Partnerships Between Schools and Higher Education

Day, Christopher; Smethem, Lindsey

doi:10.1016/b978-0-08-044894-7.00688-6

Cited by 10 publications

(14 citation statements)

References 3 publications

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“…School–university partnerships are acknowledged as powerful ways for educators to form collaborations that can result in improved practice and results for students (Coburn and Penuel, 2016; Coburn et al , 2013; Day and Smethem, 2010; Klar et al , 2018). School–university partnerships are not necessarily unidimensional projects; a wide variety of partnership types have, among other differences, various structures, goals and contexts (Barnett et al , 1999; Callahan and Martin, 2007; Day and Smethem, 2010). For the most part, partnership ventures differ from other types of school–university arrangements (e.g.…”

Section: School–university Partnershipsmentioning

confidence: 99%

“…For the purpose of this study, a partnership is defined as two or more parties that share common goals that cannot be reached by either party independently (Barnett et al , 1999). Contemporary pre- and in-service partnerships between schools and HEIs have been acknowledged internationally as being an important strand in strategies to reduce inequalities, raise the quality of education for all teachers and enhance the quality and relevance of school education in the twenty-first century (Day and Smethem, 2010).…”

Section: School–university Partnershipsmentioning

confidence: 99%

“…In their study, Day and Smethem (2010) examined the nature of six innovative partnerships across different education systems in the world. They provided several examples of how various school–HEI partnerships can be formed: postgraduate programmes, generally for midcareer teachers, and nonaccredited in-service programmes (both may involve classroom-based research); several schools collaborating either with an HEI in one district or country or with schools in another district or country; a school working with consultants in a local authority, school district, and/or HEI; a research consortium (funded, e.g.…”

Section: School–university Partnershipsmentioning

confidence: 99%

“…by education ministries or unfunded); funded or unfunded action research projects; and formal or informal collaborative research networks. These forms of partnership share three assumptions: critical reflection is a necessary part of being a professional in schools and universities; learning only from one’s own experience will ultimately limit learning; and change is more likely to occur if those who lead change in schools and classrooms are active participants in shaping change agendas (Day and Smethem, 2010).…”

Section: School–university Partnershipsmentioning

confidence: 99%

“…Research shows that these interplays can contribute to meaningful changes in the teaching and learning processes in schools (Ainscow, 2012; Henig et al , 2015; Melaville et al , 2006). There is a burgeoning body of literature on initial teacher education, professional development for teachers and educational research, which acknowledges school–higher education institution (HEI) partnerships as a powerful way for educators to form collaborations that can result in improved practice and results for students (Day and Smethem, 2010). However, only a limited amount of research actually tries to understand how partnerships emerge from strategic leadership and principals’ understandings (e.g.…”

Section: Introductionmentioning

confidence: 99%

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Making sense of external partnerships

Sahlin

2019

JPCC

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Purpose The purpose of this paper is to examine principals’ sense-making of a school–university collaboration taking an institutional perspective on organizational change. The study’s context involves three schools in a collaboration focusing on leadership and school improvement with one university. Design/methodology/approach The study draws on findings from a qualitative case study that examined principals’ sense-making of this type of school–university collaboration. Data were collected over three years and consisted of semistructured interviews, meeting notes, field observations, field notes and document analysis. A qualitative content analysis was performed using the Atlas.ti 6.2 software tool. Findings The findings showed that mattering sense-making for the principals in this collaboration is related to the cultivation of collective participation and responsibility, the development of trust and improvement culture among actors, and the sense of moving towards research-based and collaborative learning-oriented practices in their schools. Research limitations/implications This study encountered several limitations that need to be addressed and recognized. First, the small number of cases in this multiple case study, as well as the specific social context, limits the possibilities for the generalization of the findings. Second, the study was not independently selected and the findings and analyses were linked to national and local contexts, which can be seen as a limitation and a strength. Nevertheless, this study provides in-depth information about the principals’ experiences and constructions of meaning as they helped lead a school–university collaboration in their schools. Finally, although the sample was small and not representative, the findings provided useful insights into and examples of how principals understand and interpret a school–university partnership in their schools’ improvement processes. Originality/value The findings provide an elaborated illustration of how intentional efforts to collaborate and develop the schools in a school–university partnership may affect the regulative, normative and cultural–cognitive aspects in schools.

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Section: School–university Partnershipsmentioning

confidence: 99%

Section: School–university Partnershipsmentioning

confidence: 99%

Section: School–university Partnershipsmentioning

confidence: 99%

Section: School–university Partnershipsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Making sense of external partnerships

Sahlin

2019

JPCC

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Boundary Objects and Brokers in Professional Experience: An Activity Theory Analysis

Loughland

Nguyen

2017

Educating Future Teachers: Innovative Perspectives in Professional Experience

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STEM Teacher Professional Development for Primary School Teachers in Hong Kong

Cheng

Yeh

2022

Concepts and Practices of STEM Education in Asia

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This study draws on the findings from a STEM education project to examine Hong Kong in-service primary school teachers’ perceived challenges in implementing STEM education, the support they received in STEM teacher professional development (STEM TPD), and their needs for future STEM TPD. The study engaged teacher professional development through a school-university partnership and adopted a practitioner research approach that aimed at enhancing primary school teachers’ professional capacity of designing STEM activities relevant to the Hong Kong curriculum, with an emphasis on the learning of crosscutting concepts and inquiry-based teaching. STEM TPD is aimed at collaborative curriculum development as an opportunity to foster active learning through co-creating curriculum materials among teachers and university facilitators. Twelve primary school teachers from various subject teaching backgrounds were interviewed. Semi-structured interviews were carried out to collect the teachers’ experiences with the STEM TPD and their views on the integration of cross-cutting concepts in designing STEM lessons. Findings of the study revealed teachers' perceived challenges during the preparation and teaching phases related to STEM instruction and lesson planning, limited resources, and other concerns embedded in broader contextual situations. While teachers reported to have received different types of support from the STEM TPD relating to the pedagogical knowledge of STEM, future directions for STEM TPD were expressed in relation to content components of STEM TPD, opportunities for authentic learning and first-hand experiences, and coherence. Finally, this chapter discusses areas that need to be resolved before a further enhancement in terms of quality and quantity of STEM lessons could be expected.

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Partnerships Between Schools and Higher Education

Cited by 10 publications

References 3 publications

Making sense of external partnerships

Making sense of external partnerships

Boundary Objects and Brokers in Professional Experience: An Activity Theory Analysis

STEM Teacher Professional Development for Primary School Teachers in Hong Kong

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