School Partnerships Research Articles

A growing Noyce Scholarship Program: successes, triumphs and challenges along the way

Purpose The article discusses the development and growth of a newly established Noyce Scholarship Program at a Hispanic Serving Institution and the collaborative efforts of the School of Education (SOE) and its partners during the recruitment and retention process.Design/methodology/approach The author will explore and answer questions: (1) What were the articulated agreements implemented during the recruitment and application process? (2) In what ways did the scholar’s professional growth benefit from the dedicated and shared resources of the SOE’s partners? (3) How did the process of mentoring transform into a collaborative research effort resulting in presentation experiences?Findings The balance of triumphs, challenges and success in the program allows room for growth and reflection. Once scholars were admitted and accepted into the program, various supports were implemented to ensure scholars would be given tools needed to become highly effective educators in high-needs schools. In an informal discussion with scholars, they indicated the program taught them the necessary tools and dispositions needed to effectively teach the curriculum in STEM-based classrooms. However, they believed the issues of the program could be solved through constant communication and consideration of scholar input. Scholars also expressed appreciation for experiences encountered for scholar success.Originality/value The Noyce Scholars Program has provided opportunities for STEM majors to demonstrate hope and vision regarding the teacher shortage, particularly in STEM areas. The story of a professional development school’s unpredictable journey in addressing the teacher pipeline will hopefully be a source of valuable information for other Professional Development School (PDS) partnerships. Recruitment, clinical preparation and continuous support of partners will continue to be integral factors in shaping future efforts to address the STEM teacher shortage creating a better world, locally and globally.

Training on The Implementation of Practical Field Experience (PPL) Based On Lesson Study to Teachers of PPG FKIP Untad Partner Schools In East Palu-Mantikulore District, Palu City

Lesson Study is an approach to improving the quality of learning carried out by teachers collaboratively, with the main steps of designing learning to achieve goals, implementing learning, observing the implementation of the learning, and reflecting to discuss the learning studied and improve it and plan the next lesson. The main focus of implementing lesson study is student activities in class, with the assumption that student activities are related to teacher activities while teaching in class. In implementing PPL Education at UNTAD, the implementation of Lesson Study is integrated with the implementation of clinical supervision. The aim is to improve the quality of student learning outcomes and learning products. However, what is still experienced by the world of education today is that more than 50% of teachers do not understand and pay less attention to achieving and improving pedagogical and professional competence, including in schools in Palu City. To teach teachers to implement LS, it is not enough if teachers are introduced to what and how to implement it, but they also need to be introduced to why, what the long-term and short-term goals of implementation are. Teachers also need to be introduced to what the requirements are, what the difficulties and obstacles are in implementation, and that the main requirement for implementation is a commitment to benefit the nation's children. One of the critical characteristics of intelligent humans is that they not only know something but also how to respond and act on it.AbstrakLesson Study merupakan suatu pendekatan peningkatan kualitas pembelajaran yang dilaksanakan oleh guru secara kolaboratif, dengan langkah-langkah pokok merancang pembelajaran untuk mencapai tujuan, melaksanakan pembelajaran, mengamati pelaksanaan pembelajaran tersebut, serta melakukan refleksi untuk mendisukusikan pembelajaran yang dikaji tersebut dan menyempurkannya dan merencanakan pembelajaran berikutnya. Fokus utama pelaksanaan Lesson Study adalah aktivitas siswa di kelas, dengan asumsi bahwa aktivitas siswa tersebut terkait dengan aktivitas guru selama mengajar di kelas. Dalam penyelenggaraan PPL Kependidikan di UNTAD, penerapan Lesson Study diintegrasikan dengan penerapan supervisi klinis. Tujuannya untuk meningkatkan kualitas hasil belajar dan produk belajar siswa. Namun yang masih dialami oleh dunia pendidikan sampai saat ini adalah lebih besar 50% guru yang kurang memahami dan kurang memperhatikan pencapaian dan peningkatan kompetensi pedagogik dan professional, termasuk di sekolah-sekolah yang ada di Kota Palu. Untuk membelajarkan guru melaksanakan LS tidak cukup bila guru dikenalkan pada apa dan bagaimana melaksanakannya, tetapi juga perlu dikenalkan mengapa, apa tujuan jangka panjang dan jangka pendek pelaksanaan. Guru juga perlu dikenalkan pada apa persyaratannya, apa kesulitan dan hambatan pelaksanannya, dan bahwa persyaratan utama pelaksanannya adalah adanya komitmen untuk memaslahatkan anak bangsa. Salah satu ciri kritis manusia cerdas yakni tidak hanya mengetahui sesuatu tetapi juga bagaimana menanggapi dan menindaklanjutinya.

PELATIHAN PENGGUNAAN INSTRUMEN IDENTIFIKASI KESULITAN FUNGSIONAL BELAJAR SISWA MENGGUNAKAN APLIKASI KOBOTOOLBOX BAGI GURU SDN 21 CAKRANEGARA

The identification process is the earliest step in the service stages for children with learning functional difficulties. Knowledge and skills about the identification process must be owned by the teacher. A teacher must have the ability to identify children who are suspected of having learning difficulties. This ability is important for teachers to have in providing appropriate learning services to students who experience functional learning difficulties. The results of observations in several partner schools found a problem that the knowledge and skills of teachers in identifying children with learning difficulties were still lacking. Based on these problems, it is necessary to make efforts to increase the knowledge and skills of teachers in identifying children with functional learning difficulties. The solution offered to overcome this problem is to conduct Training on the Use of Functional Difficulty Identification Instruments for Student Learning Using the Kobo toolbox Application for elementary school teachers. Through this training, it is hoped that it will increase the knowledge and skills of teachers in identifying children with learning difficulties.

Empowering Teachers Through Training in Preparing Literacy-Based Electronic Teaching Materials as an Effort to Foster Paperless Culture

Community service activities with the theme of teacher empowerment through training on literacy-based electronic teaching materials as an effort to foster a paperless culture in the Apala Village, Bone Regency, were held on May 20, 2023, located at Barebbo 1 Public Middle School. The main problem with partner schools in learning is the use of digital literacy, while literacy learning activities in schools are urgently needed nowadays. To make this happen, human resources who are technologically literate are needed, while there are still some teachers who experience difficulties in preparing digital-based teaching materials. This community service activity aims to provide solutions to overcome problems experienced by partner schools through training and mentoring for teachers using the FlipBuilder software so that teachers are able to create innovative and fun learning. The results of the evaluation conducted for teachers found that 76% of the responses agreed with this training and could assist teachers in preparing interesting learning tools so as to create a fun learning atmosphere as well.

Notes From the Field: Diverse Partner Perspectives Improve the Usability and Equity Focus of Implementation Guides.

School-based asthma programs (SBAPs) have improved health and educational disparities among youth with asthma. To support scaling out effective SBAPs, our school partners identified a need for online implementation guides that are "always available," to meet the needs of school nurses' demanding schedules. School nurses play a key role in the adoption and implementation of SBAPs, so it is important to ensure the implementation guide would be highly usable and acceptable to them. Accordingly, our research team collaborated with human-centered design experts to identify the "user journeys" of school nurses and co-created our online implementation guide as a public-facing website with input from local and national school nurse partners. In this perspectives article, our school nurse implementation partners and human-centered design experts reflect on challenges overcome in this process of developing a tailored implementation guide to school nurses and offer lessons from the field to others seeking to co-create implementation guides with community partners.

Role of Primary Health Team in Promoting Mental Health of Adolescent Students: A Systematic Review

Aim: The purpose of this study is to identify, through an integrative review, the strategies implemented in partnership with the primary care team that contribute to promoting the mental health of adolescents at school.
 Methods: 2,791 studies were identified, 389 in PubMed, 389 in Scopus, 320 in VHL, 04 in Scielo and 1,693 in GALE. After excluding duplicate studies and applying the eligibility criteria, 17 articles were selected.
 Results: The analysis of the studies revealed that 18% of the articles addressed the relevance of the characteristics of promoting adolescent mental health in school in partnership with the primary care team, while another 18% were related to barriers faced in this promotion. Additionally, 41% of the articles dealt with the strategies used in this context and 24% discussed the associated challenges.
 Discussion: Several strategies have been incorporated into the partnership between the education sector and Primary Health Care to promote the mental health of school adolescents.
 Conclusions: Identifying the potential of actions and strategies carried out by education and primary health professionals reinforces the need for investments in spaces, materials and training of professionals aimed at promoting adolescent mental health.

Motivators and barriers for rural community preceptors in teaching: A qualitative study.

Increasing challenges in recruiting and retaining community-based teaching physicians (e.g., community preceptors) call for a better understanding of motivators and barriers community preceptors perceive in their teaching role. Given the importance of medical school partnerships with community-based sites for student training, it is essential to understand the perspectives of community preceptors as teaching physicians in a context away from the medical school, such as rural, and the factors affecting their career choice to engage in teaching while practising medicine. We conducted semi-structured interviews with rural community preceptors and used open coding to conceptualise data and axial coding to connect codes into categories. We used the socio-cognitive career theory framework to organise categories into themes. Eleven rural community preceptors from two medical schools participated. Specialties included family medicine, internal medicine and paediatrics; clinical practice and teaching experience ranged from 3-36 and 2-29 years, respectively. Readiness for teaching ('self-efficacy') was pivotal in community preceptors' decision to teach and derived largely from vicarious learning from teaching attendings in medical school or residency; social persuasion and encouragement from clinical partners; and their accomplishments as practising physicians. However, limited faculty development, incomplete knowledge of expectations, disengagement from the medical school and lack of current mentors hindered their self-confidence. Teaching fulfilled their aspirations ('outcome expectations') to give back to the profession, but they felt undervalued and disconnected from other clinician educators. Teaching increased job satisfaction, but clinical workload, and financial impact impeded their goals for achieving excellence ('performance'). Self-efficacy was a pivotal motivator in rural community preceptors' decision to teach. Role models from early training inspired them to teach. Internal awards sustained teaching efforts. Future research should explore structural barriers influencing rural community preceptors' teaching experiences to better support their career choice to become medical educators.

Advocacy is contagious: the PDS effect

PurposeThis article, written by a multilingual learner program (MLP) specialist, provides a first-hand account of how a professional development school (PDS) (school–university partnership school) promotes teacher advocacy.Design/methodology/approachDue to the subject of the piece, no research methods were necessary.FindingsDue to the subject of the piece, there are no findings.Originality/valueThe teacher details the teacher's educational journey from intern to doctoral candidate.

SCHOOL, PARENTS, AND COMMUNITY COLLABORATION IN DEVELOPING STUDENT�S ENVIRONMENTAL AWARENESS

Currently, environmental damage has become a global issue that urgently needs to be resolved. One of the ways to prevent environmental damage is to develop environmental awareness within students. This strategy requires strong collaboration between schools, parents, and the community. The aims of this study was to find out the collaboration between schools, parents, and the community in developing students' environmental care attitudes. This study employed case study design. The process of collecting data using semi structured interview, non-participant observation, and documentation. Data analysis through several stages, namely data collection, data condensation, data display, and drawing conclusions. The validity of the data was obtained through source and method triangulation and member checks. The results of the study show that schools, parents and the community take on their respective roles according to their main duties and functions. At the planning stage, the school acts as an initiator, parents and the community help provide suggestions. At the implementation stage, the school acts as the primary responsibility, parents as student assistants, and the community as school partners. At the evaluation stage, the school organizes the process and parents help through the behavior checklist sheet. Finally, at the follow-up stage, schools and communities collaborate to improve program quality, while parents accompany students during follow-up activities.

Cooperation and Partnership of School and Public Libraries: The Way to a Better Future for Everyone

The aim of this paper is to present a series of joint activities of the elementary school andpublic library. This cooperation allows students new ways of acquiring knowledge and skills, sincein this form a correlation is created between librarians and students, as well as between librarians.This creates better communication and motivation among all participants, and the youngest andyoung users benefit the most. Multi-year cooperation is successfully implemented through variousprograms.

Pembuatan Flashcard Audio Visual untuk Peningkatan Pemahaman Sex Education Anak Usia Dini

Sex education is important in the world of education because of the rise in cases of sexual harassment due to the lack of understanding of sex education from an early age. The partner school, namely KB Mentari Kudus, has a problem with the behavior of early childhood jokes that lead to pornographic words as well as verbal bullying and actions. In addition, teachers also have not presented digital learning media in the learning process. The mentoring activity for making audio visual based flashcard media as a solution offered to partners has the aim of increasing students' understanding of sex education. Teachers are expected to be able to increase creativity in providing learning media, especially related to sex education. The method used in this service includes 5 stages namely socialization, training, application of technology, mentoring, and sustainability. Community service activities get the result that partners feel able to develop competence in making innovative learning media for early childhood. Sex education is important to be taught to early childhood where 93.75% of partners strongly agree with this statement. Media needs are also approved by partners with 81.25% and are also supported by the importance of innovation in learning. Partners are also very helpful in making audio visual based flashcard media. The implementation carried out by partners and the service team obtained 93.75% results audio visual flashcard media is suitable for sex education material for early childhood.

Myanmar’s Initial Teacher Education Reform: Efforts Made by Universities of Education

All education systems are currently facing a challenge: how to transform themselves into institutions that equip learners with the necessary competences to cope in the 21st century. The prerequisite of a successful transformation is a thorough reform of teacher education. The challenge looms especially large for developing countries. This paper aims to explore how teacher education reforms at Myanmar’s two prestigious Universities of Education (UoEs) starting in 2012 played out. To be able to give an overview of the reform efforts, besides consulting the professional literature, curriculum documents were analysed, and three semi-structured interviews were conducted. The data shows that the reforms implemented by the two institutions, although positive overall, were not sufficient, especially in terms of assessment, teaching practices, university and school partnerships, and teacher educators’ capacity building. Unfortunately, the 2021 military coup and the ensuing crisis makes it highly unlikely that the much-needed further reforms will be implemented any time soon.

Teachers’ prosociality and well-being at work: The mediating role of teacher engagement in family–school partnerships

Past research provided strong evidence that positive family–school partnerships were not only beneficial for students’ school success, but they also helped to promote parental involvement in schooling. However, relatively little is known about teachers’ reasons for becoming engaged in family–school partnerships and the benefits of their engagement. In fact, the role of teachers in family–school partnerships requires prosocial actions (e.g., helping, sharing, feeling empathy). As guided by self-determination theory, previous studies suggest that prosocial-oriented persons tend to take prosocial actions and these actions tend to promote a social connection, thereby promoting well-being. To the best of our knowledge, this assumption has not been applied to research on family–school partnerships yet. The aim of this study was to examine whether teachers’ prosociality would be associated with their well-being at work (i.e., job satisfaction, work-related self-esteem) and whether this connection would be mediated by teacher engagement in family–school partnerships. Using the framework of the Vodafone Foundation Germany, we focused on two important aspects of teacher engagement: effective communication and educational cooperation. A total of 190 teachers (72% females; mean age: 44.78 years) participated in an online-survey. In line with SDT, teachers’ prosociality was associated with greater well-being at work even after controlling for teachers’ background (age, gender, experience, school track). As expected, this connection was partially mediated by teacher engagement in family–school partnerships. The results and implications of the present study are discussed.

Pelatihan Pemanfaatan Fitur Dasar Microsoft 365 Sebagai Media Pembelajaran

The use of Microsoft 365 as a learning media is very possible to increase students' understanding in implementing learning media carried out by teachers in the classroom, based on the basic features provided by Microsoft 365 which supports the learning process in the classroom and on assignments. Teachers at SMK Negeri 9 Jeneponto are still not able to make good use of Microsoft 365, such as Microsoft 365 features. It can be seen that there is a lot of interest in using Microsoft 365 but there is a lack of understanding so its use is not yet optimal. This community service activity is carried out by utilizing Microsoft Teams as one of the features in Microsoft 365 which can be used for virtual meets like this PKM implementation method. Problems experienced by partners such as those above can be overcome with PKM solutions in the form of efforts to increase teacher professionalism by providing training on the use of Microsoft 365 as a learning medium. Training on the use of Microsoft 365 as a learning medium in partner schools is considered appropriate so that teachers not only know how to use Microsoft 365, but also practice it.

Authoritative and Class-Sensitive Parents: Parental Identities Shaped through Personal and Political Transitions

Memories that support our identity usually appear in narratives that we produce. This article presents research findings based on the analysis of biographical narratives of parents involved in the project entitled Parents, school and educational transition in Poland: 1989–2009 (University of Gdansk, 2006–2009). The parents told stories about their childhood (and school education in the former system) and about their parenthood by which they experienced the new social order (and their children’s school education). Being interested in identity work in the light of memory processes, the author analysed parts of interviews that reflect a specific type of influential memory. It resulted in a descriptive reconstruction of the parental identity, strongly informed by the parents’ recollections of their own school experience. On the one hand, memories seem to shape parents’ approaches to the teaching staff and the school. On the other hand, they show what parents learned throughout their transition from childhood to parenthood. Some aspects of identity remain the same, regardless of changing social and political contexts and regardless of personal educational transition. Still, parental identity, based solidly in the past, may determine the future of school education, particularly in terms of family – school partnerships.

Educational Legislation and Parental Motivation for becoming Involved in Education: A Comparative Analysis between Israel and Quebec-Canada

The increasing evidence regarding school-family collaboration, as a means to improve school effectiveness, student perseverance and academic achievement, has encouraged many countries around the globe to endorse legislation and policies to facilitate and augment greater school-family levels of participation. However, in previous studies the macro educational and legislative environments were not correlated to the motivational inclinations of parents. Based on a study recently conducted in Israel, this comparative analysis underlines the evolution of legislation and government policies in Israel and Québec-Canada. This analysis will present the similarities and differences between the key findings highlighted in the two educational systems. We will explore the extent to which state legislative policies motivate parental partnership in schools and at home. We will suggest changes that should be implemented in both countries, within schools and at regional levels. This will call for increased focus on teacher-parent cooperation to foster bonds between schools and parents. Finally, we will recommend urgently-required reforms in the Israeli legislation system to advance parental involvement in education and possibly mitigate currently existing achievement gaps

Parent involvement in teacher education in South Africa

Parent involvement in South African schools has been primarily limited to financing schools and parent volunteering. Legislation extended the right to parents and the community to participate in the school’s governing structures. This creates a framework for formal parent involvement but home-school partnerships should not be limited to this practice. A comprehensive model of partnership can provide a broader view of family, community and school relations. In order to prepare teachers to implement effective school, family and community partnerships, a Certificate in Parent Involvement was introduced at the University of South Africa through distance education. The curriculum is designed around the Epstein model of family, community and school partnerships. A brief review is given of the theory underlying the Epstein model and the typology comprising six types of parent and community involvement. A qualitative inquiry explored the implementation of this model in a small sample of schools. A document analysis was made of assignments written by teachers as part of their course work. Rich data (personal accounts corroborated by supporting material) was elicited by the assignment which required teachers to describe the implementation of one type of parent involvement in their school. Findings show how teachers adapted the model in pre-primary, primary and high schools in diverse communities in South Africa. Teachers created family friendly environments for parent encounters; used various strategies to communicate with the home; employed an expanded view of parent and community; introduced innovative volunteering; and illustrated positive results for teachers, learners and parents.

Mothers as educators: the empowerment of rural Muslim women in Israel and their role in advancing the literacy development of their children

In 2003-2005, the authors implemented Success for All (SFA)-ALASH, an innovative pedagogical program to facilitate students' advancement in literacy, and School Family Partnership program (SFP) among first and second graders in two neighboring, rural, and low-SES Arab villages. The teachers implemented SFA-ALASH, combining bi-weekly workshops for the mothers to enhance their role as facilitators of literacy at home, according to Epstein's six-folded model (1995, 2001, 2006). Mothers' perceptions in creating a home environment which inspires their children to become successful learners in the school were evaluated using: 1. Participant observations of SFP activities 2. Semi-structured interviews with 47 SFP mothers. The teacher's evaluation of each child's academic performance in reading, writing and math as well as the mothers' familiarity and her participation in the programs. Findings indicate that the SFA-ALASH programs elevated the student's achievements. The teachers' evaluations of their students' academic achievements correspond with the mothers' involvement in the SFP and their active academic and social interactions with their children at home. The paper will discuss the cultural and social empowerment and transformations of the rural lower SES Muslim women via school partnership.

Student Developmental Needs Based Parent Partnership: A Case Study of Qilun Elementary School in Minhang District, Shanghai

This case study reconsiders the value of parent partnerships from the perspectives of educational equity and quality in China, and develops a framework to discuss the relationship between student development and parent partnerships. The paper seeks to find out whether it is possible for disadvantaged parents to help a struggling school to reform itself through parent partnership. The research applies qualitative and quantitative research methods to explore the value of promoting student development with diversified parent/school activities. Research findings suggest that parent partnership in the case school have successfully provided a safe and healthy environment, abundant and diverse courses, student-based teaching and learning, and rich school lives for students. They also involve in school decision-making and create a better parent-child relationship.

How Parents Understand Evaluation Process – Mental Models as the Main Obstacle for Engaging Parents in School Evaluation

One of the most important elements ofthe recent reform of the school inspection system in Polandis to focus on the parents’ voice through the collection of data during evaluation process in schools. Three years of experience with this system has shown that there still is a lot of confusion with the actual understanding of the evaluation process among all the groups actively involved: external evaluators (school inspectors), head-teachers, teachers, and representatives of school partners, parents and students. The authors claim that this is the most important obstacle in the promotion of evaluation as a crucial element in the process of school development. The paper presents an attempt to describe different understandings of school evaluation among parents actively partaking in this process which was undertaken randomly in Polish schools of different types. The paper shows how these understandings can influence participation of parents in an external evaluation process, and following developmental activities that take place in schools. The authors claim that an understanding of different ways of thinking about evaluation process through the analysis of the metaphors used by parents can be a good basis for drawing up recommendations for those working on parents’ participation in transforming school reality.