Reimagining a School – University Partnership: The Development of the Oxford Education Deanery Narrative

Fancourt, Nigel; Edwards, Anne; Menter, Ian

doi:10.3402/edui.v6.27724

Cited by 17 publications

(10 citation statements)

References 27 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Literature regarding university academics working collaboratively with educators in schools indicates that these relationships exist in many forms, ranging from professional development to joint research (Bevins & Price, 2014;Fancourt, Edwards, & Menter, 2015). An early example of school/university partnerships took place in Australia in 1994-1996 when a consortium of 14 universities worked with more than 100 government and non-government schools.…”

Section: Partnerships Come In Many Formsmentioning

confidence: 99%

“…Also in Australia, teachers and academics have engaged as professional partners in order to develop curriculum to improve science, technology, engineering and mathematics (STEM) teaching in schools (Bissaker, 2014). In England, a standard university-school partnership teacher education partnership grew to also address some needs for professional development, and for university research (Fancourt, Edwards, & Menter, 2015). In Ohio, USA, universityschool collaboration involved a ten-week appreciative inquiry study of 11 self-selected (voluntary) "school administrators" (in Australia these people are known as "principals") and this study used successful practices/ events to advance these school administrators' practices (Calabrese, 2015).…”

Section: Partnerships Come In Many Formsmentioning

confidence: 99%

See 1 more Smart Citation

Collaborative Inquiry Driving Leadership Growth and School Improvement

Chaseling¹,

Smith²,

Boyd³

et al. 2016

View full text Add to dashboard Cite

Australia's largest schooling system, the NSW Department of Education, is in a period of unprecedented change as the Department of Education initiates a range of reforms. One critical reform occurred in 2014 when the Department of Education and the New South Wales Teachers' Federation agreed to link teachers' salaries with accreditation. For the first time, all Department of Education principals, executives and teachers must complete an annual Performance and Development Plan. This article describes the work of a team of academics from the School of Education, Southern Cross University, and the Department of Education school leaders in northern NSW, exploring opportunities to accomplish school improvement through the "North Coast Initiative for School Improvement" (NCISI). The impetus for this initiative is based on the work of Alberta academics and researchers, Dr. David Townsend and Dr. Pamela Adams. The approach is based upon small teams, comprising a member of a school district's central office, a district principal and university academics, who once a month visit the leadership team of a school in order to build instructional leadership. This process involves the use of a guiding question, generative dialogue and a collaborative inquiry methodology. Early findings indicate the NCISI's approach is having positive impact leadership growth, through collaboration. Key elements of trust and professional identity have developed within teams. The very positive reaction of school communities to the project in its early stages is heartening and shows that there is a strong desire by school leaders to draw upon collaborative support in order to grow professionally. The project also demonstrates a strong level of commitment from a regional university to build productive relationships with schools.

show abstract

Section: Partnerships Come In Many Formsmentioning

confidence: 99%

Section: Partnerships Come In Many Formsmentioning

confidence: 99%

Collaborative Inquiry Driving Leadership Growth and School Improvement

Chaseling¹,

Smith²,

Boyd³

et al. 2016

View full text Add to dashboard Cite

show abstract

“…(Bolotov, 2013), (Vorovschikov, 2007), (Galperin, 2006), (Inkov, 2009), (Competency building approach, 2012), (Kolomiyets, 2011), (Concept, 2008, (Krayevskiy, 2008), (Livshits, Nechayev, 1988), (V Russia research-to-practice conference proceedings, 2013), (Education and development in changing world, 2016), (Fancourt et al, 2015) and others. This way, we could give new terms to everything in teaching techniques, to create some new formation, but the learning outcomes will still be questionable.…”

Section: Problem Statementmentioning

confidence: 99%

Strategies Of Continuing Psycho-Pedagogical Education

Фаритович¹

2017

European Proceedings of Social and Behavioural Sciences

View full text Add to dashboard Cite

The research demonstrates that both in Russia and foreign countries, higher education professors use traditional (about 35%), distance (about 30%), interactive (15%), none (20%) strategy. When polling professors of several Kazan universities about the strategy used in their academic activity (traditional, distance, interactive, none) we discovered that 43% chose distance strategy, 39% -none, 10% -traditional, 8% -interactive one. Most of the professors chose either distance strategy or teaching without any strategy. These are only the poll results. Teachers' work observation shows that most of them prefer working not distantly, but traditionally and they note that the increasing requirements and reports on digital (computer) education tasks don't let them specify the strategic meaning of their T&E activity.In the experiment carried out at Kazan federal university in 2014-2016, four levels of educational results were determined according to scoring-and-rating system: the first is high level; the second is middle; the third is low level; the fourth is unacceptable. The experiment verified three strategies: traditional, distance and interactive. These strategies predominate in professors' activity. The undertaken research proved that only interactive strategy has positive effect on educational results. Still curriculum should include real communication between students and teachers, it should propose using information resources in the mode of algorithmic distance tasks, supporting a student by coaching, that is professional (psychological and pedagogical) situations simulation, coordinated problems solving; a student should become a subject of interaction, take an active part in the course of studying, follow his/her individual route.

show abstract

“…This return to teacher education was caused by, on one side, problems of the traditional specialized university model, and on the other side, by global trends of teacher education at various universities (Ellis & McNicholl, 2015;Elstad, 2010;Fancourt, Edwards, Menter, 2015;Beauchamp, 2015;Menter & Hulme, 2011). All this made the objective of teacher training more interesting.…”

mentioning

confidence: 99%

Teacher Training at Kazan Federal University:

Gafurov¹

2020

E&SD

View full text Add to dashboard Cite

In 2020, Kazan University received a notable token of recognition for its work in teacher education in the past five years. According to the Times Higher Education, our university is now among the top one hundred in the Education subject rankings. Currently, this is the best position among the universities of Russia, CIS, and Eastern Europe. This validates the strategy in teacher education that the university has been implementing over the past years. 2020 is also a special year because it marks ten years of our federal status – the status granted by an executive order of the President of Russia. Currently, KFU is among the ten largest Russian universities; we have about 50,000 students in the majority of the existing higher education specializations. The University collaborates in many scientific and educational programs, including a federal project for boosting the international competitiveness of Russian universities.

show abstract

Reimagining a School – University Partnership: The Development of the Oxford Education Deanery Narrative

Cited by 17 publications

References 27 publications

Collaborative Inquiry Driving Leadership Growth and School Improvement

Collaborative Inquiry Driving Leadership Growth and School Improvement

Strategies Of Continuing Psycho-Pedagogical Education

Teacher Training at Kazan Federal University:

Contact Info

Product

Resources

About