School Partnerships Research Articles

Building technology integration at an urban school through a PDS partnership

PurposeIn 2022, the Baltimore professional development school (PDS) partner schools, John Ruhruh Elementary/Middle School (JREMS) and Notre Dame of Maryland University (NDMU) received funds through a Maryland Educational Emergency Revitalization (MEER) grant to determine (a) to what extent additional resources and professional development would increase JREMS teachers’ efficacy in technology integration and (b) to what extent NDMU professional development in the form of workshops and self-paced computer science modules would result in greater use of technology in the JREMS K-8 classrooms. Results indicated a statistically significant improvement in both teacher comfort with technology and integrated use of technology in instruction.Design/methodology/approachSurvey data were collected on teacher-stated comfort with technology before and after grant implementation. Teachers’ use of technology was also measured by unannounced classroom visits by administration before and after the grant implementation and through artifacts teachers submitted during NDMU professional development modules.FindingsResults showing significant increases in self-efficacy with technology along with teacher integration of technology exemplify the benefits of a PDS partnership.Originality/valueThis initiative was original in its approach to teacher development by replacing required teacher professional development with an invitation to participate and an incentive for participation (a personal MacBook) that met the stated needs of teachers. Teacher motivation was strong because teammates in a strong PDS partnership provided the necessary supports to induce changes in teacher self-efficacy.

Teacher Role and Domain of Expertise in the 21st Century: Evidence from Preservice Biology Teacher

This research focuses on biology education students' perspectives regarding teacher roles and domains of expertise in the 21st century identified from micro teaching courses. The aimed of this study was to describe the types of teacher roles that emerge in teaching practice in micro teaching courses and identify domains of expertise based on the perceptions of prospective biology teacher students while attending micro teaching courses. This research method is a qualitative based on the lesson study framework. The research instruments used questionnaires, interviews, and the observation of the learning process. The research results show that there are weaknesses in the domain of expertise needed in the 21st century, which consists of mastery of content/material, technology and pedagogy. Suggestions for further research are that good cooperation between universities and partners in schools is needed by forming the lesson study for learning communities (LSLC). This LSLC can develop the competencies of prospective biology teacher students, especially those related to pedagogical, technological, and concept mastery competencies on an ongoing basis

Motivation-Building to Continue Studies for Junior High School Students through Training and Campus Visit Facilitating a First-Hand Experience

This community service programme was conducted to raise awareness of the students of SMP Negeri 2 Purwosari Gunungkidul, the school partner, on the importance of pursuing higher education for their future. This programme was designed and conducted in response to the needs analysis suggesting that the students at the school had a low learning motivation and many of them did not have any plan to pursue education even to high school. The programme was conducted in the form of two consecutive motivation-building activities. The first was conducted in the form of a session with the school partner. The session aimed to provide a venue for the students to share their actual dreams and to make them realise that achieving those dreams was not an impossibility. The second activity was a campus visit where the students of SMPN 2 Purwosari visited Universitas Kristen Duta Wacana and joined fun learning sessions. It was aimed to give them a first-hand experience of the learning atmosphere at university so that they could be motivated to pursue their study even at the university level. They were also facilitated to realise the many scholarship opportunities available allowing them to study at university even if they came from financially struggling families. More such community service programmes should be conducted in other contexts bearing similar characteristics of students to allow for the younger generation to dream high and fight for it

Community-Based School Management Model Development in The Digital Era

This research is research that aims to develop a Community-Based School Management Model in the Digital Age. This study aims to develop a community participation model in education involving people or groups both at the implementation planning, evaluation, utilization of results, accountability and development in the education sector. In management science, the term participation is defined as a process of mental and emotional involvement in an activity. This study used research and development method to develop a well-adapted model to be integrated in primary schools for Indonesian context. A special model is needed in community-based school management to face challenges in the digital era. This model answers the gaps that occur related to school needs and community involvement in it as an effort to improve the quality of education, focusing on social demands to education output and outcome. Previously, it can be inferred from some studies that community-based management were not integrated optimally while stakeholders perceived school as a formal institutions rather than an important institution for culture, economics, knowledge to be developed. The newest model of school management was integrated on SDS Plus Al-Qodiri. It resulted on the Community-Based School Management Model in the Digital Age can be used as a guide for schools, not only partner schools but other schools with the same focus, to continue to adapt and respond to current challenges, especially in involving the community in the advancement of education.

Implementation of Field Experience Practices 1 Pre-Service PPG Batch 2 Year 2023 at SMA Negeri 8 Pontianak

This article discusses the professional education program for teachers as educators and teaching staff in order to improve the quality of education and the efforts made to increase this professionalism. This article aims to present the results of the evaluation in the implementation of practical field experience (PPL) 1 for prospective teachers in the 2nd batch of Pre-service PPG students in 2023 at SMA Negeri 8 Pontianak which focuses on the experiences, challenges and results of these activities. This research uses a descriptive method qualitative with observation, interviews and documentation instruments. The findings from this research show that the implementation of PPL 1 for Pre-Service PPG students, batch 2 in 2023 at SMA Negeri 8 Pontianak went well and resulted in a variety of experiences for prospective teachers. PPL 1 activities at SMA Negeri 8 Pontianak will be held from January 15 2024 to March 5 2024. These activities include orientation, observation, teaching assistance, guided learning practices. The results found from this activity were the challenges faced including coordination between educational institutions and partner schools, as well as adaptation obstacles experienced by PPG Pre-service students to the new environment. However, the evaluation results show that the majority of prospective teachers felt a positive impact from this experience and increased their understanding of the professional world as a teacher. In conclusion, the implementation of PPL 1 for PPG Pre-service students in batch 2 in 2023 at SMA Negeri 8 Pontianak made a positive contribution in preparation prospective teachers to face their future duties so that continuous efforts are needed to improve the effectiveness of PPL1 implementation to ensure that prospective teachers are truly prepared to face the demands of their profession.

A Qualitative Exploration of Research-School Partnerships During COVID: How to Better Serve Our Community Partners During Times of Crisis

ABSTRACT Most youth access mental health care through their school. As such, research has targeted schools as ideal service settings to reduce disparities in service use among adolescents. The COVID shutdowns were associated with elevated stress and depression across caregivers, teachers, and students, and increased rates of suicide amongst youth. In the virtual space, schools had difficulty maintaining needed supports. Negative impacts were disproportionately experienced by Black communities and urban school settings. The shutdown also disrupted most research efforts occurring in school settings, leaving schools with even fewer supports when most in need. Thus, the current qualitative study aimed to obtain feedback from personnel in an urban high school system on how research-community partnerships could better support schools generally and especially during times of crisis. Our sample consisted of 17 teachers and school-based mental health providers who participated in virtual qualitative interviews or focus groups. Four key themes emerged, calling for reform in how research partners interact with school partners: 1) embed the researcher in the community, 2) utilize the researcher as an allied communicator, 3) empower the researcher to adapt in response to shifting demands, 4) establish the researcher as a long-term partner. Findings call for reform in how community-based research is funded to better allow researchers to develop long-standing, culturally responsive, and mutually beneficial partnerships, particularly in times of crisis.

Realizing and Imagining Schools as Sites of Community Care: Lessons from Children Playing During a Pandemic

This paper is the result of an action research project that aimed to understand how families were playing during the COVID-19 pandemic and what action might support them. Schools were revealed as important yet taken-for-granted providers of community care for children through their offerings as spaces where children create friendships, move, engage in the arts, feel a sense of belonging, contribute, and play. This paper takes a strength-based approach to learn from children and families playing during the pandemic to explore such realizations of schools as sites of community care while also inviting and offerings imaginings of schools in partnership in care-offering alongside the community and children. Keywords: COVID-19, play, community care, aesthetics of play, schools, children and public space

Putting social and emotional learning into practice: Best practices in developing and implementing an SEL program through a university-1st-8th grade partnership

When successfully implemented, social and emotional learning programs can promote a number of positive social, emotional, health, and academic outcomes for youth over time (Bierman et al., 2010; Durlak, 2022; Taylor et al., 2017). Critical to SEL programming in elementary and middle schools is planning and implementation, which involves a number of resources and stakeholders, including teachers, administrators, families, and students (Shoesmith et al., 2021). This paper contributes to SEL implementation in practice for culturally diverse communities. We 1) discuss the SEL curriculum and steps to integrate it into existing curriculum with 1st-8th grade staff, (2) describe development and continuation of university-elementary/middle school partnerships, including planning with teachers and school administrators, as well as district administrators and parents, 3) outline training sessions with university students to become SEL mentors and coordinators, 4) discuss partnership and shifts since the COVID-19 pandemic, and 5) identify implications of this work for practices to be implemented in other schools, especially best practices of SEL delivery to disadvantaged youth, and methods to address diversity and inclusion in working with youth. Through a university-elementary/middle school partnership, students can receive holistic support and growth in critical social and emotional learning skills to address a number of academic, social, and mental health issues. At the same time, such programming integrating university students can create an environment and pathways that allow them to be future leaders in social and emotional learning.

Developing and Implementing a Tier 1 Reading Program Within an RTI Framework: A University–School Partnership

Response to intervention (RTI) is a valuable framework for providing effective and equitable educational opportunities to all students; however, recent research indicates that RTI programs are not achieving their potential for promoting student learning. As schools develop, implement, and sustain RTI systems, they would benefit from the addition of collaborative support provided by professionals knowledgeable about the RTI framework, including specific elements of this model such as evidence-based practices and progress monitoring assessments. We describe the process and outcomes of a university–school partnership aimed at developing and implementing an RTI program for reading at the Tier 1 level.

Reviewing School District and Caregiver Engagement: Toward Building Capacity to Serve English Learners

Abstract
 The authors conducted a comprehensive literature review of school district partnerships with caregivers of ELs to inform this project design. This literature review addresses the following research question: What are the needs of caregivers of ELs in K-12 schools, and how are school partnerships supporting these caregivers? This literature review will address these gaps and overcoming EL caregiver underrepresentation by discussing seven focused and three theoretical codes drawn from a comprehensive review of 21 articles.
 Keywords: English Learner, caregiver, school districts, partnerships

Collaborating with Families for Innovative School Mental Health

In this study, a comprehensive narrative literature review is presented, examining the cross-section between family engagement and student mental health. Guided by two research questions and grounded in resiliency theory, the overlapping spheres of influence framework, and the literature on protective factors and positive childhood experiences, this study unveiled five primary themes: emphasizing the importance of educators promoting supportive relationships at home, engaging families in building teacher–student connections, collaborating to establish routines and rituals, nurturing a sense of belonging at home and at school, and fostering collaborative problem solving and self-regulation. These themes are illuminated through practical vignettes. This study guides school-based mental health practitioners and educators and provides a roadmap for future research in family–school partnership for enhancing student well-being.

Development of Blended Learning-Based Family Institution Partnership Model in Stimulating Early Children's Development

This study aimed to develop a partnership model between Early Childhood Education (PAUD) institutions and families based on blended learning and to test the partnership model's effectiveness in stimulating children's development. The research and development (RD) method is used in this research. This study develops a blended learning-based partnership model between the Institute and the family and tests the model's effectiveness in stimulating children's development. The research subjects were principals, teachers, administrators, and parents at TPA Melati Dharma Wanita Persatuan UM. The results showed that the factual partnership model becomes a reference in developing the school's partnership model with parents through the blended learning method. This factual model includes planning, organizing, implementing, and evaluating the school's partnership program with parents. Through the blended learning method, the school partnership model with parents can help TPA Melati UM develop and implement a school partnership program with parents, which must be adapted to school conditions. It is the objective of School-Based Quality Improvement Management (Manajemen Peningkatan Mutu Berbasis Sekolah-MPMBS). Factors that influence the effectiveness of the blended learning model include the basic requirements of the model, the profile, roles and characteristics of the school, and monitoring and evaluation.

Building capacity in urban schools: emphasizing partnerships between counselor education and elementary schools

PurposePost-COVID-19, public K–12 schools are still facing the consequences of the years of interrupted learning. Schools serving minoritized students are particularly at risk for facing challenges with academics, behavior and student social emotional health. The university counseling programs are in positions to build capacity in urban schools while also supporting counselors-in-training through service-learning opportunities.Design/methodology/approachThe following conceptual manuscript demonstrates how counselor education counseling programs and public schools can harness the capacity-building benefits of university–school partnerships. While prevalent in fields like special education, counselor educators have yet to heed the hall to participate in mutually beneficial partnership programs.FindingsUsing the multi-tiered systems of support (MTSS) and the components of the university–school partnerships, counselor educators and school stakeholders can work together to support student mental health, school staff well-being and counselor-in-training competence.Originality/valueThe benefits and opportunities within the university–school partnerships are well documented. However, few researchers have described a model to support partnerships between the university counseling programs and urban elementary schools. We provide a best practice model using the principles of university–school partnerships and a school’s existing MTSS framework.

Community Partnership Strategies to Facilitate Service-Learning Opportunities in PETE K–12 Schools

University and local K-12 school partnerships are essential for physical education teacher education (PETE) programs, as they provide valuable avenues for practicum and student teaching experiences. In addition, practicums within K-12 schools provide valuable opportunities for PETE students to develop physical activity leadership skills. Thus, it is essential to create sustainable and mutually beneficial university and school partnerships. One way to do so is through service-learning, which focuses on equal partnerships between K-12 schools, the university, and other parties involved (e.g., university students, community members). However, it can be challenging to develop meaningful field and service-learning experiences for pre-service teachers (PST) due to a myriad of reasons (e.g., location, resources). This article discusses strategies for community, K-12 school, and university partnerships using a service-learning approach. Recommendations for developing sustainable partnerships are also provided.

Rural Research and Development Corporations’ Connection to Agricultural Industry School Partnerships

The Australian Government has prioritized science, technology, engineering, and mathematics (STEM) education in recent years to ensure that the country has an adequate future workforce. The agriculture industry is a major employer with a diverse range of occupations heavily focused on STEM. Many students do not realize the career opportunities in the sector, which is currently facing severe workforce shortages. Industry school partnerships (ISPs) have been identified as one creative model to improve students’ knowledge of an industry and aspirations for associated careers. Whilst ISPs have been implemented in the STEM context, limited research understands how industry organizations are involved in, influence, and interconnect with ISPs. Australia’s Rural Research and Development Corporations (RRDCs) are legislated agricultural industry bodies and were selected to investigate due to the value ISPs could provide to this STEM-focused industry with workforce shortages. This qualitative case study analyzed data from the most current RRDC strategic and annual operating plans as of 27 July 2023 and semi-structured interviews with an employee(s) in a position relevant to student education of all 15 RRDCs in 2022. The key findings were that ISPs were considered part of the solution to address industry sustainability, though RRDCs were commonly only informally involved. Collaboration between industry partners, facilitators, and teachers at strategic and management levels and across commodities was essential. RRDCs were found to be strongly connected to ISP ecosystems through their role in research and development. We argue that RRDCs are positioned as essential stakeholders with the scope to improve agricultural ISP ecosystems as part of their role in driving agricultural innovation. These findings support the application of ecological systems theory to agricultural ISPs and help us to understand these structures. This paper aims to help those creating ISPs to consider and understand all stakeholders, including industry bodies, to deliver quality future partnerships that benefit both STEM sectors and primary and secondary student education.

Design And Construction Of Fish Seed Grading Tools As An Early Introduction To Entrepreneurship At SMKN 1 Meureubo, West Aceh

This research-based community service aims to develop several research results from research teams and other researchers who are in the same field of science, namely the field of aquaculture or aquaculture, to overcome the problems faced by partners. This service was motivated by the partner's problem at SMK Negeri 1 Meureubo, West Aceh, namely that the results of raising catfish were less than optimal because catfish have cannibalistic characteristics so that in making a catfish grading tool, partners were able to increase the results of cultivating catfish. This is also supported by the absence of manufacturers making catfish grading equipment in West Aceh in particular and Aceh in general. Apart from that, making this grading bucket can also provide additional income for students at SMKN 1 Meureubo school through early introduction to entrepreneurship for students at school as well as to develop an entrepreneurial spirit and improve students' skills in making useful products in the field of Aquaculture. The method used in this service is through a direct approach and active participation of students in making catfish seed grading buckets. Activities include outreach in the form of lectures and discussions, practice of making grading buckets directly at school as well as mentoring the service team in developing the entrepreneurial spirit of students at partner schools. The output of the service that has been carried out is a draft article to be published in a national journal. Output also produces products that can be marketed online and offline.

중학생이 지각한 교실목표구조와 성장 마인드셋, 성취목표, 자기조절학습 간의 구조적 관계

This study aimed to explore the structural relationships among middle school students’ perceived classroom goal structure, growth mindset, achievement goals, and self-regulated learning. To do so, 373 students at S Middle School in D City participated; 348 of them were used for preliminary analyses, structural equation model analyses, and bootstrapping. The results showed that mastery goal structure had a positive effect on self-regulated learning through the mediation of the mastery approach goal and of the performance approach goal, respectively. Also, the mastery goal structure had a significant effect on self-regulated learning by sequentially mediating growth mindset and mastery approach goals. On the other hand, the performance goal construct had direct effects on only performance approach goals and performance avoidance goals. A growth mindset predicted mastery approach goals and performance approach goals. These results suggest the importance of understanding the structural relationship between environmental factors, such as classroom goal structures, and intrinsic factors in order to promote adaptive academic behaviors. This study also identified a consistent mastery goal structure in classrooms for enhancing a growth mindset and mastery approach goals, along with the necessity for teacher capabilities, home―school partnerships, and policy support.

Special Education Experiences of Parents/Guardians of Children with Emotional and Behavioral Disabilities

ABSTRACT The present document reports a qualitative study that examined the perceptions of parents and guardians of students with emotional and/or behavioral disabilities (EBD) regarding (a) obtaining special education services for their child, (b) the IEP process and implementation, and (c) home–school collaboration and partnerships. Ten participants from the United States completed interviews which were analyzed using grounded theory methodology to develop an emerging theoretical model describing their experiences. In general, parents and guardians who perceived schools to be responsive to their concerns and the needs of their children discussed trusting relationships with educators, positive experiences with IEP development and implementation, and student skill development. Parents reporting positive experiences and outcomes also discussed overcoming significant challenges to achieve them. Parents who perceived a lack of transparency regarding procedures and support options, an unwillingness or inability by schools to provide services, and failing to implement the agreed upon IEP reported high levels of stress and a general mistrust of educators. Parents also noted a number of barriers that constrained advocacy efforts, school practice, and home–school partnerships. We describe implications for practice and future research.

Profile of School Partnership Collaboration Model with Parents to Support Educational Success at SD Terang Nusantara

This research delves into the school-parent partnership model at Terang Nusantara Elementary School in Bandung, to support educational success. Grounded in Ki Hadjar Dewantara's concept of the Education Tri-Center, this study highlights the importance of synergy between schools and parents in influencing students' academic achievement and character development. Employing qualitative methods, such as observation, interviews, and document analysis, this research reveals the dynamics of planning, implementation, and the impact of such partnerships. The results indicate that effective collaboration between schools and parents enhances academic performance and student-character development. This partnership is characterized by open communication and active participation from both parties. However, the study also identifies challenges, such as differing expectations, time constraints, and language and cultural barriers that impede the partnership. This research recommends strategies to overcome these obstacles, including improved communication, joint training, and adapting partnership activities to accommodate cultural diversity. The implications are the importance of schools recognizing and involving parents as strategic partners in the educational process.

Maritirukan Aku Bisa: Android application for learning social skills of children with social emotional barriers

Android application development for online knowledge dissemination is urgently needed at this time. This study aims to develop an android application for learning social skills of children with social emotional barriers. The research participants consisted of 10 students, 75 respondents including teachers and parents of students in partner schools from Jakarta, Purwokerto, Pekanbaru, and Banjarmasin. The design of the android application was validated by four educational experts from universities. Data were collected through questionnaires and FGDs, and analyzed descriptively. The results obtained are the android application model "Maritirukan Aku Bisa with interactive features developed in the form of films, games, movements and songs as well as recording media of student activities, themes developed from aspects of social skills such as attention/concentration, expression/emotions, effective communication, and independence. The android application "Maritirukan Aku Bisa" with updates developed in this study is in accordance with the needs of parents and teachers. The material provided is in accordance with the needs and characteristics of children with social-emotional barriers, and can be accessed independently with the assistance of parents at home. This answers the needs of parents, especially in remote areas throughout Indonesia.