School Partnerships Research Articles

'I'm sick of being the problem': Autistic mothers' experiences of interacting with schools for their autistic children.

Good relationships between families and schools make a difference to children's learning - and the same goes for autistic children. But parents of autistic children often find it very stressful interacting with teachers and school staff. In this study, we focused on autistic parents of autistic children. We wanted to know about their experiences of interacting with schools and the impact these had on them and their children. We spoke to 31 autistic mothers of autistic children about their experiences. They told us that they felt they were constantly fighting with schools to get the support needed for their autistic children and compared it to like being in a 'war zone'. They were 'sick of being [viewed as] the problem' and felt that their views and autistic expertise were not taken seriously by teachers and schools. This was damaging to their autistic children's mental health as well as their own. Autistic mothers did share some positive experiences too. They spoke about the value of mutual respect and its impact on successful school partnerships. Autistic mothers also spoke about standing up for themselves and their children and how this advocacy and self-advocacy helped them to build better relationships with schools. This research showed how difficult it can be for autistic families to interact with teachers and schools and the impact this can have on the whole family. It also showed us that strong, trusting relationships between school and families are possible - when autistic parents feel safe, and when their knowledge and lived experience are taken seriously by educators.

Leadership Strategies in Addressing Out-of-School Children: A Comparative Study of Heads of Government and Public–Private-Managed Schools in Sindh, Pakistan

The issue of Out-of-School Children (OOSC) presents a significant policy challenge in Sindh, Pakistan, where 44% of 5–16-year-olds are not attending school. This study examines how different leadership strategies in government and Public-Private Partnership (PPP) schools address this crisis. Drawing on transformational leadership theory and institutional theory, this research investigates the influence of school governance structures—specifically government schools, Education Management Organizations (EMOs), and Sindh Education Foundation (SEF) schools—on school leaders’ abilities to increase student enrollment and retention. Through a multiple case study design, this study collects qualitative data from three school heads, augmented by perspectives from vice principals and teachers. The findings indicate that leadership agency is constrained in government schools due to centralized decision-making, while PPP schools, particularly SEF schools, offer more autonomy, enabling more adaptive and community-centered leadership strategies. This study concludes that decentralized governance in SEF schools is more effective in addressing the OOSC issue, particularly in marginalized areas. These findings offer valuable insights for policymakers seeking to enhance educational access in regions with similar socio-economic challenges. The implications of this research underscore the need for flexible, context-specific leadership models to combat the OOSC crisis.

Analysis Results and Impact of the Sekolah Penggerak Program at Kolese Xaverius Ambon High School

This study describes the results and impact of the Sekolah Penggerak program at Kolese Xaverius Ambon High School. The focus of the research is four dimensions, including: Sekolah Penggerak program preparation, Sekolah Penggerak program planning, Sekolah Penggerak program implementation as well as results and Sekolah Penggerak program impacts. This research uses a descriptive-analytical approach used to describe in depth research problems to describe descriptively the phenomena that occur in the field. The participants this research were the school principal and deputy head of curriculum. The data collection techniques used were assessment rubrics, observation, free interviews and documentation studies. Data analysis was carried out descriptively (quantitative and qualitative). The results of data analysis in all dimensions obtained the results: 100%+92%+72%+87.5=351.5%/4= 88%. These results are in the category: (75% < The results of the analysis of dimension 1: Driving School Preparation obtained 100% results. These results are in the category (75% < X ≤ 100% = 4) meaning very good. Results of data analysis on dimension 2: Sekolah Penggerak program Arrangement, obtained a result of 92%. These results are in the category (75% < X ≤ 100% = 4) meaning very good. Results of analysis of dimension 3: Sekolah Penggerak program implementation the drive obtained a yield of 72%. These results are in the category (50% < X ≤ 75% = 3) which means good. Results of data analysis on dimension 4: Sekolah Penggerak program results and impact a result of 87.5% was obtained. These results are in the category (75% < X ≤ 100% = 4) meaning very good. The results obtained include: the school principal has become a role model by implementing team leadership, understanding assessment, learning tools, innovative learning models and information technology this has implemented differentiated learning, both content, process and product differentiation. There has been an increase in literacy, numeracy, character and school reports. Perceived impact: Energy used for partner schools, one student Kolese Xavier Ambon High School passing the selection and getting a scholarship to study in the United States, enthusiasm for entering high school, the trend of students graduating and entering their favorite college. Keywords: analysis, Sekolah Penggerak Program, leadership, assessment, school principal

Pengembangan Modul Interaktif Mahasiswa PPG PAUD Terintegrasi Pembelajaran Berbasis Proyek sebagai Optimasi Pembelajaran Mahasiswa PPG di Sekolah Mitra

This article discusses the development of an interactive module for early childhood education (PPG PAUD) students integrated with project-based learning as an effort to optimize learning in partner schools. The program aims to enhance the skills and understanding of PPG PAUD students through the use of interactive modules designed to support project-based learning. The methodology includes needs analysis, module design, implementation, and effectiveness evaluation. The results indicate that the interactive module significantly increases students' learning motivation, engagement, and material comprehension. Additionally, the integration of project-based learning allows students to develop practical skills relevant to the teaching context in partner schools. In conclusion, the development of interactive modules integrated with project-based learning provides a positive contribution to optimizing learning for PPG PAUD students.

SOCIALIZATION OF THE DANGERS AND EFFECTS OF DRUG AND PSYCHOTROPIC USE FOR THE PROGRESS OF THE NATION (STOP DRUGS)

<p><strong><em>ABSTRACT</em></strong></p><p>The service team carried out a community service program because the juvenile drug problem was already very worrying. The community really hopes that schools can prevent the harm and spread of drugs. However, there are several problems faced by the partner school, SMPN 1 Kras, including: the teacher council lacks the capacity and understanding of drug problems and dangers; lack of training and media socialization and education about the dangers of drugs; and lack of media development and socialization and education facilities about the dangers of drugs in partner schools. Departing from these problems, the service team provides solutions through community service activities, namely: a) Providing education to adolescents about: Dangers of Drugs and How to Avoid Drugs through training and seminars on the dangers of drugs, b) Improving the ability of adolescents to develop media used for socialization of the dangers of drugs. This service activity will be carried out for three days through training and socialization methods or methods. The results of the activity are known that there is an increase in understanding of various types of drugs, the impact on adolescents, and how to prevent them, Increasing the ability of adolescents, BK teachers, and homeroom teachers in making socialization and education media on the dangers of drugs using or utilizing social media, Building synergy of cooperation between partners and the service team of the BK study program of SMPN 1 KRAS in preventing the dangers of drugs for students at SMPN 1 KRAS in particular and the revitalization of the existence and role of PIK R in SMPN 1 KRAS to educate teenagers about the dangers of drugs.</p><p><strong>Keywords</strong>: <em>NAPZA; Socialization; Adolescent.</em></p>

Desiminasi Teknologi Capasitiv Sensor dan Arduino Uno dalam Pembuatan Voicing Poster untuk Peningkatan Pemahaman Sex Education bagi Anak Sekolah Dasar

In the current millennial era, cases of sexual violence in Indonesia continue to increase, making it necessary to provide sex education to children. The partner school in this research is the teacher working group (KKG) of Dabin IV SD Nakula Sadewa cluster in Bangsri sub-district, Jepara district, which consists of 9 elementary schools. They face issues with some elementary school children making jokes that lead to pornographic remarks or engaging in verbal and physical bullying. The aim of this community service program (PKM) is to enhance students' understanding of sex education, improve teachers' ability to master sex education material, and increase teachers' ability to innovate in creating learning media based on Capacitive Sensor technology and Arduino Uno. This research method is carried out in 5 stages: socialization, training, technology application, mentoring, and sustainability. As a result, the partners can improve their competence in developing innovative capacitive sensor technology learning media for elementary school children. From the implementation of this community service activity, the use of capacitive sensor technology-based learning media with Arduino Uno successfully addressed the problems faced by the partners.

영국 학부모정책의 동향 및 시사점: 학부모 참여 활성화 및 책무성 강화를 위한 학부모정책

This study analyzed recent trends in UK parent involvement policies to draw implications for parent policies in South Korea. A comprehensive literature review revealed four key areas. First, while the UK has long encouraged parental involvement, recent discussions have increasingly centered on strengthening parental accountability. Second, the UK emphasizes the shared responsibilities of schools, students, and parents, as outlined in family-school agreements. Third, the UK's School Governing Bodies act as major decision-making bodies, while parent councils facilitate effective communication between schools and parents, and PTAs encourage active voluntary parental participation. Finally, the UK’s parent policies clearly define the roles, powers, and responsibilities of parents through systematic legal frameworks. Based on these findings, this study proposes enacting 「The Family and School Partnerships for Student Education Act」 and introducing the School-Parent Agreement system in Korea.

PENDAMPINGAN DIGITALISASI SEKOLAH SMPIT AJIMUTU GLOBAL INSANI TAMBUN UTARA-BEKASI MENUJU MANAJEMEN SEKOLAH BERBASIS DIGITAL

In the digital era, the application of information technology in schools is crucial to enhance the efficiency and quality of educational management. This Community Service (PkM) activity aims to assist Sekolah Menengah Pertama Islam Terpadu (SMPIT) Ajimutu Global Insani Tambun Utara-Bekasi in implementing digital-based school management. The main objective of this activity is to optimize the school's management system through a tailored application that meets the school's needs, called DigiMS (Digital School Management). DigiMS will be built web-based which will be hosted and use a domain name, and a mobile-based application will be created which will be submitted to the Playstore. The method used includes stages of analyzing the existing school management system, developing the DigiMS application, providing training for staff and teachers on how to use the application, and monitoring and evaluating the application's implementation. Data was collected through direct observations at the partner school, interviews with staff, and efficiency measurements before and after the implementation of the digital system. The results of this activity showed a significant increase in operational efficiency, especially in student data management, financial administration, and internal and external communication. The main conclusion from this program is that adopting digital-based management through DigiMS can improve the effectiveness of school management and ease staff workloads in their daily tasks. Additionally, this program has a positive impact on the school's readiness to face the challenges of the digital era. This program is part of the 2024 Fiscal Year PKM Grant from Kemdikbudristek-DRTPM, conducted by lecturers and students from Universitas Nusa Mandiri.

Challenges Encountered by Head Teachers in the Administration of Pupils' Indiscipline in Primary Schools in Anambra State

This study investigates the difficulties experienced by head teachers in dealing with pupils' indiscipline in primary schools in Anambra State, Nigeria. Utilizing an unmistakable examination plan, information was gathered from head teachers through organized polls and semi-organized interviews. The study uncovered a few difficulties, remembering troubles for recognizing main drivers of indiscipline, guaranteeing consistency in disciplinary activities, tending to peer strain and social elements, and overseeing huge class sizes. Regardless of these difficulties, head teachers executed different systems to oversee indiscipline, including cultivating positive connections, empowering open correspondence channels, offering advising and support benefits, and advancing pupil contribution in dynamic cycles. The findings highlight the significance of proactive intercessions and cooperative endeavors among school partners to actually address indiscipline. This study adds to the current writing by giving bits of knowledge into the one of a kind difficulties encountered by head teachers in Anambra State and gives proposals for working on disciplinary practices in primary schools

School-based organizational skills training for students in grades 3-5: A cluster randomized trial.

Research has demonstrated the effectiveness of interventions to reduce organizational skills deficits and homework problems, including the clinic-based Organizational Skills Training (OST-C) program (Abikoff et al., 2013). In this study, OST-C was adapted for schools as a small-group (Tier 2) intervention delivered by school partners (OST-T2). The study was conducted in 22 schools serving students from diverse backgrounds. Students (n = 186; 122 male) in Grades 3-5, ages 8-12 (M = 9.7 years; SD = 0.88) with organizational skills deficits referred by teachers were enrolled. Schools were randomly assigned to OST-T2 or treatment as usual with waitlist. OST-T2 consisted of sixteen 35-min child sessions, two caregivers, and two teacher consultations. Outcomes were evaluated with longitudinal mixed effects modeling at posttreatment, 5-month and 12-month follow-up using caregiver and teacher reports of organizational skills, homework, and academic performance. OST-T2 resulted in reductions in organizational skills deficits on caregiver and teacher report (p < .001) at posttreatment and 5-month follow-up (effect sizes [ES], Cohen's d = 0.96, 1.20). Findings also revealed a reduction in caregiver-reported homework problems at posttreatment and 5-month follow-up (p < .001, ES = 0.60, 0.72), and an improvement in teacher-rated homework at posttreatment (p = .007, ES = 0.64). Effects were attenuated at 12-month follow-up. The effects of OST-T2 on academic measures were not significant. Findings provide evidence for the immediate and short-term effectiveness of OST-T2 delivered by school professionals. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Using Teacher Performance Assessment to Dismantle Injustice and Construct Possibilities in Teacher Education

Educators at a public institution embraced the opportunity to collaborate with faculty, school partners, and community members to develop a portfolio-based teacher performance assessment (TPA) that centers program values and goals along with state and professional standards when their state removed the edTPA as a certification requirement in 2022. This study describes the process of development, the product generated with faculty and community engagement, as well as the results of a content analysis of data collected during the first round of full implementation. Findings support use of a portfolio-based TPA as a promising component of teacher certification with the potential to advance inclusive, culturally-sustaining, evidence-based practices that create pathways to equitable, just futures through a critical approach to collaboration, persistence, care, and joy, and prioritized authentic relationships with students, families, teachers, schools, and communities.

Leadership as Métissage: Seeking to Indigenize our faculty of education

As a faculty of education, we have ethical, professional, and legal commitments that compel us to make meaningful and significant contributions to reconciliation between Indigenous and non-Indigenous people. This work is long overdue, justice has too long been denied, the ongoing legacies of colonization that play out through education need to be disrupted now. Yet this work must be done in a good way, decolonization is required, many complexities exist stemming from the past and present dominance of Eurocentric knowledge in our society, K-12, and post-secondary education systems. The authors of this paper made up all of the full-time staff members in a faculty of education. We used a collaborative scholarship of teaching and learning research project and a Métissage methodology to seek to collectively lead the Indigenization of learning, teaching, leadership, and scholarship in our faculty. In braided narrative vignettes, we situate ourselves in relationship to this work, explore tensions and complexities, wrestle with axiological considerations, reflect on practices we have engaged in, share how we have taken up this work with our students, colleagues, and school partners, identify questions and steps in front of us, and reflect on how Métissage has served as a shared leadership process to support the Indigenization of our faculty and our University as a whole. Our stories are situated in a Bachelor of Education after degree program that serves approximately 120 students located in the traditional territories of the Blackfoot Confederacy, the Tsuut’ina Nation, and the Stoney Nakoda Nations.

Students', parents' and teachers' perspectives on comprehensive school-based sleep promotion.

Sleep deprivation is common among children and schools are ideal settings in which to influence children's sleep. Children spend a significant amount of time at school during key developmental periods, and programmes that influence students' well-being also benefit academic achievement. Comprehensive School Health (CSH) is an approach that prioritises school, home and community partnerships by supporting the development of health behaviours. However, sleep is often unaddressed in the school environment. The objective of this study was to integrate multiple partner perspectives to inform how to strengthen school-based sleep promotion using a CSH approach. A secondary qualitative analysis of student aged 9-11 (n = 45), parent/guardian (n = 24) and teacher (n = 19) interviews from participants representing elementary (Kindergarten - Grade 6) schools and communities in Alberta, Canada was conducted. Data were examined using an a priori framework in alignment with the four components of the CSH approach: social and physical environment, teaching and learning, policy and partnerships and services. Inductive content analysis was used to develop categories followed by subthemes within each CSH component. Subthemes identified within each component were as follows: social and physical environment (culture of healthy sleep habits; students influence each other); teaching and learning (formally integrate sleep-specific learning into curricula; school, teacher and parents/guardian collaboration); policy (sleep-positive classroom policies) and partnerships and services (community partnerships; school-home collaboration). This research identifies recommendations from student, parent/guardian and teacher interviews to inform and strengthen school-based sleep promotion when taking a CSH approach. Findings can support school partner efforts to foster a school culture (or ethos) of healthy sleep habits leading to improvements in student sleep behaviours.

Exploring the Ecological Structure of Agricultural Industry School Partnership Systems in the Gippsland Region, Australia

This paper aims to explore the structure of agricultural industry school partnerships (ISPs) by applying Bronfenbrenner’s ecological systems theory to partnerships delivered in Gippsland, Australia. Agricultural ISPs are one potential setting for industry-relevant learning and career education to occur. This may assist in alleviating agricultural workforce shortages and addressing educational issues related to student career outcomes. A mixed methods case study methodology was employed, with data analyzed through frequency counts and Braun and Clarke’s method of thematic analysis. Surveys (n = 111) and semi-structured interviews (n = 57 pre-participation, n = 68 post-participation) were used with educators (n = 56) and industry participants (n = 62) from ISPs delivered through CQUniversity Australia’s Raising Aspirations in Careers and Education—Gippsland project from 2021–2023. This research finds that the agricultural ISPs studied function as interdependent ecological systems. The facilitator played a crucial role in delivering the ISPs, including connecting educators and industry partners. The study is limited by the number of agricultural ISPs explored and by only collecting data from two stakeholders within the system. However, these findings contribute to a greater understanding of the complex structure of agricultural ISPs, which can help those creating ISPs to consider and understand all stakeholders’ needs. Exploring ISPs as ecological systems also provides a lens to approach research improving similar educational practices. Further research could deepen our understanding of these systems.

Centering reciprocity: lessons learned from a university–school partnership

PurposeSchool–university partnerships are important in teacher education to ensure PK-12 preservice teachers gain teaching experience prior to becoming teachers of record. Drawing on Ball and Cohen’s (1999) concept of “practice-based teacher education,” this three-year qualitative study examines the results of an intentionally reciprocal school–university partnership centered on a practice-based learning, field-based course. The following question guided this research: Having designed and facilitated a school–university partnership centered on reciprocity, what factors contributed to and/or took away from this commitment?Design/methodology/approachThe current study examined three data sources, namely: (1) seven semi-structured focus group interviews with a teacher educator, sixth-grade teachers (n = 4) and a principal; (2) eight question/answer sessions between preservice teachers and partnering secondary teachers and (3)one focus group between the two authors. Data were analyzed using reflexive thematic analysis.FindingsThis study’s findings highlight the reciprocal nature of the school–university partnership, showcasing the positive outcomes and challenges faced by stakeholders. Clear communication and ongoing dialogue were identified as key elements to establishing and maintaining a reciprocal relationship. Additionally, emphasis on shared learning experiences between partners were found valuable and important to maintaining benefit to all partners. Relationship development also remained an important and positive outcome of this partnership. Additionally, there were challenges related to time, and schedule constraints were evident in the partnership. Moreover, ongoing reflection and a willingness to adjust and change based on experiences and lessons learned ensured participants recognized the importance of ongoing iteration and calibration to address challenges and enhance the partnership.Research limitations/implicationsBecause of the chosen research approach, the research results may lack generalizability.Originality/valueThe paper includes implications for the development of other school–university partnerships that prioritize reciprocity, highlighting an often assumed, but not always examined, component necessary to the success of school–university partnerships.

The weather today rocks or sucks for my tree: exploring the understanding of climate impacts on forests at high school level through tweets

Abstract. With the progression of global warming, impacts on the human sphere will undoubtedly increase. One prominent example at mid-latitudes is the stress on forests caused by climate change, which the BayTreeNet project (https://baytreenet.de/, last access: 30 July 2024) addresses from an interdisciplinary viewpoint. Scientists from physical climatology, dendroecology, and educational research collaborate to examine how long-term changes in weather patterns affect the state of trees, and how the atmosphere–tree relation can be used to the advantage of improving the communication of climate change effects to, in particular, high school students. This article presents a 1-week case study for the summer of 2021, when a distinct variability in weather patterns induced significant tree responses. The students of seven selected partner schools commented on the measured tree and weather data, which were available in real time, in the form of tweets and in conjunction with their educational geography program. The analyses of the tweets reveal that the students succeed in verbalizing the measured weather and, furthermore, manage to draw links between the stem diameter changes in trees and the weather variability. Problems arise with the use of less perceivable variables like the sap flow in the trees; also, the student posts exhibit shortcomings in establishing causal connections. Hence, the case study points to a discrepancy between describing basic environmental information and appreciating or understanding the underlying mechanistic links. This point will serve to refine future classroom concepts and, moreover, to enhance the communication of climate change effects on forests to the general public.

Home–school connection framework: Elevating multilingual familial engagement capital to build bridges

AbstractSchool readiness research points to familial assets as tools for enriching home–literacy and home–school partnerships. This research informs an urgent call for reimagining educator preparedness relative to bridging students' lived experiences at home and school. Developing a multidimensional approach to effectively partnering with multilingual families that centers families as knowledge holders has potential to interrupt persistent opportunity gaps for ethnoracially and linguistically diverse learners. This conceptual paper presents a reconceptualizing of educator preparedness through what we call a home–school connection framework. This framework situates seven principal tenets—asset‐based culturally sustaining foundations, bilingual and bicultural mirrors, authentic cariño (Curry, 2021; Kwon, 2020; Martínez‐Álvarez, 2020; Valenzuela, 1999), reciprocal collaboration, anti‐bias awareness, community valuing of multicultural literature, and familial capital. This framework is applied in practice across each tenet. Preliminary findings suggest the importance of shifting dispositional stance away from educators serving families and toward educators purposefully partnering with families honoring familial engagement capital to inform multilingual multiliteracies in educational spaces.

Empowering parents of students with and without learning difficulties to collaborate with schools: how are family–school partnerships related to parents’ motivational beliefs?

ABSTRACT Although parental involvement is known to be crucial for the academic and social development of students, especially those with learning difficulties, little is known about the relationship of schools’ invitations with parents’ motivational beliefs. A sample of N = 881 German parents of secondary school students, of which N = 119 were identified as parents of children with learning difficulties, participated in the study. Structural equation models were analysed to examine how different aspects of family–school partnerships are related to parental motivational beliefs. Our findings suggest that a welcoming culture and the quality of parent-teacher collaboration are positively associated with higher parental motivation, regardless of students’ learning difficulties. These results highlight the need for inclusive secondary schools to foster not only individual contacts between teachers and parents but also a positive and welcoming school culture.

Going farther, together: completing literacy professional development as peers

PurposeIn the Fall of 2019, Marietta College and Marietta City Schools, in Marietta, Ohio, piloted a program to improve literacy knowledge and pedagogy through completing LETRS training, a two-year literacy professional development based on the science of reading, as peers.Design/methodology/approachThis project was aligned to effective professional development research that states better trainings are content-specific, allow support and collaboration and are ongoing throughout the school year (Blank and de las Alas, 2009; Darling-Hammond, Hyler, and Gardener, 2017) and respect participants work/life schedules (Bigsby and Firestone, 2017).FindingsSome benefits of this collaboration were that teachers, college faculty and teacher candidates were able to communicate more effectively about literacy because we all had shared background knowledge and spoke the same language when it came to literacy. We were also able to make more meaningful clinical experiences for our teacher candidates because we created a stronger connection between the knowledge and pedagogy taught in students’ literacy courses and the practices they saw in real classrooms. Inservice teachers saw the college faculty and teacher candidates as strong partners, which greatly strengthened our clinical preparation.Practical implicationsThe paper includes implications for the development of stronger partnerships between teacher preparation program faculty and school partnership faculty and more authentic and meaningful clinical experiences for teacher candidates.Originality/valueThis project shows how meaningful partnerships and clinical experiences can be created when partnership faculty are seen as peers.

Addressing the hidden labour of mentoring preservice teachers

AbstractThis study responds to an imperative for increased support and recognition of mentor teachers within Australian initial teacher education (ITE) programs in response to recent reviews highlighting mentor teachers’ critical role in preparing classroom-ready graduate teachers. By addressing the recurrent challenges faced by mentor teachers, such as hidden labour, this research aims to bridge the discrepancy between the crucial nature of the mentor role and the inadequate resourcing of this work. Through participatory action research (PAR), the paper reports how eight school-based coaches, as participants, instigated support mechanisms to address the recurrent challenges faced by 78 mentor teachers in one ITE–school partnership. Using qualitative methods, the research underscores the significance of dedicating time to enhance effective mentoring practices within ITE.