School Collaboration Research Articles

Commons as Traditional Means of Sustainably Managing Forests and Pastures in Olt Land (Romania)

The compossessorates in Transylvania (Romania) are traditional varieties of commons. During the inter-war period two types of compossessorates were most common in the Olt Land, between the Olt River and the Southern Carpathians: those of the former boyars and the ones owned by the former serfs. An analysis of the 1904 Austro-Hungarian Regulation on the organization and management of the commons, of the 1910 Romanian Forest Code that was implemented in Transylvania after 1918, and of the by-laws of compossessorates, derived from the aforementioned documents, unveils the concern of both legislators and members of compossessorates for the preservation, balanced exploitation and regeneration of the forest fund and their focus on sustainable management of forests. The compossessorates were disbanded upon the instauration of the communist regime in Romania and re-established after 1989. Nowadays, compossessorates in the Olt Land continue the local tradition of sustainably managing the forests and the pastures. Their activity in this regard can be improved. Collaboration of the communal schools and the university with the compossessorates, the use of the Internet to promote their image and the involvement of NGOs in their support would be effective in this respect.

Teachers’ professional collaboration and trust relationships: An inferential social network analysis of teacher teams

In recent years, teachers around the world have been increasingly confronted with various expectations concerning the improvement of their classroom practices and school activities. One factor widely acknowledged to facilitate school and classroom improvement is a strong collaborative culture among teachers. As such, teachers are expected to work in teacher teams, to collaborate closely with colleagues, to co-construct classroom practices, and thus to strengthen trust relationships within the team. A growing number of researchers has analyzed how teachers address these expectations. They suggest that there is a link between teachers’ embeddedness in collaboration networks and teachers’ trust relationships. The present study seeks to contribute to the research literature by presenting results of Social Network Analyses (SNA) and exponential random graph models (ERGMs) on teacher collaboration in nine secondary schools in Germany (N = 366 teachers). We investigate how the involvement of teachers in co-constructive collaboration in schools, measured by the amount of team teaching (TT), relates to teachers’ trust levels. Results of our analyses suggest that a high amount of TT is not necessarily related to a higher degree of trust among teachers at the school level. However, a high involvement of teachers in TT is related positively to their being perceived as trustworthy. Furthermore, the emergence of trust relations in teacher networks depends on general network characteristics, such as homophily, reciprocity and transitivity.

Conceptualizing Meaningful Physical Education

Background and purpose: The research literature in physical education (PE) is placing a growing emphasis on Meaningful PE (Beni et al, 2017) to transform PE to meet the needs of all students. The purpose of this research was to 1) identify the concepts of Meaningful PE that students found to be important and 2) distinguish which concepts have the most potential to provide students with Meaningful PE experiences. 
 The study: The project was conducted in three PE classes among grade 7 to 9 students in an urban secondary sports academy school in collaboration with their PE teachers. Data was collected using the GroupWisdomⓇ Concept Mapping (2021) platform and group interviews with the objective to have PE students and teachers conceptualize Meaningful PE.
 Findings: The study found that students’ and teachers’ context specific conceptualizations of Meaningful PE can be identified using GCM. The major tenet of Meaningful PE found was relationships. Student and teacher participants identified important concepts for Meaningful PE as a combination of statements within the clusters of kindness, physical activity, fun, and quality education. The findings call for a broad understanding of students within each school context in order to conceptualize meaningful physical education experiences. 
 Conclusions: It is my conclusion that involving students in the conceptualization of Meaningful PE by focusing on autonomous and inclusive relationships is of great importance to co-create Meaningful PE experiences. Secondary students were able to identify what is important for meaningful experiences in PE and how inclusive relationships can facilitate Meaningful PE experiences.

Using the Journal of Dance Education with Students in Secondary Education

ABSTRACT This In Practice Article provides recommendations on how to utilize Journal of Dance Education (JoDE) articles with secondary education students (typically ages 10–18), featuring examples of all four types of JoDE articles (Feature Articles, In-Practice Articles, Student Readings, and Book Reviews). These recommendations align with the National Core Arts Standards in Dance and can promote collaboration in schools between dance educators and educators from other disciplines within secondary education. This article also seeks to highlight the needs of dance educators in secondary dance education and support them in finding resources, expanding the possibilities for how JoDE can be used with younger dance education students.

Initiating Family–School Collaboration in School Mental Health through a Proactive and Positive Strengths and Needs Assessment

Initiating Family–School Collaboration in School Mental Health through a Proactive and Positive Strengths and Needs Assessment

LINK AND MATCH PENDIDIKAN KEJURUAN DENGAN DUNIA USAHA DAN INDUSTRI DI INDONESIA

The purpose of this study is to determine the link and match in vocational education collaboration with the business and industry in Indonesia. In the cooperation that exists between vocational education with the business world and the industrial world, it cannot be separated from the role of school collaboration with the community. The SMK has an important task to create a cooperation and benefit. In this research, using qualitative research and descriptive approaches. The data source in this study used informants at SMKN 4 Serang city and industry. Types of data collection used in this study include observation, interviews and documentation. Analysis of the data used in the study using an interactive model from Milles & Huberman. The results of the study indicate that link and match planning through the vocational education relationship program with the business world and the industrial world has been implemented at SMKN 4 Serang city, namely industrial practices, training, industrial visits, and recruitment of outstanding alumni. The implementation of establishing school cooperation includes the procedures for implementing partnerships with the business world and the industrial world at SMKN 4 Serang city.

A multiple case study of an interorganizational collaboration: Exploring the first year of an industry partnership focused on middle school engineering education

AbstractBackgroundCalls to improve learning in science, technology, engineering, and mathematics (STEM), and particularly engineering, present significant challenges for school systems. Partnerships among engineering industry, universities, and school systems to support learning appear promising, but current work is limited in its conclusions because it lacks a strong connection to theoretical work in interorganizational collaboration.Purpose/HypothesisThis study aims to reflect more critically on the process of how organizations build relationships to address the following research question: In a public–private partnership to integrate engineering into middle school science curriculum, how do stakeholder characterizations of the collaborative process align with existing frameworks of interorganizational collaboration?Design/MethodThis qualitative, embedded multiple case study considered in‐depth pre‐ and post‐year interviews with teachers, administrators, industry, and university personnel during the first year of the Partnering with Educators and Engineers in Rural Schools (PEERS) program. Transcripts were analyzed using a framework of interorganizational collaboration operationalized for our context.ResultsResults provide insights into stakeholder perceptions of collaborative processes in the first year of the PEERS program across dimensions of collaboration. These dimensions mapped to three central discussion points with relevance for school–university–industry partnerships: school collaboration as an emergent and negotiated process, tension in collaborating across organizations, and fair share in collaborating toward a social goal.ConclusionsTaking a macro‐level look at the collaborative processes involved enabled us to develop implications for collaborative stakeholders to be intentional about designing for future success. By systematically applying a framework of collaboration and capitalizing on the rich situational findings possible through a qualitative approach, we shift our understanding of collaborative processes in school–university–industry partnerships for engineering education and contribute to the development of collaboration theory.

Promoting education for sustainable development in the Maldives: Exploring the link between theory and practice

This article explores the critical role of education in promoting sustainable development in the Maldives context. It presents the outcomes of a small-scale project, Playing with Solar, implemented in a small island school in collaboration with the island community. Because of the environmental and educational principles embedded in this project, it is presented as one that prioritizes sustainable development, actively engages with the community, and aligns with the key competencies underpinning the Maldives National Curriculum Framework. The Playing with Solar project is an example of transformative pedagogy aligned with sustainable development. By promoting problem-based learning, the project shows how key competencies and pedagogical principles can be operationalized in line with National Curriculum Framework syllabi that promote interdisciplinary learning, in contrast to textbook-based, transmission models of teaching.

Occupational Therapy Services in School-Based Practice: A Pediatric Occupational Therapy Perspective from Ireland.

Purpose School is a primary setting for pediatric occupational therapy practice, yet little is known about the provision of school-based occupational therapy in many countries internationally. The purpose of this study was to explore current school-based occupational therapy practice for the first time in Ireland to gain insight into current and potential service provision and to identify new directions and potential pathways for development. Methods This descriptive quantitative study utilized a cross-sectional online survey to gain the perspectives of the population of pediatric occupational therapists working regularly in schools across Ireland. Respondents were recruited through convenience and snowball sampling. Data were analysed through qualitative content analysis and descriptive statistics. Results The survey elicited 35 responses, yielding a 21.2% estimated response rate. Findings demonstrated that respondents provided therapy services in schools most commonly on a weekly (28.6%) or monthly (34.3%) basis, with only 5.0% working in the same school on a weekly or fortnightly basis. The majority of respondents (54.3%) used a direct therapy approach with a child, rather than coaching or modelling, to primarily address sensory, hand function, or daily living needs. None used a whole class or whole school (universal or tiered) approach. While respondents (54.3%) generally viewed collaborative practice as a strength of school-based practice, they also identified barriers to collaboration in schools. A core barrier is related to how services are constructed across health and education, with differing philosophies of service provision. The majority of respondents (75.0%) reported that they had not received any training to deliver evidence-based practice in therapy provision specific to school-based practice. Implications for Practice. This study indicates that therapists require continual education on evidence-based school practice as it applies in an Irish context. Furthermore, clarification of school therapy roles and service delivery models are required in order to determine how they contrast with traditional clinic roles. This will enable therapists to strengthen the coordination of service delivery between health and educational services to maximize the outcomes of school-based practice.

Manajemen Strategi Pemasaran Alumni SMK Wongsorejo Gombong Kabupaten Kebumen

Competition for graduate work placements in DU/DI which is the government's policy on the SMK curriculum is the main factor behind the implementation of the research. This study takes the formulation of the problem on how to plan, implement and evaluate marketing strategy management for the alumni of SMK Wongsorejo Gombong, Kebumen Regency. The implementation of education is approached with descriptive qualitative and phenomenological methods. The implementation of strategic marketing management for the alumni of SMK Wongsorejo Gombong begins with conducting a SWOT analysis which then results in planning, implementing, and evaluating the marketing strategy of the alumni of SMK Wongsorejo Gombong. The implementation of the alumni marketing strategy is carried out through school collaboration in three ways, namely collaboration with DU/DI, collaboration with parents/guardians, and collaboration with the community. A SWOT analysis related to the planning of the school's annual work program, the preparation of a public relations and Hub in work program which is a core part of alumni marketing is an important step for the school. The involvement of DU/DI and the community can increase the absorption of alumni in the world of work.

Enhancing the Hospitality and Tourism Industry's Active Collaboration with Schools to Manage Employee Turnover Rate

This research empirically investigates collaboration between the Hospitality and Tourism industry and schools in career orientation delivery for 1st-year students that manage to survive under the COVID-19 pandemic. This study applied the thematic analysis method to analyse qualitative data from a set of texts, such as this study’s interview transcript. The findings also explore the benefits to stakeholders, including career orientation and talent attraction management, personnel staffing in the Hospitality and Tourism industry, career orientation and students' perceptions and expectations for their future occupations, career orientation, and lecturers' perception of self-study development. This research fills the literature gap among the above relationships and points out the benefits in the Hospitality and Tourism industry and school collaborations to overcome difficulties during the COVID-19 epidemic in Vietnam. Keywords: COVID-19, Vietnam Hospitality and Tourism, Career Orientation, Self-development, Career Perceptions and Expectations, Talent Attraction Management

Improving interprofessional collaboration in Norwegian primary schools: A cluster-randomized study evaluating effects of the LOG model on teachers’ perceptions of interprofessional collaboration

ABSTRACT Increased demand for interprofessional collaboration within the educational field also increases the need for the development and evaluation of interventions to improve collaboration. In Norway, the LOG model was developed and implemented in compulsory schools to facilitate interprofessional collaboration by increasing arenas for more efficient use of existing interprofessional resources. We evaluate the effects of the model on teachers’ perceptions of interprofessional collaboration in a cluster-randomized trial, with 19 schools randomized to the experimental group and 16 schools to the control group. We use data from 5th–7th grade teachers in the 35 participating schools (N = 157) prior to randomization and one-year into the implementation. Response rates were 70% and 74%, respectively. The PINCOM-Q scale was used to analyze effects of the model on various dimensions of interprofessional collaboration. At the one-year follow-up, the LOG model demonstrates no significant effects on teachers’ perceptions of interprofessional collaboration. However, there is an indication of effect on the organizational aim dimension (ES = −0.39, CI = −0.82–0.03), but the evidence is not conclusive.

An expansion of practice: special education and Montessori public school

ABSTRACT The choices for public school education in the United States have evolved to include Montessori programmes. As a result, special education practices have become visible in Montessori, making collaboration essential. The exploration of how Montessori and special education teachers collaborate through the identified constructs of (a) shared planning, (b) frequent communication, (c) shared vision, (d) mutual respect, and (e) joint trust despite the evident philosophical differences is important for students in inclusion. Data sources included in-depth interviews with teachers to identify patterns related to collaboration in Montessori public schools. Findings indicated that there is a need to establish a clear plan for connecting philosophies and for collaboration for students in inclusion, not only in the context of United States public Montessori programmes, but for Montessori practitioners in other regions and school settings. Recommendations include using a terminology comparison activity in teacher professional development and implementing an Inclusion Professional Learning Community to address the barrier of time to proactively create deep collaborative relationships built upon the established collaborative constructs.

Pelatihan Kepemanduan di Desa Wisata Donokerto

Guidance Training in Donokerto Tourism Village. Donokerto village is one of the pioneering tourist villages that has good potential in terms of the diversity of tourist attractions. As a Pioneer tourism village, the village of Donokerto requires qualified human resources for tourism services, especially as a tour guide. Therefore, the AMPTA Yogyakarta Tourism School in collaboration with PUM Netherlands Senior Experts held a community service with the theme "Guiding Training in Donokerto Village". This community service activity is carried out using role-play and simulation methods, namely by trying to directly deal with tourists and service instructors providing evaluations. The recommendation from this service activity is to increase the ability of foreign languages and public speaking for the community as potential tour guides.

Mapping teacher collaboration for school success

ABSTRACT Collaborative support between teachers is crucial to school success. Communication, openness, and participation are key for creating a climate of trust. Professional relationships based on trust contribute to the development of a common vision for the school. However, building a collaborative atmosphere is challenging. A systematic review was performed to identify strategies for promoting staff collaboration with a view towards school improvement. Based on Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement guidelines for systematic reviews, we selected 18 articles focused on different approaches to building collaborative environments in schools. The main finding was that the most widely used collaborative modalities were related to instructional processes and improving student academic performance. Factors that hinder the establishment of a collaborative school culture were related to teacher reluctance to sharing and exchange of practices, lack of engagement, and teacher training. Educational leaders were also seen to play a key role in the development of cooperative environments and effective leadership delegation.

Understanding the role of local educational departments in school collaboration for improvement: Two districts in China

As improving low-performing schools has become a critical strategy to achieve educational equity in China, local educational departments have implemented various school collaboration programs. Drawing on international literature and empirical data from in-depth interviews and policy documents in two Chinese urban districts, this multiple-case qualitative study examines local educational departments’ roles in the school collaboration implementation. Our analysis shows that both local educational departments set clear district-wide expectations of school collaborations. While various strategies were implemented to improve low-performing schools, limited opportunities were provided for school-based educators to contribute to decision-making processes. Both districts relied more on structural changes to create conditions to improve teaching and learning, and lacked long-term investments in building professional capacity and fostering data-use cultures. Finally, local educational departments’ goals of equity and school improvement were sometimes overshadowed by other political and economic priorities. This study offers new evidence on the leadership roles that local educational departments play in Chinese school reform implementation, thus responding to a scarcity of district-level empirical research in Chinese literature. It also expands the existing international research base that is largely Western-focused and not necessarily applicable to all countries, especially developing countries where school improvement efforts are often situated in conflicting policy systems.

Teacher collaboration networks as a function of type of collaboration and schools’ structural environment

This study examines teacher collaboration in nine German schools to identify factors that explain the structure of teacher networks in relation to specific types of collaboration and schools' structural environment. Using inferential network analysis, we find that teachers’ individual attributes are important for collaboration in schools with basic collaborative environments, and for the exchange of material. By contrast, in schools with well-established collaborative structures, ties are formed predominantly based on prior relations. Our findings emphasize the importance of collaborative structures to lower the barrier for individual teachers to engage in collaboration and to bring together colleagues from different backgrounds.

Practising school-home collaboration in upper secondary schools: to solve problems or to promote adolescents’ autonomy?

ABSTRACT This article explores school-home collaboration as a pedagogical phenomenon and contributes to a rationale for collaboration between school and parents in upper secondary education. The theory of practice architectures is used as an analytical lens . It sheds light on arrangements that enable or constrain the semantic, social, and physical spaces where students, parents, and teachers encounter each other as collaborative partners. Six upper secondary schools participated in the study; the dialogue café method was used to facilitate conversations between stakeholders to explore and verify this phenomenon. The study revealed three key aspects that require attention when developing collaborative practices: (a) clarification of the teaching profession’s obligations; (b) engaging and empowering students’ agency; and (c) moving beyond a fire-fighting approach . In addition, the need for further research to operationalise the safeguarding of students’ and parents’ rights, and support for students’ agency, in the context of school-home collaboration.

Organisational Socialisation and Collective Teacher Efficacy: The Mediating Role of School Collaborative Culture

Organisational Socialisation and Collective Teacher Efficacy: The Mediating Role of School Collaborative Culture

Teacher’s impact on museum education and design of new-generation school and museum collaboration in Turkey

ABSTRACT Turkey incorporates museum education in its culture and education strategies in accordance with new approaches to museology. Under the “museum education” cooperation protocol signed between the Ministry of National Education and the Ministry of Culture and Tourism, the “Museum Education Certification Programme” was launched by the Directorate-General for Teacher Training and Improvement with the aim of allowing teachers to employ museums as learning environments, supporting in-class learning with out-of-school environments notably including museums, and consolidating their learning outcomes in awareness, consciousness, and skills by carrying their in-class learning to more permanent learning environments. The cooperation protocol executed with the Department of Museum Education at Ankara University culminated in the preparation of training and sctivity books on museum education for teachers to incorporate in their curricula. Delivered to 630 teachers, the training programmes offered theoretical information and examples on the concepts of cultural heritage; approaches to museology and techniques employed in museum education; approaches for the development of museum programmes; and the use of technologies in museums, as well as relevant data on measurement and assessment. The study explains the process implemented for courses with examples and presents the monitoring results concerning the practices undertaken by participating teachers after the training.