首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 15 毫秒
1.
The value of teachers’ engagement in and with research is long recognised and it is acknowledged that school–university research partnerships are one way of enabling such engagement. But we know little about how research-based knowledge is negotiated into school practices. Here we draw on data from nine ‘research champions’, who are teachers in schools which are part of the Oxford Education Deanery, a research partnership with a university department. Taking a cultural/historical approach, the study examined the strategic intentions and actions in the activities of the champions as they negotiated research-based knowledge into their schools. Data comprised 59 completed templates that described what they did and why. Findings revealed differences between those with close links with senior leaders—who could take a whole-school approach—and those whose reach was restricted by their position in school practices. Nonetheless, all the champions carefully selected and targeted research in ways that reflected their knowledge of local contexts. The findings point to the need to incorporate the champion role into school systems and for universities to value the role as they develop their own research agenda.  相似文献   

2.
Postgraduate master’s programs for in-service teachers may be a promising new avenue in developing research partnership networks that link schools and university and enable collaborative development, sharing and use of knowledge of teacher research. This study explores the way these knowledge processes originating from master’s students’ research occurs in the school–university network of a master’s program embedded in the K–12 school environment of a Central Management Organization in the US. Questionnaires, interviews, and logs were used to collect quantitative and qualitative data at four time-points over a 10-month period. Data were analyzed at three network levels: school, dyad, and individual. Findings indicate that the school network context provided both master’s students and research advisors with a supportive context for collaboratively engaging in knowledge processes during research as well as after they graduated. However, the network context was not enough to build sustainable and productive relationships in the partnership network.  相似文献   

3.
教育改革是以一系列行动改变教育制度的"结构"、过程和行为习惯的过程.香港中文大学的成员利用教改的机会,在香港的学校内进行改进工作,让一系列学校改进计划成功地开展.本文试图总结大学与学校协作的经验,并分析大学成员如何面对学校教育庞大而牢固的"结构"而试图改变之.文章以"结构化"理论为探讨脉络,展现大学成员如何与政府和学校教师结为伙伴,让学校改进的协作模式得以更新.  相似文献   

4.
ABSTRACT

This article discusses a 2-year action research project carried out in Catalonia using a sample of seven schools with varying degrees of social and ethnic diversity, focusing on the debate and critical perspectives surrounding the question of family–school relationships. It underlines four considerations, which are seen as symbolic, practical and probable barriers to this partnership: unequal power relationships, diversity and inequality of families, the grammar of schooling and how teachers view their professional identity. We present an action research project that involved the critical participation of the teaching staff in these seven schools and designed to answer the following question: under what conditions could family–school relationships be improved with and for all families, pupils and teachers? The conclusion discusses both the limitations of the critical action research and the lessons learnt from it: (a) the true transformation of the grammar of schooling is a slow and complex process; (b) this process is positive for teachers and makes their work better and easier; (c) the evaluation of constructive critical support is relevant and highly valued; and (d) the assessment of improved daily actions is key to making them visible and sustaining the change process.  相似文献   

5.
Schools are required to develop policies and practices in line with the principles of both partnership with parents and pupil participation. However, there is increasing recognition of the potential tensions that may exist between these two principles. This paper reports on a study that aimed to explore the question of how schools might develop their home–school relationships in ways that enhance rather than constrain pupil participation. It focuses on the perspectives of children aged 6 to 16 years (with and without special educational needs), parents and teachers concerning children's involvement in decision-making at home and at school, and their participation within the home–school relationship. The findings highlight the need for schools to develop a coherent view of what active participation means for children and a vocabulary to communicate about this not only with pupils and staff across the whole school, but also with parents. They demonstrate that there is scope for two-way support between parents and teachers in relation to the promotion of children's involvement in decision-making both at home and at school. Further, they illustrate the complex and evolving three-way partnership between parent–child–teacher that is central to the home–school relationship. While it is acknowledged that children may rightly wish to keep a distance between aspects of home and school life, it is argued that there is a need for schools to give explicit consideration to the place of pupil participation within the home–school relationship.  相似文献   

6.
In this quasiexperimental study, the authors investigated the effects of university within school partnership model, within which faculty members acted as teacher-researchers to improve fractional knowledge among middle school (Grades 5–8) students. Students in nine Grade 6 mathematics classes from two public middle schools in Turkey were assigned to two conditions: University within school model instruction and traditional instruction. Pre- and posttest data showed that the students exposed to instruction through the university within school partnership model significantly outperformed their traditional instruction peers on the fractions test. Results indicated that students made significant gains in fractional knowledge in the experimental classrooms and in different subgroup populations. It was suggested that a substantial amount of mathematical infusion through partnership could have a positive impact on middle school students' fractional knowledge. The educational implications of the study were also discussed.  相似文献   

7.
Universities and schools have a long history of partnering with one another to achieve a range of educational goals in America's schools. For many years, the needs of the universities were the primary impetus for partnership. Universities needed practicum sites for student teachers and other educational professionals, as well as participants for the research of university social science faculty. In more recent years, the balance has begun to shift dramatically so that the needs of schools are increasingly driving the formation of school–university partnerships. This article briefly describes the recent history, development, and major foci of school–university partnerships. After identifying a relatively neglected area of school–university partnerships, the article describes an existing partnership that addresses this area in order to illustrate the potential and opportunities for partnership. Finally, this article closes with a discussion of the challenges and potential benefits of school–university partnerships.  相似文献   

8.
The focus of the Education Works Personalization Project was to facilitate teams of teacher action researchers whose goal was to personalize their teaching with the support of university partners including doctoral students in education. The subsequent apprentice-like research experience within this university–school partnership provided an opportunity to study the ways in which teacher action research could serve as a vehicle for bridging the culture gap between schools and universities. Both the research team experience and the development of the school–university inquiry/knowledge network were initially characterized by undefined roles accompanied by ambiguous expectations. Although the ambiguity proved difficult initially, those who persisted and engaged in new roles ultimately found these emerging inquiry communities generative and valuable. We have come to conceptualize these generative inquiry communities as third spaces and we describe how oppositional categories framed by the cultural differences between schools and universities can work together to generate new knowledge.  相似文献   

9.
Evidence has been accumulating for some time about the impact of standards-based education reforms on schools and schooling, but there has been little research investigating the influence of these reforms on university-based initial teacher education (ITE). This article critically inquiries into the effects of these reforms on an ITE co-teaching project where a secondary English teacher in a school was seconded to work for a year as a teacher educator in an Australian university in a praxis-based partnership. Using Cavarero’s framing of ‘who’ and ‘what’ narratives, and Bakhtinian discourse theory, the authors present three autobiographical narratives exploring different perspectives on their experiences in the co-teaching partnership. The article affirms the value of school–university praxis partnerships for speaking back to standards-based reforms, but acknowledges that this speaking back involves complex relational and dialogic work in grappling with institutional and system-wide policies and practices.  相似文献   

10.
This article examines the issue of internal legitimization and its importance in securing high-quality community engagement in K-12 schools. Drawing on the literature from the fields of community engagement, school reform, school–university partnerships, and school–community partnerships, this article describes some of the prevailing challenges and barriers external partners face when conducting reform oriented partnership work in K-12 schools. The discussion focuses on four factors that contribute to enhancing external partners’ internal legitimization within K-12 settings. The article offers a set of strategies for working through each of the four components.  相似文献   

11.
大学与中小学的伙伴协作:动因、经验与反思   总被引：4，自引：0，他引：4  
由社会变革所引起的教育在研究范式、教师教育、学校教育、大学功能诸方面的变革,使得大学与中小学之间的伙伴协作近30年来有了长足的发展。大学与中小学之间的差异成为双方协作的重要基础和资源,大学与中小学的伙伴协作是平等、互惠、互信、共同实践的协作。伙伴协作促进了大学与中小学教师的专业发展、促进了双方学校功能的建设、构建了新型的学习共同体。  相似文献   

12.
It is well known that teachers frequently observe a decline in the scholastic motivation of many adolescent students, which in turn is often associated with a decline in students’ individual school self-concept. In contrast, less is known about the association between students’ individual school self-concept and school engagement, or the related concepts of school belonging and helplessness in school. The current study explored social relationships as mediators in the association between individual school self-concept and adolescents’ school engagement, belonging to school and helplessness in school in a large sample of 7th and 8th grade students (N?=?1088; MAge?=?13.7) in secondary schools in Brandenburg, Germany. The results of two structural equation models showed that the teacher–student relationship mediated the association between individual school self-concept and school engagement, belonging to school and helplessness in school, respectively. In contrast, the student–student relationship did not mediate any of these associations.  相似文献   

13.
Identifying and understanding predictors of school safety perceptions is important due to its consequences for students. However, it is not clear what school‐related factors most contribute to explaining students’ perception of school safety, and how they relate to community‐related factors such as neighborhood safety. The purpose of this study was to understand the factors associated with Chilean elementary and middle school students’ perceptions of school safety. We used a sample of 5,455 students from low socioeconomic status public schools, and analyzed the predictive value of peer physical and verbal victimization; teacher and school staff victimization; teacher's social support; and perception of safety in the students’ neighborhoods on perceptions of school safety. Findings showed that although different forms of school violence, particularly peer physical victimization and physical and sexual victimization from teachers and school staff, contribute to students’ perception of school safety, the highest contribution came from students perceiving their neighborhoods as unsafe. In contrast, teacher social support contributed to increased levels of perceived school safety. We discuss the need for school‐based interventions that address physical victimization and engage teachers in prosocial and less punitive approaches to foster a positive and safe school climate, and in fostering school–community partnerships.  相似文献   

14.
ABSTRACT

The student engagement concept has been revolutionised so that students play an active role alongside staff members in determining their student learning experiences. Although the development of student–staff partnerships enhances student engagement and experience, empirical research on partnerships in Malaysia is scant. This paper contributes to the growing scholarly literature on such partnerships – in particular, exploring postgraduate international students and staff members’ partnership dimensions in extra-curricular activities at a research university in Malaysia. This qualitative study interviewed 33 postgraduate international students, 10 academic staff and 12 professional staff members. Based on the findings, the student–staff partnership model is well integrated into the extra-curricular activities: international students are invited to co-design and implement adjustment programmes for newly arrived international students. This paper also explores the multi-layered benefits of partnerships for postgraduate international students and for staff members. The implications of such partnerships for the university, international students and staff members are discussed.  相似文献   

15.
Health inequalities emerge during childhood and youth, before widening in adulthood. Theorising, testing and interrupting the mechanisms through which inequalities are perpetuated and sustained is vital. Schools are viewed as settings through which inequality in young people's health may be addressed, but few studies examine the social processes via which institutional structures reproduce or mitigate health inequalities. Informed by Markham and Aveyard's theory of human functioning and school organisation, including their concept of institutional boundaries, critical theories of marketisation and the concept of micro‐political practices within schools, this paper presents analysis of student survey data (N = 9055) from 82 secondary schools in Wales. It examines the role of socioeconomic composition, social relationships at school and institutional priorities in mitigating or perpetuating health inequality. It finds that affluent schools were most unequal in terms of student health behaviours and subjective wellbeing. In relation to health behaviours, students from affluent families accrue a disproportionate benefit. For wellbeing, students from poorer families reported lower subjective wellbeing where attending more affluent schools. Student–staff relationships appear to be a key mechanism underpinning these effects: poor relationships with staff were predicted by a pupil's position within schools’ socioeconomic hierarchy and associated with worse health outcomes. That is, students from the poorest families reported better relationships with teachers where attending less affluent schools. Universal approaches engaging with these social processes are needed to reduce health inequalities.  相似文献   

16.
与中小学合作、帮助中小学进行学校课程建设是大学重要的工作内容。在这个过程中,要运用知识管理策略,相互砥砺和磨合,生成新知识。大学要有行动伦理,甘愿成为研究的工具,与一线教师结成密切的伙伴关系。  相似文献   

17.
For children with special educational needs, seeds were sown for the move away from segregated settings to inclusion in mainstream settings following the 1978 Warnock Report. However, the ‘special versus mainstream school’ debate was re‐ignited in 2005 when Warnock recommended a more significant role for special schools than previously envisaged. Furthermore, an increase in special school placement has been reported, prompting this investigation of the role of special schools in the current climate of inclusion. Literature from Britain, Europe and New Zealand, including research that listens to ‘the voice of the child’, which compares experiences of children with special educational needs in special and mainstream schools, is reviewed. The findings give no clear indication that either setting leads to better outcomes. Tensions between the inclusion agenda and standards agenda are highlighted. It is concluded that special schools in reduced numbers are likely to remain a feature of the inclusive education system, with recommendations for the development of special–mainstream school partnership links. The quality of the setting, regardless of the type of setting, is emphasised, highlighting implications for staff training in special and mainstream schools. Further research comparing outcomes for children educated in different types of provision is recommended.  相似文献   

18.
The Forest School movement, an important part of education in Scandinavia, has gained momentum in the UK in recent years. Within the context of declining access to, and engagement with, the natural environment Forest Schools can provide invaluable life experiences for our children. In 2012 the University of Northampton investigated opportunities to develop part of its campus as a forest site for use by schools and to enhance its students' learning. A researcher from the university evaluated the impact of visits made by children from the pilot primary school through a series of pupil, staff and parent interviews. Analysis of the interview data showed that evidence of impact was anecdotal and it was clear that a systematic approach was needed. The university and school have collaborated in developing a toolkit for evaluating this impact, which will act as a starting point to support other schools visiting the site.  相似文献   

19.
Partnerships between schools and teacher education institutions are now widely promoted as an effective pathway to the preparation of pre-service students. This paper examines the ways in which one form of school/tertiary partnership has attempted, over a 25 year period, to respond to the key questions on partnership: How do university lecturers share teacher education with their colleagues in schools? When and where does this occur? What can tertiary staff learn from the “new” teacher educators? What strategies are being considered to enhance the spirit of mutual respect which must underpin successful teamwork? How well are the vital roles of adviser, counsellor, guide, support and teacher understood and shared by school and tertiary staff as they work with pre-service students? Do the partners share similar understandings of the theory and practice of the program? The authors conclude, as a result of their own experiences in the Teacher Education Program at Macquarie University in Sydney, and as a result of recent research into the formation of specific links between school teachers and tertiary lecturers, that the success of new experiments with partnership will depend, ultimately, upon the success of the human rather than the structural relationships established.  相似文献   

20.
School psychologists are encouraged to establish family–school partnerships with culturally and linguistically diverse families across the spectrum of child development. Partnerships and collaborations have been described in prior literature as bidirectional, nonhierarchical relationships between families and schools, expanding on the more traditional but limited concept of unidirectional parent involvement in school. This qualitative study describes five specialist‐level school psychology interns’ experiences facilitating family–school partnerships with culturally diverse families during their internship year. Findings focus on defining and identifying characteristics of family–school partnerships from interns’ recollections of their lived experiences. Five salient elements characterized the practical experience of a partnership: requisite situations for partnering, stakeholder involvement, intern's actions, intern's emotional responses, and the outcome or quality of the family–school partnership. These findings have implications for the training of school psychologists and the ways that family–school interactions are conceptualized both in training programs and in school settings.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号