School-university Collaboration Research Articles

The Generation, Dissemination and Communication of Teaching Knowledge in a University-School Collaboration Program

In this paper, the focus is on the generation, dissemination and communication of teaching knowledge in a university- school collaboration in a program known as School Based Teaching program (SBT) as a fulcrum in enhancing the scholarship teaching. School based teaching is an outside learning program to integrate teaching experience in real teaching situations. I have conducted a case method study (Wilson, Shulman, & Richert, 1987; Johnson, 1999) on the change in teaching knowledge of TESL (Teaching of English as A Second Language) undergraduates who had undergone three months School Based Teaching program (SBT). In the selected teaching cases based in the teaching program conducted by my TESL undergraduates, the professional growth of knowledge, teaching practice, attitudes, confidence, teamwork, and collegiality elements were found to be in line with the required macro teaching skills. Thematic qualitative analyses revealed the presence of 19 themes: Caring, Communication, Creative, Fairness, Flexible, Friendly, Knowledgeable, Manages Classroom, Involving, Motivating, Organized, Passion for Teaching, Patience, Builds Relationships, Shows others respect, Challenges, Teaches Well, Good Personality, and Understanding. In addition, I will discuss the pedagogical issues arising from enacting change in scholarship of teaching beyond the ivory tower (i.e. Universities, via School Based Teaching program (SBT)).

Validating Teacher Performativity through Lifelong School-University Collaboration

The main point of this article is that more credence should be given in teacher education to performative dimensions of teaching. I agree with David Carr (1999) that the requisite capabilities are probably best learned in actual schools. I employ Turnbull’s (2000) conception of performativity, which speaks of tacit cultural learning. Following Wilfred Carr (1987) I go back to Aristotle, and to debate between Gadamer and Habermas, before arriving at the view that expert teaching practice should be in the spirit of phronesis. The article then proposes that school-university collaboration should be the standard motif of teacher preparation, the context within which the spirit of phronesis can be realized and modeled.

A Study of the Perception of University Faculty on a University-School Collaboration for Establishing a Professional Development System and Teachers' Professional Development

A Study of the Perception of University Faculty on a University-School Collaboration for Establishing a Professional Development System and Teachers' Professional Development

Contextualizing a University-School STEM Education Collaboration

Implementing educational reform requires partnerships, and university-school collaborations in the form of investigative and experimental projects can aim to determine the practicalities of reform. However, there are funded projects that do not achieve intended outcomes. In the context of a new reform initiative in education, namely, science, technology, engineering and mathematics (STEM) education, this article explores the management of a government-funded project. In a university school partnership for STEM education, how can leadership be distributed for achieving project outcomes? Participants included university personnel from different STEM areas, school teachers and school executives. Data collected included observations, interviews, resource materials, and video and photographic images. Findings indicated that leadership roles were distributed and selfactivated by project partners according to their areas of expertise and proximal activeness to the project phases, that is: (1) establishing partnerships; (2) planning and collaboration; (3) project implementation; and (4) project evaluation and further initiatives. Leadership can be intentional and unintentional within project phases, and understanding how leadership can be distributed and selfactivated more purposefully may aid in generating more expedient project outcomes.

Re-thinking school-university collaboration: Agenda for the 21st century

Collaboration is a hard and challenging endeavor. It takes all the key players to make it happen. This paper discusses our current thinking about school-university collaboration. In it, we define what collaboration involves in the context of universities and schools. Next, we discuss what we believe are the essential benefits of effective collaboration to both universities and schools. Further, we explore the major areas of collaboration, principles of effective collaboration and road blocks to and the necessary conditions for successful collaboration. Finally, we present a theoretical framework relating to school university collaboration in the context of university and school partners which reflects the overall results in terms of student success. The paper concludes that collaboration is a shared endeavor by the partners involved to initiate and to sustain the partnership. This relationship must be built and nurtured on mutual trust. Key words: School, university, collaboration, teachers, partnerships.

School—University Partnership: Challenges and Visions in the New Decade

Over the past decade, higher education has undergone drastic changes all over the world because of globalisation and the changing economy. The traditional view of university as a place for one-off training is now considered outdated. Instead, the strong focus on lifelong learning urges teachers, educators and academics to reconceptualise and transform education. In this new era, successful schools adopt outreach strategies and seek support from external agencies such as universities for their development. Institutions of higher education provide consultation or work with partner schools for collaborative sharing, reflection, research and growth. Hence, school–university partnerships have become important for professional development and educational reform. With the growth of school–university collaborations, there is mounting interest in empirical research on the variety and value of these initiatives. This article reviews the school–university partnerships in Hong Kong in light of the trends and development in the international context. The studies reviewed showed that school–university partnerships involving teacher training programmes focus on understanding the views of participants in school–university partnership with an aim to build appropriate teacher training and professional development features into the teacher education programmes. These studies have theoretically contributed to the construction of culturally relevant teacher education programmes. After all, new project initiatives have contributed to substantial changes in school leadership, teachers' professional development and school-based curriculum development which would benefit children's learning. The authors argue that the development of an appropriate mode of collaboration remains a challenge for successful school–university partnerships. They have a vision to move beyond the existing research focus to explore ways to build school–university collaborations. Gaps in the research base and relevant questions that have not been addressed are discussed.

A Pastiche of Outcomes for a Teacher-Student Pair: Experiences within a Reading Cluster Group

The purpose of this study was to understand the lived experiences of two individuals involved in Project CLUE (Clustering Learners Unlocks Equity), a university-school collaboration. One former third grade teacher (T) and one of her former students (S) participated in this study. A phenomenological case study design was used. T and S were interviewed using a semi-structured interview protocol. The research question that drove the present study was: What are the impacts of a gifted reading curriculum on students within a gifted cluster inside a regular classroom? Three salient themes from an analysis of the interview transcripts emerged. They were: 1) social and affective outcomes, 2) bidirectional motivation for deep learning and exploration, and 3) obstacles to implementation.

School-University Collaboration: Perspectives on a Hybrid Space for Literacy Learning

This paper examines the ongoing collaboration between a teacher certification literacy course and a local elementary school. Teacher candidates, elementary students, classroom teachers, and university instructors all collaborate to implement a literacy methods course, creating a hybrid space for learning in which university and school personnel work together to the benefit of all participants. The background of this collaboration is described, and literacy learning is explored from the perspective of each participant group. Themes from these perspectives suggest that structured interactions between teacher candidates and elementary students help bridge the gap between literacy concepts and classroom practice, and that participating classroom teachers and university instructors, as well as teacher candidates, learn from the ongoing examination of instructional practice.

A Letter from the Editor

Through collegial planning, materials and teaching practices were developed that were effectively aligned with particular teachers and students. It might be argued that such alignment could only have been achieved through a collegial approach. In their article that describes a more refined approach to understanding what it means to know a (p. 59), Gina Cervetti, Jennifer L.Tilson, Jill Castek, Marco A. Bravo, and Guy Trainin trace development of a measure designed to assess multiple types of word knowledge. The study is a continuation of their work with science educators to develop science units that treat vocabulary as conceptual knowledge (p. 49), and offer[s] teachers and curriculum designers useful examples that can inform vocabulary instruction and assessment more broadly (p. 49). This research is an exemplar of increasing trend for content and literacy educators to collaborate in vital task of ensuring students' in becoming literate in academic disciplines. Diane Corcoran Nielsen and her school-based co-researchers, Lisa Dinner Friesen and Judy Fink, worked together to develop and implement an intervention with a group of high-poverty, urban kindergarten children, whose standardized test scores revealed them to be significantly behind their peers in language development. Their dual focus on vocabulary and narrative development at an early critical stage of school-based literacy learning is particularly significant. The promising outcomes of their classroom intervention support value of a team of researchers that includes practitioners. Lisa D' Souza s case study of a beginning teacher that began in final year of teacher and continued through first four years of her career as a high school teacher offers a report of a different type of collegiality, an effort centered on guided inquiry of formative assessment to inform teaching practices. This work was part of a larger university-school collaboration in an urban school setting. In a different context, for a different purpose, promise of is again validated. In next article, Matthew E. Lemberger, Greg Brigman, Linda Webb, and Molly M. Moore describe their theory of cognitive and social change and ways this theory informs a project that is intended to help students to acquire research-validated success skills that are required for academic and social success. The dialectic conversational model (p. 91) was designed to be implemented in both classroom and group counseling sessions within a student-focused learning environment. In this work, In his book, Improving Schools from Within: Teachers, Parents , and Principals Can Make Difference , published in 1990, Dr. Roland S. Barth, who founded Principals' Center at Harvard Graduate School of Education more than thirty years ago, reminds us of the fundamental purpose of schooling learning, for everyone (p. xv).To this end, he suggests that promise of reform resides within school, and can be accomplished by a spirit of collegiality (p. xi) that calls upon energy, inventiveness and idealism within schoolhouse (p. xiv). Decades later, in this double issue of Journal of Education on theme Schools and Schooling , value of among those concerned with improving quality of schooling resonates in Special Section, edited by Dean Hardin Coleman, and in articles in main section. The intent of Special Section, as Dean Coleman's letter suggests, is to offer an opportunity to reflect upon the relationship between educational research and practice of education (p. 1). The Special Section is introduced with a letter from Dean Coleman followed by a collective case study of four schools that were awarded Thomas W. Payzant School on Move Prize. The case study is work of Chad d 'Entremont and his colleagues at Rennie Center for Education Research and Policy: Jill Norton, Michael Bennett, and Peter Piazza. Their article is followed by a report of a structural analysis conducted by Alan Kibbe Gaynor who offers insights into type of school reform that will benefit all students, including those who are now denied opportunity to realize their promise. Because of remarkable similarity of findings derived from these two different approaches, we invited authors to reflect on their own work in relation to

Training school pupils in the scientific method: student participation in an internationalVLF radio experiment

We report on a school–university collaboration to involve students in the deployment,testing, and operation of a very low frequency (VLF) radio receiver as part of aninternational network of such experiments. A background to the collaboration is presented,along with a summary of planning and development, and the ultimate deployment of thehardware. The integration and involvement of students in data analysis and testing isdiscussed and we summarize how students further develop their application of thescientific method via their role as custodians of the experiment. Such enrichmentactivities allow the students access to carry out non-curricular activities theywould not normally have access to. We consider that the project as a whole maybe used as a template for other school–university experimental collaborations.

An Insider Research on the University-School Collaboration Program Management Issues

An Insider Research on the University-School Collaboration Program Management Issues

School-University Collaboration: Perspectives on a Hybrid Space for Literacy Learning

This paper examines the ongoing collaboration between a teacher certification literacy course and a local elementary school. Teacher candidates, elementary students, classroom teachers, and university instructors all collaborate to implement a literacy methods course, creating a hybrid space for learning in which university and school personnel work together to the benefit of all participants. The background of this collaboration is described, and literacy learning is explored from the perspective of each participant group. Themes from these perspectives suggest that structured interactions between teacher candidates and elementary students help bridge the gap between literacy concepts and classroom practice, and that participating classroom teachers and university instructors, as well as teacher candidates, learn from the ongoing examination of instructional practice.

REAL Camp: A School–University Collaboration to Promote Post-Secondary Educational Opportunities Among High School Students

The REAL Camp-NIU Experience established at Northern Illinois University serves as a model to afford high school students an experience in science- and mathematics-related careers. The participants’ perceptions of the college-based camp curriculum were very favorable, as were the perceptions from preservice teachers and practicing teachers concerning the overall effect of the camp on student participants. Data indicated that the camp has shown success over time, with 21 of the 26 participants enrolling in some form of post-secondary education.

Rehearsing professional roles in community: teacher identity development in a school–university partnership

In this article, the authors describe a school–university relationship which aims to sustain dialogue between educators who are positioned differently in relation to pre‐service teacher growth. The authors distinguish an ‘intentional partnership’ model from other approaches to school–university collaboration, providing a rationale for their focus on identity development and dialogue. These two areas have particular salience for beginning teachers in the American context of accountability reform, where increasingly teachers are positioned as implementers of curriculum and learning is often defined through narrow numerical scores. Using their experience with an elementary school partnership, the authors examine discourse patterns at meetings and participant feedback to explore ways in which teacher identities are rehearsed and how identity positions are taken up in relation to such issues as district‐mandated curricula. They conclude with implications for teacher educators regarding teacher identity development and school–university partnerships practices.

Focus on Policy: Dreaming of Collaboration

Marilyn Johnston-Parsons writes about collaboration. She describes several university-school collaborations with which she has been involved in terms of the tensions and the dialogue that has been associated with them. While she worries about the state of collaboration in this educational age, she admits to “cautious optimism” that more collaboration can be encouraged as part of the work of democracy that our schools do.

University-School Collaboration for the Implementation of a Tier III Reading Program for Elementary School Students

In the wake of the RTI movement, much has been discussed in terms of how to provide first- and second-tier interventions, but educators may need additional resources for service delivery within the third tier. One application of a Tier III intervention within a Midwest university's school psychology program partnership with a local school district is discussed. Details on how to implement Tier III interventions for students with significant reading difficulties are provided. Specifically, a description of one service delivery model, the resources used to implement the Tier III interventions, and assessment of student progress are discussed. Further, a discussion on the maintenance of the interventions and sustainability of the project over time is included.

Becoming “Difference Makers”: School-University Collaboration to Create, Implement, and Evaluate Data-Driven Counseling Interventions

High school students seeking to complete a postsecondary degree must properly prepare themselves academically and financially in order to qualify and pay for college. With the use of data, school counselors can target high-achieving students from diverse backgrounds to provide equitable opportunities for all students. In this article, a school counselor along with partners from the school district and local university discuss how school counselors at a high school were able to increase academic and funding opportunities for college-bound students from low-income households. Interventions included enrolling target students in academically challenging courses and advising students in applying for financial aid and scholarships.

Becoming "Difference Makers": School-University Collaboration to Create, Implement, and Evaluate Data-Driven Counseling Interventions

High school students seeking to complete a postsecondary degree must properly prepare themselves academically and financially in order to qualify and pay for college. With the use of data, school counselors can target high-achieving students from diverse backgrounds to provide equitable opportunities for all students. In this article, a school counselor along with partners from the school district and local university discuss how school counselors at a high school were able to increase academic and funding opportunities for college-bound students from low-income households. Interventions included enrolling target students in academically challenging courses and advising students in applying for financial aid and scholarships.

A University—School Music Partnership for Music Education Majors in a Culturally Distinctive Community

University—community collaborations are a fairly recent phenomenon, which has often been manifested through the establishment of university partnerships with schools. This research sought to document the process and outcomes of a university—school collaboration called Music Alive! in the Valley (MAV), a yearlong partnership between 33 university music education students and faculty with an elementary school within a rural location of a western state. MAV was intended to serve a Mexican American migrant community whose children frequently spoke only Spanish at home and to provide occasions for university students of music education to engage in positive social contact via music performances, participation, and training experiences. An ethnographic method was employed by which observations, interviews, and examination of material culture were assembled over the course of the school year, and an assessment was offered of the benefits and challenges in the creation of a music education partnership in distinctive (and remote) cultural communities.

Realities of a School-University Partnership: Focus on Leadership

In this school-university partnership, university faculty team with high school teachers to advance content literacy for immigrant students. Using a narrative research design, we retell stories, chronologically structured by comentoring developmental phases, to retrace our individual teams’ activities. With a distributive perspective of leadership, we examine interactions among university faculty, teachers, and administrators and reflect on the ways of and reasons for accomplishing partnership tasks. In the process, we identify leadership strategies that either offset problems highlighted in the literature or address struggles confronted in this cross-cultural endeavor, and we offer insights regarding essentials for facilitating school-university collaborations.