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1.
This study focuses on comprehensive partnerships between K–12 schools and postsecondary institutions which were created to improve the precollege academic preparation, college enrollment, and postsecondary success of minority and disadvantaged students. The study identified those partnerships that had been in existence in the United States for more than five years and surveyed them utilizing a 12-item questionnaire designed to determine the following: (1) structural characteristics; (2) funding; (3) success in achieving their goals and objectives; and (4) data collected to measure success.During the course of study, key informants from each partnership were surveyed. Partnership research has been scant, in part due to the fact that school-college partnerships of this type are a fairly new development in education. The results of the surveys have contributed new information to the field on the characteristics of partnerships. Findings also indicated that a majority of these partnerships incorporated some of the important characteristics for success recommended in the available literature. The partnerships consider themselves to be at least somewhat successful in achieving their goals of improving high school preparation and college enrollments for minority and disadvantaged students. They are, however, less informed about the success of their participants in college, especially college retention and graduation. They are also less informed about the availability of financial resources for their college aspirants and appear only marginally committed to creating institutional change. 相似文献
2.
Peter H Meggitt 《Studies in Continuing Education》2013,35(2):172-190
This study sought to compare the perceptions of Australian consultants, involved in a three year assignment in the South Pacific of the essential knowledge, attitudes and attributes, and skills needed for ‘effective’ consulting, with those of the client group and a third group of Asian and Pacific consumers and providers of consulting services. This latter group consisted of executive members, sub‐regional coordinators and program facilitators of the Asia South Pacific Bureau of Adult Education. A two‐round questionnaire was employed to enable them to provide qualitative data on the knowledge, qualities and skills required of ‘effective’ consultants and then to rank order these items, and others obtained from an extensive literature search, to guide project managers and cross‐cultural trainers in the recruitment and preparation of consultants for effective outcomes. These guidelines seemed particularly urgent in the light of the 80% early return rate (premature return of consultants before project completion) at a cost of two billion dollars per annum (in the USA) and the evidence that fewer than one‐in‐three consultants receive cross‐cultural preparation before their departure and are generally recruited on the basis of strong success records at home. The major findings that emerge are that there are statistically significant differences between the three groups as to the most important ‘competencies’ required for successful overseas consulting; that ‘cultural sensitivity’ is the most important attribute; ‘interpersonal’ and ‘teaching’ skills the most important skills, after ‘technical expertise'; that the composite ‘Mentikit’ effective consultant yielded by the literatureis quite different from that constructed from the survey responses; and that ‘home country success’ is unimportant compared with other traits and skills with major implications for culture‐general and culture‐specificcross‐cultural selection and training. 相似文献
3.
Joyce L. Epstein 《师资教育杂志》2018,44(3):397-406
AbstractThis article discusses the contributions of the international studies in this special issue and presents a few emerging topics on school, family, and community partnerships. The studies in Part I confirm that, across countries, future teachers are inadequately prepared to conduct effective partnership programmes with all students’ families. Part II reports the results of interventions that provide future teachers with opportunities to practice the kinds of communications with parents that they will use as new teachers. In my and colleagues’ studies, several topics of family and community engagement have emerged that will extend and enrich college courses for future teachers and school leaders. These include a redefinition of the ‘professional’ teacher; understanding partnerships as a component of good school organisation; the importance of goal-linked family and community engagement for student success in school; the role of the community in partnership programmes; and the connections of preservice and inservice education for preparing and sustaining productive connections of home, school, and community. 相似文献
4.
This article challenges one of the central orthodoxies of much school effectiveness and school improvement work – namely that schools should strive to become more consistent environments for pupils and teachers. It reviews the arguments for consistency; the success of centralised systems, and the 'mirroring' of factors of effectiveness at the different levels of organisation but also examines the evidence which seems inconsistent with this thesis. For example, the differential performance of boys and girls in some schools and of certain ethnic groups in some school environments. Whilst not suggesting that 'consistency' theories should be rejected in all circumstances the article argues that the motivation of students is the key factor which needs to link school organisation and school context. Drawing on organisational literature the analysis concludes that effective schools are most likely to be those which are able to differentiate their structures, strategies and policies for different groups of pupils and different learning tasks. 相似文献
5.
This article explores the key issues or dilemmas secondary schools face when considering collaborating to form a school partnership, in particular a Collegiate Academy. The methodology is an evaluation based on interviews with 15 headteachers and other key staff from three Collegiate Academies in Birmingham during the autumn of 2005. Seven key issues are identified – size, coordination, focus, needs, success, funding and dissemination – that schools need to work through and resolve if their partnership is to be successful. An analysis of the interconnections among the seven issues shows three underlying themes: the first relates to the organisation of the Collegiate Academies; the second concerns the work of the collegiate-based Advanced Skills Teachers; and the third encompasses sustainability and securing the long-term future of the Collegiate Academies. School partnerships are increasingly seen by government as the key to school improvement and so the findings from this preliminary study have potential benefits, particularly in the initial phase of setting up such partnerships. 相似文献
6.
This paper focuses on a community–university partnership built around a programme of study co-created by residents of a disadvantaged community and situated, for the most part, within that community. The aim of this paper is to share lessons learned from this community engagement initiative, as identified through a research study which ran concurrent to the programme. The study involved 41 interviews (18 individual interviews and 23 focus groups) over a two-year period with 28 participants. Participants included students, lecturers and community and university stakeholders. The finding section focuses on the characteristics of the initiative which allowed it to positively impact those involved. The data indicated that (i) the authenticity of the partnership between the community and university, (ii) the suitability of the lecturers and (iii) the ability of the lecturers and management to adapt the programme to identified needs were all key to the success of the programme. The paper concludes with a discussion, incorporating relevant literature, regarding what can be learned from this programme for those interested in enacting truly engaged practice in Irish higher education. 相似文献
7.
Yongyan Li 《高等教育研究与发展》2020,39(3):500-514
ABSTRACTInterdisciplinary collaboration, in the sense of partnership between English language teachers and content teachers, is significant for enhancing university students’ English-medium academic success. It has long been advocated, but it has not become a common phenomenon in higher education institutions. The present article aims to synthesize what has been revealed about such collaboration in tertiary contexts in the (English-medium) literature, and to consider implications for practice and research. A systematic approach was adopted in conducting the literature review. The main body of the article focuses on illustrating five themes grounded in the literature: theoretical perspectives on the need for interdisciplinary collaboration; motivations for interdisciplinary collaboration and slow development of the trend; interdisciplinary collaboration on a continuum of partnership; team teaching in interdisciplinary collaboration; and benefits of interdisciplinary collaboration. Implications for practice and research are then discussed. 相似文献
8.
ABSTRACTThis study is an autoethnographic reflection on power and expertise in an evolving student/staff partnership. The partnership was initiated as pedagogical co-design in the development and implementation of a peer-assisted learning programme. Through a process of critical reflection that linked our partnership experience with themes from relevant literature, we (the staff and student authors) became co-researchers of our practice. The evolution of the partnership provided a unique perspective from which to compare our experiences of power and expertise across both contexts. We characterised our pedagogical co-design partnership as a shift from the more traditional ‘power over’ model of delivery towards ‘power to empower’ where both student and staff partners had agency and voice. Key to this important transition was a shared philosophy of student-centred teaching. As the partnership transformed from co-teaching to co-researching we needed to re-negotiate power dynamics; while our different pathways had converged on a common view of student-centred learning, our research expertise remained disparate. We were able to negotiate this challenge by drawing on our existing relationship based on respect, reciprocity and responsibility, reinforcing views of partnership that value equality of opportunity and a focus on learning and process, rather than equality of contributions and outcomes. 相似文献
9.
Ravit Mizrahi-Shtelman 《Globalisation, Societies & Education》2021,19(1):81-97
ABSTRACT Based on an in-depth analysis of newspaper articles and internal documents, in this article I examine the formation of a new collective and glocal identity for the Israeli principals’ organisation, Manhigim, which was established in October 2018. I show how, in the process of establishing the organisation, the leaders formed a collective glocal identity comprised of three distinct identities, namely a labour union identity, a professional identity, and a political identity. These identities respond to the question, ‘Who are we?’ As such, they have relationships to the past, present, and expected future. Each one of the identities is glocally constructed; that is, it is influenced by global norms and values, but also by local problems and concerns. My findings suggest that, by stressing the global values of autonomy, trust, and partnership, the organisation’s leaders facilitated an interesting reformulation of the principals’ professional identities. Moreover, they positioned the organisation as the most knowledgeable and important actor in the Israeli educational field. As such, the glocal identity legitimises the primacy and acceptance of the new principals’ organisation as an integral part of the system of Israeli education policymakers. 相似文献
10.
Since the early 1990s, European higher education has been undergoing drastic changes with regard to the organisation and governance of academic work. The political emphasis on higher education autonomy and accountability went hand in hand with the introduction of market type steering devices and a new discourse regarding the universities' responsibilities to society. This article is about both carriers of diffusion processes that are crucial in disseminating private sector logics and the limits to such processes. By taking into account contradictory societal pressures towards isomorphism and differentiation; we will draw on neo-institutionalism and the sociological systems theory to provide a definition of privatisation in higher education. Especially, we are interested in detecting systematic limits to the privatisation of higher education. We therefore examine a relatively recent phenomenon in higher education governance: the increasing reliance of institutions on management consulting services. First findings show that the more market-centred a higher education system is, the more readily it accepts the economic rationale of the consulting business. Nevertheless, our study also stresses that management consultancy for higher education institutions is of limited scope. Systemic differences remain unbroken as the adherence to different value systems, communication patterns and resources limit the scope of external, private consulting activities in higher education. 相似文献
11.
Yves Blieck Ilse Ooghe Chang Zhu Koen Depryck Katrien Struyven Bram Pynoo 《Studies in Continuing Education》2019,41(1):36-60
Quality models for online and blended learning (OBL) have mainly been developed in higher education. The literature indicates that these models are often conceptualised from the providers’ perspective. What is important for the quality of OBL from the students’ perspective has recently received increased attention in the literature. Consensus among stakeholders about students’ quality needs is useful to support dialogue between professionals to strategically adopt OBL and to ensure that the needs of students are met. This study aims to validate a quality instrument for OBL, taking a set of 74 quality indicators and analysing them in terms of seven success factors (credibility, accessibility, transparency, flexibility, interactivity, personalisation, productivity). The Delphi method was selected as most suited. Participants from adult education were asked to indicate on a 7-point Likert scale to what extent the indicators add to OBL quality to meet students’ needs. After four Delphi rounds, the participants agreed on definitions of success factors and 30 indicators. The results are useful for institutions, ministries of education and external quality assessment agencies to assess the quality of OBL and can support institutions to implement improvement actions to ensure that the needs of students are met. 相似文献
12.
《The Journal of educational research》2012,105(3):217-238
ABSTRACT Though early childhood literature defines kindergarten readiness in the context of the whole child across multiple domains, there is little research to demonstrate the relative influence of these domains on success in the kindergarten year. In this study, we use teacher judgments of students at the start of the kindergarten year across multiple domains as predictors of retention in kindergarten the following year. The analyses demonstrated that low ratings of students’ skills are predictive of retention, particularly for young males eligible for free or reduced-price lunch. Further, the analyses showed that of the set of domains, low ratings of literacy and numeracy skills are most closely associated with increased likelihood of retention. 相似文献
13.
Linyuan Deng Nan Zhou Ruihong Nie Peipei Jin Mengxi Yang 《Asia Pacific Journal of Education》2018,38(1):15-31
Parent-teacher partnership is associated closely with adolescents’ development. However, little is known about the association between parent-teacher partnership and Chinese high school students’ development. Therefore, this study examines whether and how parent-teacher partnership (objective contacts and subjective relationship quality) relates to high school students’ academic, career, and personal/social development among a national representative sample of 4,606 high school teachers from 61 high schools across 10 provinces of Mainland China. Both parent-teacher contacts and relationship were related to high school students’ development across all three domains (i.e., academic, career, and personal/social development). Parent-teacher relationship was more closely related to students’ developmental outcomes than parent-teacher contacts. Parent-teacher contacts were associated directly and indirectly with students’ developmental outcomes via parent-teacher relationship and teacher-student relationship. Implications for future studies and practice were discussed. 相似文献
14.
Universities and Teacher Education 总被引：1，自引：0，他引：1
Richard Pring 《Higher Education Quarterly》1999,53(4):290-311
There have been momentous changes in the organisation and funding of initial teacher training which threaten the traditional role of universities. However, the critics of these changes fail to see that the changes reflect radical developments in higher education more generally as a result of widening participation, greater accountability and more diverse missions. This makes it necessary for each higher education institution to ask what its distinctive contribution could be to the various partnerships – in the case of educational studies, to the partnership with schools. 相似文献
15.
Anne L. Jefferson 《Educational studies》2010,36(1):111-114
Performance appraisal is a measurement process of how well an individual is doing her or his job. In most organisations, this appraisal is an annual event. Generally, it is done to encourage job performance, to flag areas that need attention, to inform both parties as to expectations. Much of the literature speaks to this process in terms of the performance appraisal of the employee. However, the leader’s performance is as important to the success of an organisation as the employee’s. This article provides comment on actual use of a survey on leader performance. In so doing, the article highlights how a process, performance appraisal, can be responsible for undesirable consequences when results and actions taken are not necessarily aligned. 相似文献
16.
《Early childhood research quarterly》2001,16(1):53-71
Home visit quality was assessed in an Early Head Start program (N = 92 families) using measures developed in collaboration with program staff. Parent ratings were high, indicating “customer satisfaction” with home visiting. Home visitors rated their relationships with parents as having a feeling of partnership and their home visits as typically going well. Researcher observations of home visits were consistent with the program’s theory of change: Home visitors attempted to facilitate parent-child interaction, parents were engaged in home visit activities, home visitors interacted mostly with both parent and child together. Families perceived by staff as improving the most had home visitors observed by researchers as most effective at engaging parents and involving parent and child together. Families seen as “success” cases showed consistently high engagement in home visits; while “nonsuccess” cases showed consistently low home visitor facilitation of parent-child interaction. Through a collaborative partnership, assessments of home visits were used to guide both program improvement and research. 相似文献
17.
Jan Håkansson 《School Leadership & Management》2016,36(3):292-310
Preschool managers’ responsibility for and leadership of systematic quality work has come to the fore in connection with changes made to the Swedish preschool curriculum. The aim of this study is to contribute to the understanding of preschool managers’ leadership and management of the systematic quality work in Swedish preschools with reference to three specific domains: (i) governance, leadership/management and organisation, (ii) content and methods and (iii) development work and collegiate learning. Using qualitative methods, 18 preschool managers’ perspectives of leading systematic quality work have been analysed in relation to previous research. The results show a tension between linear and interactive forms of governance in the systematic quality work, but also that knowledge gaps among the staff can lead to uncertainties that the preschool manager has to address. At the same time, the results show the diversity of and variation in how children’s development and increased proficiency are documented, while the documentation of the quality of the work focuses on learning environments rather than on teaching and teacher competence. In the study, there are traces of what can be characterised as leadership for learning. This needs to be investigated more closely using other methods in future research. 相似文献
18.
Alan Barnard Waveney Croft Rosemary Irons Natalie Cuffe Wasana Bandara Pamela Rowntree 《高等教育研究与发展》2011,30(4):435-448
This paper reports on the outcomes of a peer partnership program trialled at the Queensland University of Technology (QUT), Australia. The program was designed based on a community of practice methodology to bring together academic staff for the purpose of advancing teaching practice. The program encouraged professional and supportive environments for the purpose of critical reflection and personal development. The belief was that quality teaching is core business and vital to university organisational goals. Peer partnership programs support improvement in teaching and learning. Participants in the program reported the program enhanced their commitment and insight into teaching and that there is willingness to be involved if supported by colleagues and an organisation. Feedback from participants in the program was positive and outcomes arising from the QUT Peer Partnership Project were the development of an online peer partner tool-kit, staff development training, an instructional DVD and integration of the project goals within QUT staff development programs. 相似文献
19.
Nigel Martin Healey 《Higher Education Quarterly》2023,77(1):83-101
There is currently renewed interest in transnational education (TNE) amongst UK universities as a means of taking education to the 98% of tertiary students worldwide who are geographically immobile. In this discourse, the home universities are characterised as the dominant players, seeking strategic opportunities to commercially expand into foreign markets. This paper argues that, in contrast, there are four key stakeholders in TNE—the home university, the partner organisation, the host government and students in the host country—and a TNE partnership is shaped by their relative power and motivations. The paper finds that unless the motivations of stakeholders are broadly aligned to the form of TNE partnership, it is unlikely to succeed. It highlights the fluid nature of these motivations which change over time—often slowly, but sometimes abruptly when there is a change in university strategy or policy on the part of the host government. 相似文献
20.
The ways in which research production is organised incontemporary universities are different both from the oftencommonly expressed view of the individual researcher discoveringnew knowledge working alone, and from the traditionalprofessor-assistants organisation as the basic researchproduction unit. This article presents – on the basis of anempirical study of social science research organising in fourdifferent universities – a number of characteristics of how basicresearch organisation takes place. The most are described commonfeatures of such organisation models described. The factorsconstructing new more dynamic and integrated models in practiceare analysed. And the demands for efficient university governancestructures, to ensure the development of basic organisationswhich can produce short- and long-term high quality andsuccessful research, are discussed. 相似文献