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Models of collaboration between teacher training institutions and Professional Development Schools have become commonplace in general teacher education. These partnerships are less well documented when it comes to special education teacher training, and are particularly scarce with regard to models of collaboration with special education schools. This article presents an exploratory study of a 10-year-old partnership between a special education department at a Teacher Training College in Israel and a special school for children with developmental disabilities. The partnership is analysed utilising criteria that characterise successful Professional Development Schools. Strengths and weaknesses of the model are discussed and recommendations for future directions and research are presented. 相似文献
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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
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Cathal Ryan Michael Bergin Sylvia Titze Wolfgang Ruf Stefan Kunz Riccardo Mazza Trudie Chalder Sula Windgassen Dianne Cooney Miner John S. G. Wells 《Innovative Higher Education》2017,42(5-6):451-462
There has been significant growth recently in online learning and joint programmes of education involving collaborative partnerships between and among higher education institutions in different jurisdictions. Utilising an interdisciplinary team model (Care and Scanlan 2001), we describe in this article the process of collaboration among four European institutions in Austria, Ireland, Switzerland, and the United Kingdom in order to develop and deliver an accredited online course on the management of work-related stress for health and social care workers. This course was also one of the first to pilot a system of equivalency between two European vocational and higher education credit schemes to promote learner mobility and recognition of a new international qualification. Although this process of collaboration occurred within a pan-European context, important lessons may be drawn from this explanation that are of potential interest to the wider international audience. 相似文献
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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
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Transformational Partnerships: A New Agenda for Higher Education 总被引：1，自引：0，他引：1
In this article we develop the concept of transformational partnership and illustrate how such an understanding has enriched
the relationship between a particular university and a school system. Transformational partnerships are different in purpose,
nature, and strategies from transactional partnerships. They are based upon genuine engagement and a focus on common goals
and mutual benefits. In transactional partnerships each institution pursues its own goals with little consideration of mutual
goals or shared purpose. The areas of community engagement, leadership, and transformational partnerships provided key concepts
for analysing the case study showing how higher education institutions can think and work differently with other institutions,
organizations, and groups to achieve mutual benefits. 相似文献
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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
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Geoffrey Elliott 《Journal of Further & Higher Education》2017,41(2):143-154
This article raises questions that challenge assumptions about values, interests and power in further and higher education partnerships. These topics were explored in a series of semi-structured interviews with a sample of principals and senior higher education partnership managers of colleges spread across a single region in England. The data suggest that common assumptions evident in the literature and professional discourse about the hegemony of higher education institutions in partnerships with further education and sixth form colleges may be misplaced. Questions are also raised about an exclusive focus upon shared values in educational partnerships, and it is suggested that greater clarity about the focus of educational partnerships can explain how successful partnerships can negotiate which values and interests are shared and which are not – an approach that can be a useful modus operandi in the increasingly competitive educational markets in which universities and colleges operate. 相似文献
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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
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《Studying Teacher Education》2013,9(3):275-288
This article documents the self-study processes and findings of a collaborative research group that examined a professional development school (PDS) partnership. Drawing on the scholarship of self-study of teacher education practices and theoretical perspectives consistent with third space, we conceived our collaborative study group as a learning community aimed at uncovering the complexities of school–university partnerships while seeking new directions for an effective partnership. Data were collected from a variety of sources. Themes were developed based on some identified areas of focus consistent with the group's objectives, which included deciphering the state of our PDS collaboration, our preservice teachers' learning experiences, and insight into faculty as learners in professional relationship. The study revealed that experiential disparity existed within and among faculty and students in various PDS sites as a result of poor communication as well as divergent models of collaboration and philosophical goals between faculty and mentor teachers. Disparity in the learning experiences among the preservice teachers was attributed to the quality and scope of the partnership. This study resulted in better understanding of our roles as hybrid educators and recognition of mentor teachers as critical bridges in a PDS partnership. 相似文献
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《Peabody Journal of Education》2013,88(3):6-32
Over the last decade, universities have increasingly begun to recognize their responsibility to address the issues and problems confronting society. Many universities are responding to this challenge by developing formal partnerships with communities. This article describes a specific partnership between Boston College and its local contiguous community. It outlines the development of the partnership from a simple school-university engagement between a school principal and a school of education faculty member to a complex set of relationships involving (a) multiple disciplines and professions; (b) a set of complicated projects; (c) multiple funders; (d) a large number of faculty, students, practitioners, and community members; (e) multiple institutions interacting at multiple levels; and (f) many kinds and levels of outcomes. The centrality of the processes of colearning and interprofessional collaboration is highlighted. The factors contributing to the success of the partnership, as well as the ongoing challenges it faces, are examined. The partnership has led to a deepened understanding on the part of both the university and community regarding the research-practice relation. 相似文献
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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
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大学与中小学建立合作伙伴关系是世界教师教育改革的重要策略,基于伙伴的教师教育强调职前教师培养、在职教师专业发展和学校改进。合作伙伴涉及到机构之间的合作和人员之间的合作,基本模式有PDS模式、咨询合作模式、结对合作模式和团队合作模式。影响合作伙伴效果的因素包括文化因素、组织因素、心理因素、情境因素、协作因素、制度因素等。基于合作伙伴的教师教育改革致力于大学与中小学的共同发展。 相似文献
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Magnus Dahlstedt 《教育政策杂志》2013,28(6):787-801
In recent years, governing through partnerships has become more and more common and is today reflected in a range of policy areas. In the following article, governing through partnerships is analysed in Swedish education policy around the turn of the millennium, where the notion of partnership has had a large impact. Using as its point of departure a theoretical perspective inspired by Michel Foucault, the article analyses the calls for partnership in Swedish education policy as part of a set of governmental rationalities forming individuals into partnering, that is active and responsible, citizens. In the article, some of the long‐term consequences of the uses of the concept of partnership in Swedish education policy are discussed, focusing particularly on issues of inclusion/exclusion and democratic regeneration. With the idea of governing through partnerships, it is argued that the political landscape is redrawn. The role of the State, for instance, is increasingly to leave room for various voluntary and independent actors and associations, to co‐ordinate and interact, as a partner, among others, rather than directing society ‘from above’. 相似文献
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《Critical Studies in Education》2013,54(2):104-121
Internationally, ‘College for All’ policies are creating new forms of vocational higher education (HE), and shifting relationships between HE and further education (FE) institutions. In this paper, we consider the way in which this is being implemented in England, drawing on a detailed qualitative case study of a regional HE–FE partnership to widen participation. We focus on the complex mix of collaboration and contestation that arose within it, and how these affected socially differentiated groups of students following high- and low-status routes through its provision. We outline Bourdieu’s concept of ‘field’ as a framework for our analysis and interpretation, including its theoretical ambiguities regarding the definition and scale of fields. Through hermeneutic dialogue between data and theory, we tentatively suggest that such partnerships represent bridges between HE and FE. These bridges are strong between higher-status institutions, but highly contested between lower-status institutions competing closely for distinction. We conclude that the trajectories and outcomes for socially disadvantaged students require attention and collective action to address the inequalities they face, and that our theoretical approach may have wider international relevance beyond the English case. 相似文献
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This article explores an urban partnership and service-learning project deliberately created to improve literacy and strengthen learning communities in an urban, Latino neighborhood of Chicago. The project aligns activities and objectives with resources and needs of university participants, a Latino community organization, and local public schools. The needs addressed include (a) improving literacy achievement in Latino students, (b) improving literacy instruction, (c) expanding students’ awareness and engagement with social injustices, and (d) exploring barriers to literacy access in students’ homes and community. This project serves as a model for developing partnerships and outreach between higher education institutions and the community. 相似文献
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DeCaro JJ 《American annals of the deaf》2008,152(5):505-509
In a rapidly changing world where postsecondary educators of men and women who are deaf face myriad challenges preparing these men and women to enter a global economy, there is a pressing need for multinational collaboration and partnerships that view current and emerging challenges with "globaleyes." The National Technical Institute for the Deaf at the Rochester Institute of Technology and The Nippon Foundation of Japan formed a foundation/education partnership that led to the establishment of the Postsecondary Education Network International (PEN-International), a collaborative and cooperative network of colleges and universities around the world that provide postsecondary education for students who are deaf or hard of hearing. The network now consists of more than 25 institutions in nine countries. 相似文献
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ABSTRACTCommunities are investigating new ways to expand access to high-quality early education. A new early care and education partnership initiative in a mid-Atlantic state offered publicly-funded preschool slots to eligible children in private early childhood programs and provided quality supports to participating private programs. This qualitative study examines the implementation of this partnership initiative from the perspectives of administrators, early childhood program staff, and family members of enrolled children. Researchers conducted 15 focus groups with these stakeholders across five communities and used a directed content analysis approach to analyze the data. Research Findings: The thematic findings from this study suggest that ECE partnerships can improve implementation processes by developing intentional communication plans and paying attention to the needs and preferences of early childhood program staff and families. The study findings also suggest that private programs may be able to counter the loss of preschool enrollment slots to public schools by participating in ECE partnerships. Practice and Policy: Policymakers may use these findings to inform the design of new ECE partnership initiatives or other initiatives that involve collaboration among early care and education programs. Practitioners may use these findings to inform planning for new partnerships they are engaged in. 相似文献