Partnerships for Improving Schools.

Soder, Roger; Jones, Byrd L.; Maloy, Robert W.

doi:10.2307/1981955

Cited by 5 publications

(1 citation statement)

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“…This resistance to collaboration in schools is largely attributed to the egg carton organization of classrooms that separates teachers from one another (Lortie, 1977), leaving teachers to perform their work in isolation (Jones & Maloy, 1988;McDonald, 1987;Prawat, 1991). In universities, the reward structure based on research, teaching, and service does not readily count school collaborations under any of these activities, leaving professors with little incentive to collaborate (Zeichner, 1995).…”

Section: Building Organizational Infrastructurementioning

confidence: 99%

The Challenges of Bridging the Research–Practice Gap through Insider–Outsider Partnerships in Education

Phelps

2019

Teachers College Record: The Voice of Scholarship in Education

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Background Partnerships between schools and universities are increasingly advocated as a way to bridge the research–practice gap in education. Empirical research has revealed a wide variety of benefits that these partnerships can bring to merging research and practice. Yet, empirical studies also demonstrate that merging research and practice through partnerships at local sites is neither straightforward nor a guaranteed process. Rather, it is a fragile process fraught with tension that often stems from the relationship between the school and university partners. Purpose Kornfeld and Leyden reflected that if schools and universities are to successfully partner, they “should be ever mindful of … the infinite complexities and potential pitfalls in the relationship.” The purpose of this literature review is to document these complexities and pitfalls more fully so that schools and universities involved in partnerships can have more realistic expectations of the demanding work entailed in maintaining healthy relationships. Realistic expectations can help school and university partners to more successfully navigate the fragility of their work. Furthermore, the research literature suggests that when partners work collaboratively to address these challenges, they will strengthen their relationships. Research Design A literature review was conducted using an intellectual social network analysis and an extensive database search. A total of 56 studies were selected for analysis using relevant inclusion and exclusion criteria. Findings The 56 studies reveal that challenges to maintaining partnerships emerge from the differences in schools and universities along three high-level categories: organizational structures, discourse practices, and power relations. Yet, schools and universities can mitigate these challenges by working together to collaboratively build organizational infrastructure, shared meaning, and trusting relationships. Recommendations Schools and universities that partner to close the gap between research and practice at local sites should be mindful of the ways that their differences in organizational structures, discourse practices, and power relations can complicate their work together. At the same time, schools and universities can strengthen their relationships by intentionally working to collaboratively build organizational infrastructure, shared meaning, and trusting relationships. By working to reconcile the differences between themselves, schools and universities can better learn how to navigate the fragility inherent in their partnership.

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Section: Building Organizational Infrastructurementioning

confidence: 99%

The Challenges of Bridging the Research–Practice Gap through Insider–Outsider Partnerships in Education

Phelps

2019

Teachers College Record: The Voice of Scholarship in Education

View full text Add to dashboard Cite

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A Multilevel Examination of the Distribution and Effects of Teacher Trust in Students and Parents in Urban Elementary Schools

Goddard¹,

Tschannen‐Moran²,

Hoy³

2001

The Elementary School Journal

347

280

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The Effect of Social Capital on College Students’ Initial Job Selection in South Korea

Kim

Cho²,

Youngsup

et al. 2014

JBM

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This study aims to explore whether college and family social capital influences the job selection of college students. When demographic variables such as gender and college type are controlled for, logistic regression of 2,145 college students shows that only college social capital, such as peer friendship (β = .160), extracurricular activities (β = .096), and academic advisors counseling (β = .047), affects their job selection. Based on this finding, college students, on and off campus, are recommended to form close networks with various college constituents, and academic advisors to make continuous network with their students. In addition, college administrations can help build career-oriented extracurricular activities and encourage college students to participate in these activities.JEL Classifications: J13, J24, O53

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Partnerships for Improving Schools.

Cited by 5 publications

References 0 publications

The Challenges of Bridging the Research–Practice Gap through Insider–Outsider Partnerships in Education

The Challenges of Bridging the Research–Practice Gap through Insider–Outsider Partnerships in Education

A Multilevel Examination of the Distribution and Effects of Teacher Trust in Students and Parents in Urban Elementary Schools

The Effect of Social Capital on College Students’ Initial Job Selection in South Korea

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