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Journal articles on the topic 'Education partnerships'

Author: Grafiati

Published: 4 June 2021

Last updated: 17 February 2022

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1

Bamber, Christopher, and Enis Elezi. "Knowledge Management Evaluation in British Higher Education Partnerships." Journal of Information & Knowledge Management 19, no. 02 (May 21, 2020): 2050005. http://dx.doi.org/10.1142/s0219649220500057.

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The purpose of this research is to encourage higher education institutions working in partnerships to evaluate the development of partnerships not only on the basis of financial indicators but take into consideration the newly created knowledge as a result of social capital, monitoring and reviewing and continuing professional development of staff. The empirical data were collected through a survey instrument originally used for a PhD study. This research study provides a better understanding of the knowledge management evaluation stage of partnership development. Findings point out that although embedded knowledge management practices support social capital development, it is expected that higher education institutions could exploit their available knowledge to a greater extent in order to improve their impact on social capital in the context of partnership development. Research findings suggest that evaluation frameworks implemented and controlled by higher education institutions regulatory and governing bodies would benefit from particular inclusion within “assessment of performance” of Higher Education partnerships that specifically consider the social impact of partnership ventures. Knowledge management is a developing theme within academia, and findings imply that executives within higher education are committed to include knowledge management training in CPD strategies, as this not only benefits higher education institutions but will also benefit higher education partnership development. In terms of originality and value, this paper straightens the critical importance of knowledge management evaluation as part of the last stage of partnership development in order to advance in the understanding of the benefits deriving from higher education institutions partnerships. Students, scholars and practitioners of knowledge management can gather a range of insights pointed at performance and knowledge creation within a partnership context.

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Garbacz, S. Andrew, Devon R. Minch, Phoebe Jordan, Kaitlyn Young, and Mark D. Weist. "Moving Towards Meaningful and Significant Family Partnerships in Education." Adolescent Psychiatry 10, no. 2 (November 2, 2020): 110–22. http://dx.doi.org/10.2174/2210676610666200324113209.

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Background: Partnerships with families in education settings should emphasize their roles as active and engaged co-equal partners. However, common practices in schools are to involve families at school-based events and share information with them about their child’s education in a manner that does not promote two-way interactions. Objective: The objectives of this paper are to describe relevant background on familyschool connections; approaches to promote academic performance and mental and behavioral health; and a framework to organize family partnerships that support all youth across a continuum of support intensity. Methods: A review based on the relevant family-school partnership and systems change literature was conducted. The review focused on prevention, tiered approaches that provide a continuum of support to students, and partnership-centered family engagement. Results: Research supports family-school partnerships in a tiered prevention framework. A theory of change was developed to depict the impact of family partnerships on proximal and distal outcomes. Conclusion: Implications suggest a need for partnership-centered approaches to school reform in state and federal policy to support investments in school and district initiatives. Initiatives should embed culturally sensitive practices so that all children can thrive. Future directions for investigating effective approaches for family partnerships are described.

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Barnes, Nicholas J., and Paul S. Phillips. "Higher education partnerships." International Journal of Sustainability in Higher Education 1, no. 2 (August 2000): 182–90. http://dx.doi.org/10.1108/1467630010328252.

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4

Freedman, Susan, and Barbara Aschheim. "Industry—Education Partnerships." National Civic Review 76, no. 3 (May 1987): 241–44. http://dx.doi.org/10.1002/ncr.4100760310.

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Russell, Martha Garrett. "Industry—education partnerships." Interdisciplinary Science Reviews 20, no. 2 (June 1995): 127–34. http://dx.doi.org/10.1179/isr.1995.20.2.127.

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6

Nugent, Mary Lou. "Critical Success Factors and Benefits of Corporate–Education Partnerships." Industry and Higher Education 6, no. 2 (June 1992): 70–74. http://dx.doi.org/10.1177/095042229200600202.

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Regis University in Denver, Colorado, launched its first corporate partnership in 1987. The University has since developed two additional partnerships with very disparate industries. The three companies encompass a wide range of needs and cultures. The process of beginning and maintaining cross-cultural partnerships is dynamic and challenging. Mary Lou Nugent draws on her personal experience as Director of the partnership between Coors Brewing Company and Regis University to highlight and discuss critical elements in the successful development of a corporate–academic partnership, and points up the substantial benefits accruing from the relationship. She also indicates how the original Coors partnership provided Regis with a model on which to base the development of the two relationships subsequently established with Storage Technology Corporation and AT&T.

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Hagenmeier, Cornelius. "Ensuring Equality in Higher Education Partnerships Involving Unequal Universities in Divergent Contexts." International Higher Education, no. 83 (December 2, 2015): 9–10. http://dx.doi.org/10.6017/ihe.2015.83.9077.

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This contribution investigates whether international higher education partnerships, as presently constructed, are truly equal. The inquiry is inspired by the inequality evident in the divergent profile of universities collaborating in some higher education partnerships. The article proposes a higher education partnership model which is based on the notion of substantive equality.

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Hakim, James G., Michele Barry, Jonathan Matenga, Frances Cowan, and Thomas B. Campbell. "Medical Education Partnership Initiative in Zimbabwe: partnerships for transformation." Lancet Global Health 5, no. 2 (February 2017): e143-e144. http://dx.doi.org/10.1016/s2214-109x(17)30005-0.

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Lopes, Rocky. "Partnerships for Disaster Education." Natural Hazards Review 2, no. 3 (August 2001): 102–4. http://dx.doi.org/10.1061/(asce)1527-6988(2001)2:3(102).

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Szigeti, Elvira. "Partnerships in Nursing Education." Online Journal of Rural Nursing and Health Care 1, no. 2 (May 2000): 9. http://dx.doi.org/10.14574/ojrnhc.v1i2.493.

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Martini, Carlos J. M. "Partnerships in Medical Education." JAMA: The Journal of the American Medical Association 266, no. 7 (August 21, 1991): 996. http://dx.doi.org/10.1001/jama.1991.03470070126017.

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Martini, C. J. "Partnerships in medical education." JAMA: The Journal of the American Medical Association 266, no. 7 (August 21, 1991): 996–1000. http://dx.doi.org/10.1001/jama.266.7.996.

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Behrens, Wendy A., and Julia Link Roberts. "Partnerships in Gifted Education." Gifted Child Today 44, no. 1 (December 28, 2020): 5–6. http://dx.doi.org/10.1177/1076217520965088.

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Foster, K. M., K. B. Bergin, A. F. McKenna, D. L. Millard, L. C. Perez, J. T. Prival, D. Y. Rainey, H. M. Sevian, E. A. VanderPutten, and J. E. Hamos. "Partnerships for STEM Education." Science 329, no. 5994 (August 19, 2010): 906–7. http://dx.doi.org/10.1126/science.1191040.

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Ostrowdun, Christopher, Rayna Friendly, Kelly Matthews, Alise De Bie, and Frits Roelofs. "Holding space and engaging with difference: Navigating the personal theories we carry into our pedagogical partnership practices." International Journal for Students as Partners 4, no. 1 (April 9, 2020): 82–98. http://dx.doi.org/10.15173/ijsap.v4i1.4093.

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Partnerships between students and faculty are increasingly established within higher education. Everyone’s unique life story or background influences how they understand partnership praxis. Acknowledging individual understandings of student-faculty partnership matters because personal stories can influence how such partnerships form, function, and evolve. We, as students and faculty, share our individual theories of partnership to illuminate differing ways people can make sense of partnership as praxis. Using a reflective, autoethnographic research approach, we unpack two interdependent threads from our narratives: (a) holding space for how personal histories shape the experience of partnership and (b) engaging the messiness of partnership. To understand and nurture inclusive practices, we contend, means engaging the unique standpoints and social positions that both students and faculty bring into partnerships. Instead of attempting to collapse and converge different perspectives of partnership, we take pause to consider how these differences can enrich partnerships and be honoured throughout a partnership

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Borodiyenko, O., N. Nychkalo, Ya Malykhina, O. Kuz, and D. Korotkov. "PUBLIC-PRIVATE PARTNERSHIP IN EDUCATION AS A PREREQUISITE FOR THE GROWTH OF REGIONAL LABOR MARKETS: ANALYSIS OF FOREIGN EXPERIENCE." Financial and credit activity: problems of theory and practice 1, no. 36 (February 17, 2021): 408–20. http://dx.doi.org/10.18371/fcaptp.v1i36.228031.

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The aim of the article is to study the best foreign practices and models of public-private partnership in the field of vocational and higher education, identify opportunities for their adaptation to Ukrainian realities and develop recommendations for productive use of foreign experience in this area. The theoretical significance of the article is that it is analyzed the semantic content of the basic concepts related to public-private partnership in the foreign scientific space; it is identified the prerequisites for the development of public-private partnership in vocational education abroad (at the national, institutional (vocational education institution), production (enterprise) levels; it is analyzed the challenges to vocational education and training in foreign countries which the public-private partnership is aimed to solve; criteria for typification of partnerships (number of participants, areas of partnership, integrated criterion «project financing — provision of educational services», integrated criterion «breadth of partnership and depth of interaction between partners», integrated criterion «degree of coordination of interaction — volume of investment») are identified; the author’s typology of partnerships in the field of education in foreign countries is substantiated.The practical significance of the article is that the authors developed recommendations for deepening public-private partnership in vocational and higher education institutions of Ukraine based on the study of foreign experience, suggested directions for its further development in Ukraine. It is determined that in the foreign conceptual and terminological field, in addition to the concept of «public-private partnership» uses a number of concepts (Private Finance Initiative, PFI) (UK), Service Provision Project (SPP) (Mexico), Alternative Financing and Procurement (Canada), Private Sector Participation (PSP) (World Bank). The common essential features of these concepts are singled out: cooperation of different stakeholders, complexity of the purpose, focus on the result, parity of responsibility, long-term nature of interaction, formality of relations. Criteria for distinguishing types of partnerships in foreign practice are proposed: number of participants, areas of partnership, integrated criterion «project financing — provision of educational services», integrated criterion «breadth of partnership and depth of interaction between partners», integrated criterion «degree of coordination of interaction — volume of investment». The peculiarities of the types of partnerships in vocational education, which were singled out on the basis of the criteria proposed by the authors, are characterized: bilateral and multilateral; infrastructure, private management of public institutions, outsourcing of educational services, outsourcing of non-educational services, innovation and research partnerships, vouchers and subsidies; private initiatives, sponsorship, mixed projects, government programs; broad partnership, in-depth partnership; liberal, solidarity, paternalistic, consortium types of partnerships. Based on the analysis of the best practices of public-private partnership, the probable effective directions of public-private partnership in the field of vocational and higher education in Ukraine were singled out: strengthening the participation of companies in the processes of professional training; outlining a clear and concise division of responsibilities in the partnership; development of national standards of vocational education; gradual introduction of elements of dual education; promoting the prestige of vocational education as an attractive alternative to academic education; facilitating the learning trajectory between vocational and higher education; forecasting skills. It was developed recommendations for the development of public-private partnership in the field of vocational and higher education in Ukraine in the context of: formalization of interaction (conclusion of agreements and memorandums of partnership), management of interaction (establishment of qualitative and quantitative indicators for monitoring the activities of private providers and vocational education institutions; periodic reviews of vocational education institutions to bring them in line with the standards set in the contract), development of partnership effectiveness (clear criteria for quality and effectiveness), technologicalization of interaction (in particular, use of algorithm of of interaction between vocational education institutions and partners for public-private interaction initiatives). The need to study such models of partnerships in the field of education as the Chambers of Commerce and Industry in Germany, the Sectoral Council for Industrial Training (Canada), centers of excellence in vocational education (Netherlands), industrial centers or clusters (Tuscany in Italy and Baden-Württemberg in Germany), the National Skill Development Corporation (India) was actualized.

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Woolhouse, John, and Jill Cramphorn. "The Role of Education in Economic Development." Industry and Higher Education 13, no. 3 (June 1999): 169–75. http://dx.doi.org/10.5367/000000099101294492.

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A study of ways in which education was contributing to the economic regeneration of two large areas of England found that two main types of partnership had been created. In ‘strategic’ partnerships, the objectives included the development of coherent approaches and of a climate of collaboration between a range of organizations. ‘Operational’ partnerships were created to plan and implement specific projects. A three-stage process – involving the identification of priority issues, the assessment of existing and potential capabilities of the education sector and the analysis of effectiveness – could help create the culture of learning and enterprise essential to the development of a high-value-added economy.

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Francis, Grace L., Ashley Stride, Sascha Reed, and Chun-Yu Chiu. "Family-Professional Partnerships in Postsecondary Education Programs: Perceptions of Professionals." Inclusion 5, no. 4 (December 1, 2017): 263–78. http://dx.doi.org/10.1352/2326-6988-5.4.263.

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Abstract Students with intellectual disability are among the least likely to gain competitive employment, live away from their families, or attend college following high school. While family-professional partnerships can facilitate positive transitions from school into adult life among students with disabilities, professionals report being unsure of how to develop positive relationships with families. The purpose of this study was to investigate the perspectives and experiences of postsecondary education (PSE) program staff as they work with families of students enrolled in the program. Twenty-three PSE staff participated in interviews or focus groups to share information about (a) barriers to family-professional partnerships, (b) positive experiences related to family-professional partnerships, and (c) family-professional partnership strategies. Implications for practice and research are discussed.

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Zuckerman, Sarah. "The Role of Rural School Leaders in a School-Community Partnership." Theory & Practice in Rural Education 10, no. 1 (June 17, 2020): 73–91. http://dx.doi.org/10.3776/tpre.2020.v10n1p73-91.

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Rural schools play central roles in their communities, and rural education scholars advocate for rural school-community partnerships to support school and community renewal. Across the United States, including in rural areas, formal models for school-community partnerships have been scaled up. The literature on rural principals highlights their roles in developing school-community partnerships, yet questions remain as to how school leaders engage in such partnerships. Using boundary-spanning leadership as a theoretical lens, this descriptive study examines the role of district and school leaders in a regional school-community partnership, including as founding members, champions of collaboration, cheerleaders for the partnership, and amplifiers of often excluded voices.

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Burroughs, Greer, Amy Lewis, Dan Battey, Mary Curran, Nora E. Hyland, and Sharon Ryan. "From Mediated Fieldwork to Co-Constructed Partnerships: A Framework for Guiding and Reflecting on P-12 School–University Partnerships." Journal of Teacher Education 71, no. 1 (July 4, 2019): 122–34. http://dx.doi.org/10.1177/0022487119858992.

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An essential component of teacher preparation is clinical practice that allows teacher candidates (TCs) to observe, reflect upon, test their ideas, and adjust and improve their methods in classrooms. Weaknesses in the structure and organization between coursework and clinical practice in teacher preparation programs often present barriers from fully achieving these goals. University–school partnerships have the potential to overcome these challenges and create spaces for mutually beneficial learning opportunities for all stakeholders. In this article, we identify six levels to illustrate the continua of work with schools in the preparation of TCs that describe how a program might move from current partnership practice to the kinds of partnership practice described by McDonald and colleagues and the Council for the Accreditation of Educator Preparation (CAEP). While developing partnerships with schools is work that has inherent challenges, the potential of this work to meaningfully transform the preparation of teachers is crucial.

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SHIWANI, Douglas Iisgi. "Effect of head teachers’ partnerships collaboration on inclusive education implementation." Journal of Quality in Education 11, no. 17 (May 5, 2021): 70–98. http://dx.doi.org/10.37870/joqie.v11i17.252.

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The study investigated effect of head teachers’ partnerships collaboration on inclusive education implementation. Bartalanffy (1969) open systems advocates for head teachers to coordinate partnerships to address the lack of support systems for inclusive education. Descriptive survey was applied, and Chi-square tested the null hypothesis. Questionnaires were administered to 71 head teachers and 297 teachers, supplemented by document analysis. Interview was used on eight Quality Assurance Standards Officers (QASOs) and four Education Assessment Resource Centre Officers (EARCs). Quantitative data was coded and analysed using descriptive statistics, and presented in frequency tables and bar graphs. Qualitative data was coded, transcribed and presented in narrative form. Quantitative and qualitative data findings were discussed in juxtaposition with confirming or refuting the research evidence, and reinforcing the interpretation. The study established that majority of schools lacked well- structured coordinated partnerships. This implied that there was low partnership participation in schools’ programs as referenced by head teachers and teachers on provision for specialized teaching and learning resources, 63.4% and 63.3%; assessment of learners, 64.8% and 70.4%; funds outsourcing, 69% and 69.7%. It was recommended that head teachers should increase capacities in partnerships collaboration, and institute well-structured coordinated framework for partnerships engagement for effective inclusive education implementation.

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Statz, Matthew, Deanna Ware, Nicholas Perry, David Huebner, Christopher Cox, Andre Brown, Steven Meanley, et al. "Primary and secondary supportive partnerships among HIV-positive and HIV-negative middle-aged and older gay men." PLOS ONE 16, no. 2 (February 17, 2021): e0245863. http://dx.doi.org/10.1371/journal.pone.0245863.

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This study describes the primary and secondary partnerships of aging gay men participating in the Understanding Patterns of Healthy Aging Among Men Who Have Sex with Men substudy of the Multicenter AIDS Cohort Study and examines differences in the prevalence of these relationship structures by HIV status while adjusting for age, education, and race/ethnicity. Relationships were compared within the following structural categories: “only a primary partnership”, “only a secondary partnership”, “both a primary and secondary relationship”, or “neither a primary nor secondary relationship”. There were 1,054 participants (51.9% HIV negative/48.1% HIV positive) included in the study. Participants had a median age of 62.0 years (interquartile range: 56.0–67.0) and most reported being non-Hispanic white (74.6%) and college educated (88.0%). Of the 1,004 participants with available partnership status data, 384 (38.2%) reported no primary or secondary partnerships, 108 (10.8%) reported secondary-only partnership, 385 (38.3%) reported primary-only partnership, and 127 (12.6%) reported both primary and secondary partnerships. Of participants who reported primary partnerships only, the prevalence rates (PRs) were lower among those 62 years and older, HIV positive, black non-Hispanic and Hispanics. Of participants who reported only having a secondary partnership, the PRs were higher among those 62 years and older and HIV positive. Of participants who did not report having either a primary or secondary partnership, the PRs were higher among those 62 years and older, HIV positive, and black non-Hispanic compared with their respective referent groups. There was no significant difference in PRs of having both primary and secondary partnerships by age category, HIV status, race/ethnicity, and education. This study aimed to fill a knowledge gap in the literature regarding both primary and secondary supportive partnerships among aging HIV-positive and HIV-negative gay men.

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Muslim, Ahmad Bukhori, Herli Salim, and Sri Setyarini. "Indonesian parental perspectives of international school partnerships involving millennial learners." Journal of Research in International Education 19, no. 2 (August 2020): 106–19. http://dx.doi.org/10.1177/1475240920954051.

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Despite being long-standing practice among schools across the world, most studies on international school partnerships focus on its benefits and challenges as perceived by teachers and students. Little emphasis has been given to parental perspectives and support, particularly among low-income families. With the increase of community involvement in education, how this partnership program may benefit the foreign language learning of millennials has become a matter of increasing concern among parents. This qualitative study explores Indonesian parents’ perspectives of international school partnerships between Indonesian and Australian schools, and how these partnerships support the learning of English as a foreign language and technology utilization. Results from questionnaires and semi-structured interviews indicate parental belief that the program reviewed is an authentic approach to foreign language learning and an appropriate mode of technology-based self-expression. To facilitate their children’s learning of English and development of cross-cultural understanding, most parents, despite economic limitations, are willing to support their children’s involvement in the international partnership that is the focus of this study.

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Heinrich, Kathleen T. "Loving Partnerships." Journal of Higher Education 62, no. 5 (September 1991): 514–38. http://dx.doi.org/10.1080/00221546.1991.11774150.

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Littlefair, David, Joanne Clifford Swan, and Karen Hudson. "Kinship and collegiality." Qualitative Research Journal 19, no. 4 (November 11, 2019): 371–79. http://dx.doi.org/10.1108/qrj-02-2019-0018.

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Purpose External partnerships are crucial to the functioning of a university education department. The purpose of this paper is to explore the underpinning characteristics of such partnerships. It examines different types of partnerships from those in initial teacher education, to continuing professional development to international. Evidence-based data are gathered from both external partners and university staff who deal with partnership. Softer skills and intellectual kingship are identified as the fundamental drivers of partnership and the subsequent implications for universities are examined. Design/methodology/approach In order to explore the nature of these partnerships, a qualitative approach was essential as the focus was in the motives and perspectives of the authors’ partners, the authors’ colleagues and the university as a corporate entity. To this end, questionnaires were designed for use with a broad range of teacher education partners. Semi-structured interviews were also conducted with university-based colleagues involved in a range of these partnership activities. Findings The institutional reputation on its own does not appear to be the main driver for partnership and as such, the partner bases their decisions and judgements upon the relationship and discussions with the link person they deal with. In turn, those key actors in the university education department also see the wider university as an inhibitor and constraint upon partnership but maintain their relationships by drawing on autonomous forms of professionalism. Thus, intellectual kinship, collegiality and common goals may be argued as key to generating successful external relationships. Practical implications It is important to note that a business relationship which relies on an individual is fragile; people move, become ill and change roles. Clear strategies are essential for succession planning across all such partnerships in an institution, if they are to avoid the potential financial and reputational repercussions arising from unplanned change. Originality/value This study highlights the significance of effective communication between the department establishing the partnership and those responsible for broader managerial and administrative systems in the institution, as well as the potential importance of shared values across departments in respect of supporting and maintaining international partnerships. Further, institutions should recognise the fundamental importance of the link person, in terms of the boundary-spanning nature of the role, the importance to that role of intellectual kinship and the potential this has for the development of new or expanded relationships.

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Rouse, Elizabeth, and Deanna O'Brien. "Mutuality and Reciprocity in Parent–teacher Relationships: Understanding the Nature of Partnerships in Early Childhood Education and Care Provision." Australasian Journal of Early Childhood 42, no. 2 (June 2017): 45–52. http://dx.doi.org/10.23965/ajec.42.2.06.

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THE EXPECTATION THAT EDUCATORS will develop partnerships with parents is a key principle in early childhood education and care provision. This is particularly so in Australia where policy guidelines and quality standards list parent partnerships as key indicators of quality practice. However the language used across the two key policy documents, the Early Years Learning Framework and the National Quality Standard, is inconsistent in the way these partnerships are defined and intended to be enacted. This has resulted in an ambiguity in the way teachers and educators are engaging in partnerships in their work with families. Drawing on a framework for examining partnerships that positions the notion of mutuality and reciprocity in the centre of the relationship, and examining this through Bronfenbrenner's (1979) ecological perspective, this paper presents findings of a small scale case study that explored the extent to which these characteristics are reflected in the relationships between the teacher and parents. The study found that while the teacher was meeting identified performance standards, that a true partnership underpinned by mutuality and reciprocity was not evident in the relationships between the teacher and the families.

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Warasthe, Ronak. "The Role of Public-Private Partnerships in Higher Education How Tertiary Institutions in emerging Economies benefit from Public-Private Partnerships." Balkan Region Conference on Engineering and Business Education 2, no. 1 (December 20, 2017): 1–7. http://dx.doi.org/10.1515/cplbu-2017-0001.

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Abstract The number of Public-Private Partnerships in the education sector is growing in developing and emerging economies. Traditionally governments are the main financial contributor to education however, the involvement of the private sector is an increasing one. While more established in primary and secondary education, PPPs in tertiary education are a phenomenon rather slowly growing in the past decades (Patrinos, Barrera-Osorio, & Guaqueta, 2009). There are various concepts of PPPs in higher education each targeting different goals. In order to give an insight into different types of PPPs, the typology according to Mabizela has been briefly displayed and the case of a PPP in Namibia is given. The framework of the partnership was compiled to give an outlook on the practicability of partnerships. The paper exemplifies that both partners within a PPP can benefit from the added value they may generate for their target group. Thus, the benefit depends on quality, relevance and execution of the partnership.

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Thessin, Rebecca A. "Establishing productive principal/principal supervisor partnerships for instructional leadership." Journal of Educational Administration 57, no. 5 (September 9, 2019): 463–83. http://dx.doi.org/10.1108/jea-09-2018-0184.

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Purpose The purpose of this paper is to understand what the principal and principal supervisor each bring and contribute to their collaborative work that is consequential for the principal’s learning and development as an instructional leader. Design/methodology/approach Multiple case study methodology is used to gather data from 12 principal supervisor/principal partnerships over a 16 month period in one Mid-Atlantic school district. Data sources included interviews, observational data and documents provided by participants in the study. Findings In productive principal supervisor/principal partnerships, findings demonstrated that the principal supervisor and the principal each brought specific antecedent characteristics to their partnership and each made contributions to the development of a productive partnership during their collaborative work. When these partnership qualities were present, principal supervisors and principals engaged in joint work, leading to robust changes in principals’ instructional leadership practice. Research limitations/implications This study examined the work of principals and principal supervisors in one large Mid-Atlantic school district. Practical implications Findings from this study have implications for districts’ assignments of principal supervisors, principal supervisor/principal selection and professional development of principal supervisors. Further, districts should create the conditions for principal supervisors and principals to establish learning-focused professional partnerships in three stages, culminating in the engagement of joint work for improvement to facilitate principals’ changes in instructional leadership practice. Originality/value Findings from this study illustrate the value of establishing a learning-focused partnership between principal supervisors and principals in three stages to facilitate robust stages in principals’ instructional leadership practice. A new conceptual framework displays the stages of partnership development that occur in productive principal/principal supervisor partnerships.

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Elliott-Johns, Susan E., Ron Wideman, Glenda L. Black, Maria Cantalini-Williams, and Jenny Guibert. "Developing Multi-Agency Partnerships for Early Learning: Seven Keys to Success." LEARNing Landscapes 7, no. 1 (July 1, 2013): 149–69. http://dx.doi.org/10.36510/learnland.v7i1.635.

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The ongoing emphasis on early years education in Ontario provided a rich context for this research project, commissioned by The Learning Partnership (TLP), to evaluate a new provincial project called FACES (Family and Community Engagement Strategy). This initiative seeks to extend and enhance community-based, multi-agency partnerships that support young children and their families in successful transitions to school. Interview data from individuals and focus groups suggest re-thinking early childhood education practices to include innovative multi-agency, community-based partnerships. "Seven Keys to Success" in building multi-agency partnerships emerged from the data providing direction for educators and policy makers.

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Fink, John, and Davis Jenkins. "Takes Two to Tango: Essential Practices of Highly Effective Transfer Partnerships." Community College Review 45, no. 4 (August 16, 2017): 294–310. http://dx.doi.org/10.1177/0091552117724512.

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Objective: The objective of this study was to describe practices of 2- and 4-year institutional partnerships effective in supporting transfer student success. Method: Using student records from the National Student Clearinghouse (NSC) for the entire 2007 fall cohort of first-time-in-college community college students nationwide, researchers identified partnerships of 2- and 4-year institutions that were more effective than expected (controlling for student and institutional characteristics) in enabling community college entrants to transfer to a 4-year institution and earn a bachelor’s degree. Based on this methodology, and in partnership with the Aspen Institute’s College Excellence Program, researchers visited six pairs of 2- and 4-year college transfer partnerships identified as high performers, interviewing more than 350 faculty, student-facing and senior-level staff, and transfer students. Results: From these in-depth interviews, researchers identified a set of essential transfer practices common among these highly effective institutional partnerships. The practices were grouped under three broad strategies: (a) make transfer a priority, (b) create clear programmatic pathways with aligned high-quality instruction, and (c) provide tailored transfer advising. Contributions: This study offers a set of essential transfer practices culled from national fieldwork to 2- and 4-year institutional transfer partnerships identified using NSC data as highly effective in supporting transfer student success.

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Beaverford, Kelley. "Community Partnerships for Architectural Education." Design Principles and Practices: An International Journal—Annual Review 5, no. 5 (2011): 533–42. http://dx.doi.org/10.18848/1833-1874/cgp/v05i05/38169.

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Phillips, Connie. "K-12 Science Education Partnerships." American Biology Teacher 66, no. 6 (August 2004): 407–8. http://dx.doi.org/10.1662/0002-7685(2004)066[0407:ksep]2.0.co;2.

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Phillips, Connie. "K-12 Science Education Partnerships." American Biology Teacher 66, no. 6 (August 1, 2004): 406–7. http://dx.doi.org/10.2307/4451704.

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Drum, Carol A. "Partnerships in Undergraduate Chemistry Education." Science & Technology Libraries 16, no. 3-4 (January 15, 1998): 89–97. http://dx.doi.org/10.1300/j122v16n03_06.

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Tlou, Sheila Dinotshe. "International Partnerships in Nursing Education." International Nursing Review 45, no. 2 (March 1998): 55–57. http://dx.doi.org/10.1046/j.1466-7657.45.no.2issue338.7.x.

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Wurmser, Teri. "Cultivating practice and education partnerships." Nursing Management (Springhouse) 39, no. 3 (March 2008): 44–48. http://dx.doi.org/10.1097/01.numa.0000313097.19766.34.

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LoGrippo, Maria Torchia. "Advancing nursing education through partnerships." Nursing Management (Springhouse) 46, no. 3 (March 2015): 8–11. http://dx.doi.org/10.1097/01.numa.0000461168.13077.19.

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Slee, Roger. "Professional partnerships for inclusive education?" Melbourne Studies in Education 41, no. 1 (May 2000): 1–15. http://dx.doi.org/10.1080/17508480009556341.

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Tett, Lyn, Jim Crowther, and Paul O'Hara. "Collaborative partnerships in community education." Journal of Education Policy 18, no. 1 (February 2003): 37–51. http://dx.doi.org/10.1080/0268093032000042191.

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Davies, Brent, and Guilbert Hentschke. "Public/private partnerships in education —." Management in Education 19, no. 1 (February 2005): 6–7. http://dx.doi.org/10.1177/08920206050190010201.

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Pierce, Joanna Lina, Dawn Hemingway, and Glen Schmidt. "Partnerships in Social Work Education." Journal of Teaching in Social Work 34, no. 2 (March 15, 2014): 215–26. http://dx.doi.org/10.1080/08841233.2014.895477.

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Phillips, Linda, Regina H. Sapona, and Barbara L. Lubic. "Developing Partnerships in Inclusive Education." Intervention in School and Clinic 30, no. 5 (May 1995): 262–72. http://dx.doi.org/10.1177/105345129503000503.

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Druckman, Rosanne, Lorna M. Peterson, and M. Sue Thrasher. "Partnerships with K-12 education." New Directions for Higher Education 2002, no. 120 (2002): 11–18. http://dx.doi.org/10.1002/he.84.

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Coburn, Cynthia E., and William R. Penuel. "Research–Practice Partnerships in Education." Educational Researcher 45, no. 1 (January 2016): 48–54. http://dx.doi.org/10.3102/0013189x16631750.

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McDermaid, Karyn. "Partnerships in Education and Interpretation." Journal of Interpretation Research 10, no. 1 (April 2005): 55–57. http://dx.doi.org/10.1177/109258720501000105.

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Schwortz, Andria C., Andrea C. Burrows, and Sarah Katie Guffey. "Mentoring partnerships in science education." Educational Action Research 25, no. 4 (October 3, 2016): 630–49. http://dx.doi.org/10.1080/09650792.2016.1221838.

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Pocinki, Karen McCrory, Jane E. Shure, and Nancy McCormick-Pickett. "Developing Partnerships in Health Education:." Gerontology & Geriatrics Education 14, no. 1 (October 18, 1993): 71–85. http://dx.doi.org/10.1300/j021v14n01_08.

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Edwards, Anne. "Teacher education: Partnerships in pedagogy?" Teaching and Teacher Education 11, no. 6 (November 1995): 595–610. http://dx.doi.org/10.1016/0742-051x(95)00015-c.

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Farrell, Caitlin C., Laura Wentworth, and Michelle Nayfack. "What are the conditions under which research-practice partnerships succeed?" Phi Delta Kappan 102, no. 7 (March 23, 2021): 38–41. http://dx.doi.org/10.1177/00317217211007337.

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Research-practice partnerships (RPPs) are long-term collaborations between researchers and practitioners aimed at educational improvement and transformation through engagement with research. Yet RPPs can be challenging to implement, and even long running RPPs experience bumps in their work together. Caitlin Farrell, Laura Wentworth, and Michelle Nayfack discuss what conditions helped school district leaders and researchers from the partnership between Stanford University and San Francisco Unified School District be more or less successful in influencing school district policies and practices, and they share recommendations on how to develop or support conditions for successful partnerships.

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Letseka, Moeketsi. "Government Incentivization of Partnerships in South Africa." Industry and Higher Education 19, no. 2 (April 2005): 161–68. http://dx.doi.org/10.5367/0000000053729798.

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Worldwide, innovation policy is perceived to be at the heart of economic growth and global competitiveness, and nations invest vast amounts of money to give effect to innovation. Higher education institutions, in partnership with industry, are expected to play a key role in supporting the national system of innovation and developing the nation's global competitiveness. This paper draws on the audit of higher education-industry partnerships conducted by the Human Sciences Research Council (HSRC) of South Africa during 2002–03. It plots the South African government's programme of incentives for industry-higher education partnerships through two funding programmes: the Technology and Human Resources for Industry Programme (THRIP) and the Innovation Fund. It argues that, notwithstanding considerable outputs, such as publications, patents/artefacts and the involvement of postgraduate students, it is vital that the incentivization of higher education-industry partnerships is managed in such a way that past relations of inequality among higher education institutions and in the broader society are not reproduced.

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