School Collaboration Research Articles

Get Out of Your Silo: A Qualitative Examination of an Interprofessional Undergraduate Course

Purpose: Interprofessional collaboration in schools is fundamental to the success of all students. The purpose of this exploratory study is to examine the impact of an innovative one-credit-hour undergraduate course on students' knowledge of the Interprofessional Education Collaborative's (IPEC) core competencies for interprofessional practice. Method: Nine undergraduate students from communication sciences and disorders, inclusive early childhood education, and elementary education majors participated in two focus groups (one at the beginning and one at the end of the course). The researchers used a directed content analysis approach to analyze the data in terms of frequency and depth of the students' descriptions of the IPEC core competencies. Results: Two main findings emerged: (a) participants discussed the roles and responsibilities for collaborative practice (RR) and interprofessional teamwork and team-based practice (TT) competencies more frequently at the end of the course, and (b) participants discussed the RR, TT, and interprofessional communication practices competencies in a greater level of depth at the end of the course. Conclusions: These results suggest that a one-credit-hour course has the potential to enhance undergraduate students' knowledge of the IPEC core competencies in relation to school-based collaboration. Additional learning experiences for undergraduate students could include observations of co-teaching in schools, practicum experiences in which students have the opportunity to engage in co-teaching, and additional coursework on collaboration and teamwork. Supplemental Material: https://doi.org/10.23641/asha.21313722

The Facilitator Model: Investigating a Novel Dual Credit Experience for Open-Ended Design Coursework.

This study explored the implementation of a novel approach to dual credit referred to as the facilitator model that can be suited for STEM-focused coursework such as courses focused on engineering, design, technology, and innovation. Unlike other models, high school teachers facilitate the implementation of a college course for both high school and college credit in collaboration with a university instructor who evaluates student learning. This novel approach was specifically implemented for an open-ended undergraduate design course within an engineering technology college, similar to many first-year engineering course experiences that emphasize project-based learning, from a large research-intensive public university. For this study, the facilitator model was piloted with five high school teachers as facilitators of an undergraduate design course for dual credit at two innovative, STEM-focused public charter schools. The qualitative research design focused on examining (1) teacher needs while implementing, and perceptions of, the dual credit facilitator model for an undergraduate design course in urban public charter schools and (2) the impact of this model on student learning. This study included the collection and analysis of over 90 h of interviews, focus groups, surveys, and observations. Results provide a promising outlook for the use of the facilitator model when delivering dual credit content that is open ended and within the context of design, technology, and engineering by (1) navigating multiple institutional policies and processes related to dual-credit implementation, (2) providing ongoing support and fostering collaboration between high schools and university, (3) enabling students to earn directly transcripted college credits that count as a required course toward degree completion, and (4) increasing affordability and access to dual credit coursework. These potential advantages over other dual credit models can help address barriers that may limit access to dual credit coursework, specifically for underserved high schools.Supplementary InformationThe online version contains supplementary material available at 10.1007/s41979-022-00075-5.

The Relationship Between Self-Concept and Problem-Solving Skills on Students’ Attitude Towards Solving Algebraic Problems

This study aimed to determine the relationship between self-concept and problem-solving skills in students’ attitudes towards solving algebraic problems. 377 students were utilized in the study. Two instruments were used to gather data: a problem-solving performance test and a questionnaire on self-concept and attitudes towards solving algebraic problems. The instrument was developed through concept analysis and review of literature; validated by subject matter experts. Lawshe’s (1975) content validity ratio was used to ascertain the validity of the instrument. Reliability of the instruments was established through the utilization of the most common and the best index of internal consistency known as Cronbach’s coefficient alpha. The findings showed based on the three hypotheses tested that there is a significant but negative relationship between self-concept and students’ attitude toward solving algebraic problems (ATPS) and also there is a significant positive relationship between problem-solving skills and their ATPS. However, the findings also indicated that there was no significant relationship between students’ problem-solving skills and their self-concept. It was concluded that schools in collaboration with the Ministry of Education should organize inter and intra mathematics competitions on algebraic problem-solving skills.

Designing Joyful Learning

This interview highlights Samantha Antione-Purcell’s work in bringing a new educational model to Grenada. Antione-Purcell describes her journey into teaching and educational leadership, and the creation of a new collaborative school, The St. George’s Institute. The interview is conducted by Ron Scapp.

Practices of Inclusive Education in Nepal

Inclusive education is an approach, process, perspective and universal principle of mainstreaming the people to address the diverse needs and interests of students through a responsive, respectful and supportive learning environment. Students from diverse socioeconomic backgrounds and with different learning abilities can learn together by participating in their educational settings. This study aims to identify the indicators of inclusive education that can be helpful for teachers to make their teaching effective. After being familiar with the national and international practices of inclusive education, teachers can broaden their knowledge and will incorporate inclusive attitudes into their content delivery practices. Despite the high public interest in technical and vocational education (TVE), few of them have access and the opportunity to enroll in the TVE stream. Considering this problem, this study was conducted in a natural setting through field visits, interviews with parents, students, SMC chairpersons and political leaders in the sampled district. The study found the various gaps in inclusive practices such as promoting diversity, social justice, cooperative learning and collaboration in general and TVE schools in Nepal. Using Herzberg motivational-Hygiene theory as a theoretical lens to investigate the practice of inclusiveness in TVE schools, I found some demotivating factors such as fragile TVE policy and job insecurity of teachers to demotivate teachers and students toward technical and vocational educations in western Nepal.

La collaboration à l’école : l’exemple de la Nouvelle-Zélande – Aotearoa

Le système scolaire de Nouvelle-Zélande (appelée Aotearoa en langue maorie) a pour finalité de bâtir une société véritablement biculturelle. Le mouvement de renaissance des Maoris a mis leurs leaders en avant et cette société biculturelle est en passe de devenir réalité. L’article présente quatre concepts de collaboration qui convergent dans cette direction (leadership, liens familiaux et sociaux, partage égalitaire du pouvoir et apprentissage horizontal entre pairs), illustrés par deux exemples de démarches appuyant les enseignants, les élèves et leurs familles, toutes écoles et communautés confondues. L’un d’eux présente des enfants de 5 ans utilisant des « cartes heuristiques de l’identité » (Identity Maps) pour tisser davantage de liens culturels. Le second réunit écoles et communautés locales pour former des « communautés d’apprentissage » – une stratégie collaborative visant à atténuer la compétition.

The Research–Practice Dialogue in Second Language Learning and Teaching: Past, Present, and Future

AbstractThis article explores ways in which a dialogue between researchers and practitioners can be bidirectional, effective, and beneficial for the two professional communities. We suggest concrete directions for second language (L2) research: (a) a collaborative mindset, (b) the nature of research, (c) venues for dialogue, and (d) institutional support. First, we argue that we, researchers and teachers alike, can develop a collaborative mindset and understand that the dialogue is established by equal contributions and benefits. Second, we discuss that if a researcher's intention is to impact practice, they need to consider the practice relevance of their studies. We propose practice‐based research, in which practitioners and researchers work together for development and implementation of research. Third, we explore venues where reciprocal contributions may be explored, including teacher‐training programs, professional development workshops, and university–school collaborations. Finally, we share our hopes that institutions (universities and schools) will provide support for researchers and practitioners that would help create and facilitate reciprocal relationships, such as time release and promotive incentives. Overall, we argue that researchers shoulder the lion's share of responsibility in paving a path for a productive research–practice dialogue in the future.

SCHOOL COOPERATION MANAGEMENT WITH DUDI IN INCREASING THE QUALITY OF GRADUATES

The focus of this research is to find out the cooperation management of SMKN 1 Padang Cermin with the industrial world in improving the quality of graduates and the benefits resulting from this collaboration. This research uses a qualitative descriptive research type. Data is obtained and then collected to be processed systematically. From the interview, clarifying, presenting, and concluding the data. The study results show that the management of school collaboration with the industrial world is good with the planning process carried out by SMKN 1 Padang Cermin conducting surveys and program analysis, preparing partnership proposals, and program development. Organizing process by detailing all the work that must be carried out to achieve organizational goals, distributing workloads, and developing mechanisms to coordinate the work of members of the organization. The process of implementing collaboration includes Curriculum Validation, Industrial Visits, Internships, Training Programs, UKK, Production Programs, Tools and Equipment Assistance, and Graduate Distribution Programs. Moreover, the process of controlling and evaluating activities for the Cooperation program carried out by SMKN 1 Padang Cermin with the Business and Industrial World (PT AHM) has been evaluated at the end of each year. From this collaboration, the benefits felt by the school and PT.AHM.

Implementasi Penguatan Pendidikan Karakter Model Taruna Di SMK

The aims of the research are to describe the planning (design model) and the basic concepts and systematic of the taruna model of character strengthening in education at SMKN 13 Malang. This Research used a qualitative approach. Technique of Data Collection are based on the means of observation and in-depth interviews. Triangulation of data is done by triangulation of techniques and triangulation of data sources. Data analysis carried out by data reduction, data presentation and verification. The results showed that (1) the taruna model of character strengthening in education at SMKN 13 Malang had gone through a fairly long and good planning process before the implementation, the stages of the research are included needs analysis, formulation of goals, determining evaluation techniques, choosing strategies or methods, identification of support systems, developing, implementing the program and finally evaluating the program. This stage is in accordance with the ADDIE model development rules. This taruna model is a character education model adapted from typical military character education from schools in collaboration with the Malang Naval Base in educating the character of students. (2) The taruna model systematic consists of: taruna orientation, inauguration, organization, program implementation and taruna evaluation.

Collaborative professionalism in US National Blue Ribbon Schools

ABSTRACT This study examined collaborative practices in US National Blue Ribbon Schools (NBRS). The study aimed to determine how teachers in these highly successful schools collaborate and how school leaders support teacher collaboration. This study extended earlier research on NBRS’ collaboration. Data consisted of interviews with 19 principals and teacher leaders representing 10 NBRS in four different US regions, in addition to their schools’ applications to the program. Frameworks for collaboration in schools, as well as prior research on NBRS’ collaborative efforts guided analysis. Results included themes of leadership providing supportive autonomy, teachers engaging in collective work versus isolation of practice, and relationships and enjoyment undergirding a supportive culture. Further, school leaders provided logistical and cultural supports for teacher collaboration. As a result, these schools exhibited rich collaboration and manifestations of positive, meaningful social capital and collaborative professionalism, including collective autonomy.

UPAYA PENINGKATAN PRESTASI BELAJAR PADA PESERTA DIDIK DI SMK NEGERI 1 PATI

This study aims to analyze the principal's policies, teacher efforts and student efforts in improving learning achievement. The research method is descriptive qualitative. Data collection instruments used interview guidelines, observation sheets and documentation. Test the validity of the data using technical triangulation and source triangulation. The data analysis technique uses Miles and Huberman interactive analysis: data collection, data condensation, data display, and conclusion drawing/verification. The results of the research include: Schools in collaboration with DUDI (Industrial World Business) in accordance with expertise competencies; Principal's policy to increase accreditation; Principals provide guidance and training to teachers in accordance with the areas of competence being taught; Principal conducts academic evaluation and supervision; Teachers participate in training and IHT activities; The teacher conducts a survey of students; Teachers provide training, coaching and motivation to students; Teachers use digital media such as Canva to train students' skills; Students participate in training and coaching activities in entrepreneurship activities; Students listen and understand the material explained by the teacher; Students work on and submit assignments on time.

The Full-time Multidisciplinary Collaboration in Japanese Schools and the Role of Teachers

The Full-time Multidisciplinary Collaboration in Japanese Schools and the Role of Teachers

Secondary school organisation and home–school collaboration: a tale of two systems

PurposeThis conceptual paper explores the relationship between school structure, organisation, and home–school collaboration. It argues that the traditional and dominant secondary school model based on same-age organisation acts in ways that constrain home–school collaboration while claiming to value it. The paper proposes an alternative model (vertical tutoring), one that relies on home–school collaboration and developing the capacity to absorb the complexity that collaboration createsDesign/methodology/approachModels of home–school collaboration abstracted from the research literature are set within a framework of organisational studies, complexity science, and systemic thinking, revealing incongruities between claimed values and operational practices. The paper contrasts the frailties endemic to same-age organisation with the advantages claimed by schools that have adopted a vertical tutoring (VT) systemFindingsThe choice of organisational structure is a major influence on a school's capacity to develop the home–school collaboration needed to liberate individual and organisational learning. Same-age organisational structure has a reduced capacity for building the collaborative partnerships needed to engage parents in their child's learning process. Multi-age organisation matches capacity with learning demand, enabling agency and liberating management.Research limitations/implicationsCurrent approaches to modelling rarely consider same-age operative structure and so are destined to restrict rather than enable home–school collaboration. The adoption of VT by schools broadens the scope of organisational analysis, positing a need for multi-disciplinary research able to link the form of school organisation to individual and organisational learning.Originality/valueVT is rarely mentioned in the research literature as an alternative to same-age structuration. This paper addresses this issue and draws upon complexity science, autopoietic theory, and systemic thinking to explain why current models of home–school collaboration are insufficiently situated in organisational practice.

VALENTInE: A Concept for a New Frontiers–Class Long-duration In Situ Balloon-based Aerobot Mission to Venus

Described here is a concept for a variable-altitude aerobot mission to Venus developed as part of the 2020 NASA Planetary Science Summer School in collaboration with NASA Jet Propulsion Laboratory. The Venus Air and Land Expedition: a Novel Trailblazer for in situ Exploration (VALENTInE) is a long-duration New Frontiers–class mission to Venus in alignment with the goals recommended by the 2013 Planetary Science Decadal Survey. VALENTInE would have five science objectives: (1) determine the driving force of atmospheric superrotation, (2) determine the source of D/H and noble gas inventory, (3) determine the properties that govern how light is reflected within the lower cloud later, (4) determine whether the tesserae are felsic, and (5) determine whether there is evidence of a recent dynamo preserved in the rock record. The proposed mission concept has a total duration of 15 Earth days and would float at an altitude of 55 km, along with five dips to a lower altitude of 45 km to study Venus’s lower atmosphere. The instrument payload allows for measurements of the atmosphere, surface, and interior of Venus and includes six instruments: an atmospheric weather suite, a mass spectrometer, a multispectral imager, a near-infrared spectrometer, light detection and ranging, and a magnetometer. Principle challenges included a limitation caused by battery lifetime and low technology readiness levels for aerobots that can survive the harsh conditions of Venus’s atmosphere. This preliminary mission was designed to fit within an assumed New Frontiers 5 (based on inflated New Frontiers 4) cost cap.

Okul İşbirliği Ölçeğinin Geliştirilmesi Geçerlik ve Güvenirlik Çalışması

The aim of this research is to develop a valid and reliable measurement tool that can measure the collaboration between stakeholders in schools. In the study, data were collected from two different groups for exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) to determine the construct validity of the scale. There are 600 teachers in the first study group and 960 teachers in the second study group. Participating teachers were selected by simple random sampling from those working at public primary school, secondary school and high school levels. The content validity of the research was provided in line with expert opinions. As a result of the analysis, a structure was obtained where the scale consisted of 38 items, explained 71.78% of the total variance, and the fit indices were at an acceptable level. Since the scale focuses on the level of collaboration between stakeholders in schools, the dimensions are named as "school principal-stakeholder collaboration", "teacher-colleague collaboration", "parent-teacher collaboration" and "school guidance service-stakeholder collaboration". The rotated factor load values of the items in the School Collaboration Scale ranged between .61 and .85. The item-total correlations ranged between .48 and .86. Cronbach's Alpha internal consistency coefficient for the 1st dimension is .96, the 2nd dimension is .95, the 3rd dimension is .94, and the 4th dimension is .95. The total Cronbach's Alpha value of the scale is .97. As a result of the analysis, it was concluded that the school collaboration scale developed is a valid and reliable measurement tool that can be used to measure the level of collaboration at all school levels.

Teacher Enthusiasm and Collaborative School Climate

The main aim of efforts to improve teaching is to create conditions that are more supportive of student learning and social development. The most tangible output of teaching activities occurs during the teaching activities conducted in the classroom environment. It is therefore reasonable to focus on what happens in the classroom to improve teaching. The quality of interactions between students and teachers is affected by the emotional states of both parties. Positive emotions arising from teachers are an important factor in high-quality teaching experiences for both parties. Due to the enriching and affirming effects of teacher enthusiasm in classroom interactions, it is important to investigate the underlying processes. For that reason, this research was designed to investigate the effects of supportive and collaborative processes on teacher enthusiasm. As a result of this research, it was concluded that organizational values and practices that facilitate and encourage information exchange increase teacher enthusiasm. In this respect, investigating organizational processes that facilitate cooperation and positively affect the achievement of school goals may be beneficial in terms of increasing the effectiveness of schools.

Intentions and Realities in Doctoral Education in Norway. New Policies for Doctoral Education in Norway and the Implications for an Inter-Institutional Research School (WNGER II)—Some Preliminary Findings

This policy and practise review article examines how new policies and policy documents impact a graduate-level research school in Norway, Western Norway Graduate School of Educational Research II (WNGER II) on a general level. WNGER II is a research school consortium with seven universities and university colleges, six PhD programmes, 97 PhD candidates, and 48 supervisors. It was established in 2018 to complement existing PhD programmes and strengthen PhD education in Western Norway. A pilot phase (2016–2017) was used to identify and address specific challenges in PhD education as experienced in the seven universities and university colleges of Western Norway. Against this backdrop, this policy and practise review article builds on our previous research on doctoral-level education and aims to illuminate the more general learning and teaching conditions in the WNGER II consortium in light of national PhD regulations. This subject will be examined in light of the relationships among the arenas of formulisation (macro-level), transformation (meso-level), and realisation (micro-level). Frame factor theory is used as a lens to examine how new policies impact the doctoral level of higher education, and the main data source of the study is document analysis. The policy and practise review shows that the new national policies on doctoral education add a new layer of requirements on several levels, a situation that can be demanding and challenging for institutions and might be considered part of what has come to be known as a certain tendency toward “public management” within higher education. Such new policies and requirements constitute changing frame factors, which can enhance the focus on educational, study, and teaching quality at the doctoral level in WNGER II. For some institutions, such as research schools, it seems particularly fruitful to deal with challenges through collaborative measures. A general finding seems to be that if WNGER II (and similar research schools) is to optimise its potential as a collaborative research school, increased integration amongst its six different PhD programmes is required. The study finds that certain actionable recommendations could be relevant to consider in relation to the institutions' frame factors to facilitate further development of the research school. There are also several limitations on the study, since this is the first phase of formative dialogue research and only deals with a general policy review. Therefore, the findings should be interpreted with great caution.

Trust and Go: Enhancing Collaborative School Cultures Through Improv

Contemporary educational leaders are tasked with supporting their teams, with limited time and resources, to unite and thrive through political, social, economic, and environmental instability. Educational scholars and leaders agree upon the need to foster collaboration within school communities; the practices for achieving this outcome are not always clear. The primary research question of my integrative literature review is: How can improvisational theory support educational leaders to enhance collaboration within school cultures? Secondary questions include: What are the guiding principles of improvisation? What does the research reveal about leading collaboration within schools? What practices surface because of this research? I conducted an integrative literature review and used thematic analysis within a constructivist approach to examine whether the principles of improvisation can offer leaders insight into practices for establishing and sustaining collaborative school cultures. Improvisational theatre offers leaders a lens to examine the work of developing and sustaining collaborative cultures. After an extensive review of two bodies of literature, I identified four themes common to improvisation and leading collaborative school cultures: Connect, Define the Rules, Share the Lead, and Play the Game. Nested within each of these themes, I uncovered eight practices school-based leaders can apply to enhance their school’s collaborative cultures: Use Time and Space Creatively; Create Opportunities for Meaningful Dialogue; Co-create Norms; Articulate Vision, Values, and Goals; Integrate Evidence-Informed Pedagogical Practices; Provide Shared Leadership; Amplify Strengths; and Fail Forward. The model that emerged from this research will prove useful to school-based administrators and other leaders looking to empower their teams to solve problems and innovate in community.

Statement From The International Scientific Summer School Collaboration Group

Statement From The International Scientific Summer School Collaboration Group

Developing the strategic collaboration model in basic education

<span lang="EN-US">The strategic collaboration approach has recognized widely can overcome the complexities and challenges of teaching and learning programs and achieve sustainable education quality improvement. This study analyzed the development of a strategic collaboration approach in education at local government in Indonesia. The mixed-method analyzed the correlation of the strategic collaboration approach in education. Data gained through the questionnaire for quantitative data and in-depth interview with the key informants for qualitative data. The school collaboration networks, school strategic leadership, teacher strategic alliances capacity, school culture innovation, and school committee collaboration. Besides, the education service innovation as the core objective of the element education strategic collaboration has determined by two factors consist of school collaborative strategic planning and strategic collaboration development in education. Research samples were teachers, school leaders, and school supervisors and also the personnel of the education agency of Banggai Regency, Central Sulawesi, Indonesia. The research samples selected by using a stratified random sampling technique. There were 521 selected respondents and 15 key informants. The questionnaires for quantitative model are scaled on a 6 point-Likert scale ranged from strongly agree to strongly disagree. The strategic collaboration development model viewed as a better approach to achieve education quality improvement, creating a service innovation, and quality control in education.</span>