面的相关实践进行了梳理,探讨了公私合作伙伴关系实践中存在公私合作伙伴关系是一种有效动员、整合和优化社会教育资源的重要制度框架,在我国教育领域有着广泛实践,但相关的理论研究却比较缺乏。观念束缚、政策歧视、规制失衡等问题,并提出了转变观念、消除歧视和建立有效的监管体系与评价体系等对策。 相似文献
9.
Anna Lees 《Journal of Early Childhood Teacher Education》2017,38(1):52-78
The relevance and effectiveness of traditional, course- and clinical-experience-based models of teacher preparation have been called into question, and institutions of teacher education must respond to the changing landscape of educational policy, which increasingly emphasizes that candidates must be prepared for challenges faced in complex, increasingly diverse classroom and community contexts through extended field experiences (Rust, 2010). In this article, we present a case for the development of mutually beneficial community partnerships as the foundation of all early childhood teacher education. First, key policies and research findings are presented that point to partnership as a key theme that must be addressed by preparation programs; next, a framework for the development of mutually beneficial partnerships between preparation programs and schools/community agencies is introduced; interview and focus group data are presented from the development and implementation of a field-based undergraduate early childhood teacher preparation program. These include examples of strategies that assist in leveraging resources toward mutual benefit, as well as vignettes illustrating field-based teacher education in action. Finally, partnership practices that address the shared goals of early childhood educators and those who prepare them are presented. 相似文献
10.
Towards a Taxonomy of Mentoring 总被引：1，自引：1，他引：0
Derek Glover Gerry Gough Michael Johnson George Mardle Mervyn Taylor 《Mentoring & Tutoring: Partnership in Learning》2013,21(2):25-30
Initial Teacher Education in England and Wales is currently undergoing substantial change. In particular, the government has insisted on increased time for school‐based work, on the development of training partnerships between schools and higher education providers, including the transfer of training funds from universities to schools, and on a competence model of assessment. This article focuses on one of the new partnership training courses. Using two of the areas of competence, Subject Knowledge and Subject Application, it explores the reality of partnership from the perspectives of students, school mentors and university tutors as they work through the first year of the new course. Finally, the writers present a series of questions for all those involved as the basis for developing such courses and for ensuring the quality of teacher education. 相似文献
11.
The rhetoric of partnership is ubiquitous in the current policy context. In education, partnerships take a number of forms among which is ‘interorganisational collaboration’ (IOC), defined as a partnership between institutions/organisations aimed at developing synergistic solutions to complex problems. But policy has a tendency to veneer, obscuring its enactment. The purpose of this paper is therefore to examine what such partnerships look like on the ground. Here we present an empirical analysis which aims to produce knowledge about the working of such collaborative groups and to provide insights into leadership within such partnerships. Drawing on communicative constitution of organisations operationalised within a schema for understanding the emergence of collective identity in IOC, we undertake an analysis of meetings held by a working group comprising academics and local authority staff set up to develop masters-level work-based professional learning for teachers. We ask, how do professionals working within different contexts create a collective identity that supports decision-making, and what are the implications for leadership? 相似文献
12.
Una O'Connor 《欧洲特需教育杂志》2013,28(3):253-268
The relationship between a parent and their child who has SEN is one that, by necessity, is shared with a larger than usual group of professionals. It is perhaps inevitable, then, that this relationship has been an occasionally precarious one, with a potential for conflict due to differing perspectives and priorities. Although the ideal of partnership between parent and professional was originally defined in the Warnock Report in 1978 as a preference for equality, the constitution of partnership has continued to be viewed with a degree of caution. The contribution of parents in the education of their child has been a long‐standing yet somewhat relegated feature of policy reform, where limited investigation of parents’ views has perpetuated the consensus that multiple perspectives are rarely obtained. This paper explores the premise of partnership in Northern Ireland, with reference to parents’ relationships with the cross‐section of professionals who constitute an inevitable by‐product of having a child with SEN. Specifically, it will refer to their perceived status as partners within procedural infrastructures, and identification of those factors that have challenged the premise of partnership. The paper will present some findings from a phenomenological study involving 20 parents. This represented the third and final stage of a large scale research study involving quantitative and qualitative data collection. In Northern Ireland, the dual prerogatives of special education and inclusion have acquired commensurate currency as part of an ongoing process of social reform and education rationalisation. This meant that much of the research was undertaken against a backdrop of emerging educational policy and legislation for SEN, disability and inclusion. It is a timely opportunity, then, to review existing challenges and to consider possible alternatives for future partnerships 相似文献
13.
Kyong‐Mi Paek 《The International Journal of Art & Design Education》2020,39(3):509-522
The Korean government’s policy toward art in schools and educational autonomy has recently undergone major directional changes, with the Ministry of Education (MOE) encouraging individual schools to find their own ways to become more self‐regenerating, especially by developing community partnerships through art. This recently published policy direction has the potential to challenge traditional school practice as it demands an initiative role of schools and the active involvement of teachers in building partnerships with local communities. Concerned about the impact of the new school art policy on practice, this article attempts to clarify the opportunities and challenges involved in the expected collaborative reform practice by examining the outcomes reported by pilot schools based on their first year of implementing the new school art policy. To this end, this article first identifies the distinctive aspects of the new policy from previous studies on school–community partnerships developed in Korea over the past decade. This is followed by an identification of practical issues and needs by reviewing the outcomes of recent survey results on the perceptions of teachers who participated in conventional school–community partnership programmes. These results will be compared to the problems found in the outcomes reported by pilot schools. Findings will be discussed to assess implications and provide suggestions. This contextual analysis of practitioners’ responses to new art‐based collaborative reform practices developing in Korea may contribute to an expansion of international discussions about educational reform through art. 相似文献
14.
Inga Elgqvist‐Saltzman 《Gender and education》1992,4(1-2):41-56
A review of Swedish educational policy and educational research indicates that labour market considerations have had a high visibility. Straight routes through the educational system have been laid out in order to equalise and make the system more efficient. Empirical studies show that women's strategies to combine education, work and family often resulted in ‘winding tracks’ through education. Predominant research models tend to adjust to the ‘straight roads’ of educational policy while women's winding routes have been set aside. The current Swedish goal of equality between men and women gives work and parenthood the same weight for both sexes. This article discusses whether this goal could set a challenging framework for a research agenda where more gender‐sensitive methodologies are developed as well as gender‐sensitive concepts, upgrading women's knowledge, experiences and values. 相似文献
15.
Education for sustainable development in initial teacher training: issues for interdisciplinary collaboration 总被引：2，自引：2，他引：2
This article considers interdisciplinary approaches to education for sustainable development (ESD) in initial teacher training (ITT) partnerships in the light of recent national policy initiatives. In identifying challenges for interdisciplinary innovation, it brings to bear research evidence from three sources: questionnaires sent to ITT partnership schools; questionnaire surveys of geography and science graduate student teachers; and questionnaire surveys of their school mentors. Key findings are that: schools are not yet well developed as sites for student teacher learning in the domain; student teachers generally have greater understanding of sustainable development than their mentors; geography mentors perceive themselves to be better prepared for mentoring in this area than their science counterparts (who feel ill‐prepared); for both students and mentors, there are significant gaps in understanding of ESD compared with representations found in the literature. Some implications and possible ways forward for interdisciplinary ESD in teacher education partnerships are discussed. 相似文献
16.
Roni Strier 《Higher Education》2011,62(1):81-97
The development of meaningful partnerships with communities is a shared concern of many higher education institutions. However,
the building of significant partnerships between universities and communities is still a complex task, which generates multiple
tensions. Based on a qualitative study that examined the lived experiences of participants in an innovative university-community
partnership in Israel, the article analyzes the concept of partnership from a social constructivist theoretical perspective.
The study focused on four research areas: the experience of partnership; the perception of partnership; the barriers to partnership-building,
and the impact of participation on participants. Findings challenge essentialist views of partnership and highlight the constructed
and discursive nature of the concept. The article found several crucial factors to be acknowledged in the process of partnership
management: role perspectives, group affiliation, institutional context, power relations, the organizational culture of the
partnership, and the societal perceptions of social problems addressed by the partnership. It concludes with some recommendations
for the management of more meaningful university-community partnerships. 相似文献
17.
《师资教育杂志》2012,38(3):255-269
This comparative study of two pre‐service teacher education programmes in England and in Canada focuses on the relationship between inquiry and the partnership structures within which the universities and schools work together. Despite the very different jurisdictions and cultures of the two systems, the two universities seem to experience similar difficulties in relation to their commitment to inquiry and to working in partnership with schools. At both the Canadian and the English sites, definitions of inquiry varied within institutions as well as between universities and schools, and inquiry was a university rather than a school priority. These differences between the schools' and the universities' views on inquiry are significant for the partnerships in which the programmes operate. It is these differences and difficulties—which often seem context‐related but which, through the authors' comparative work, have come to seem more systemic—that are explored in this article. 相似文献
18.
Partnerships and collaboration have become popular in higher education; and partnerships with community agencies, K-12 schools, and businesses are common. However, formal and sustained partnerships among institutions of higher education are not nearly as widespread. This article presents a model for collaboration in higher education focused on a partnership among teacher preparation programs at three institutions. The article provides an overview of theoretical underpinnings for collaboration, the process and practices used, and lessons learned by Valley Partnership, as well as the stages of partnership development, the governance model, and key elements related to sustaining the partnership. 相似文献
19.
Terri Seddon Stephen Billett Allie Clemans 《British Journal of Sociology of Education》2005,26(5):567-584
This paper considers the way social partnerships tend to be represented as either horizontal localised networks or neo‐liberal policy instruments. Building on two empirical studies of partnerships, we argue that partnerships cannot be understood in either/or ways but are negotiated at the interface between central agencies and local networks. They are mediated by networks operating through the partnership and through government and community, and by the different organisational logics of agencies. These complexities challenge our ways of analysing and representing partnerships, and justify further research. 相似文献
20.
Universities and schools have a long history of partnering with one another to achieve a range of educational goals in America's schools. For many years, the needs of the universities were the primary impetus for partnership. Universities needed practicum sites for student teachers and other educational professionals, as well as participants for the research of university social science faculty. In more recent years, the balance has begun to shift dramatically so that the needs of schools are increasingly driving the formation of school–university partnerships. This article briefly describes the recent history, development, and major foci of school–university partnerships. After identifying a relatively neglected area of school–university partnerships, the article describes an existing partnership that addresses this area in order to illustrate the potential and opportunities for partnership. Finally, this article closes with a discussion of the challenges and potential benefits of school–university partnerships. 相似文献