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Machimana, Eugene Gabriel, Maximus Monaheng Sefotho, and Liesel Ebersöhn. "What makes or breaks higher education community engagement in the South African rural school context: A multiple-partner perspective." Education, Citizenship and Social Justice 13, no. 2 (October 5, 2017): 177–96. http://dx.doi.org/10.1177/1746197917731353.
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The purpose of this study is to inform global citizenship practice as a higher education agenda by comparing the retrospective experiences of a range of community engagement partners and including often silent voices of non-researcher partners. Higher education–community engagement aims to contribute to social justice as it constructs and transfers new knowledge from the perspectives of a wide range of community engagement partners. This qualitative secondary analysis study was framed theoretically by the transformative–emancipatory paradigm. Existing case data, generated on retrospective experiences of community engagement partners in a long-term community engagement partnership, were conveniently sampled to analyse and compare a range of community engagement experiences ( parents of student clients ( n = 12: females 10, males 2), teachers from the partner rural school ( n = 18: females 12, males 6), student-educational psychology clients ( n = 31: females 14, males 17), Academic Service-Learning ( ASL) students ( n = 20: females 17, males 3) and researchers ( n = 12: females 11, males 1). Following thematic in-case and cross-case analysis, it emerged that all higher education–community engagement partners experienced that socio-economic challenges (defined as rural school adversities, include financial, geographic and social challenges) are addressed when an higher education–community engagement partnership exists, but that particular operational challenges (communication barriers, time constraints, workload and unclear scope, inconsistent feedback, as well as conflicting expectations) hamper higher education–community engagement partnership. A significant insight from this study is that a range of community engagement partners experience similar challenges when a university and rural school partner. All community engagement partners experienced that higher education–community engagement is challenged by the structural disparity between the rural context and operational miscommunication.
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Broadbent, Carolyn, and Jo Brady. "Leading Change in Teacher Education In Australia Through University-School Partnerships." European Journal of Social & Behavioural Sciences 4, no. 1 (January 1, 2013): 21–31. http://dx.doi.org/10.15405/ejsbs.2013.1.4.
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Recent government reviews of higher education in Australia have highlighted the need for comprehensive reform across the tertiary education and training sector. Teacher education has traditionally been offered in isolation from schools. Innovative partnerships between universities, schools, employing bodies, and other educational institutions are now encouraged. This study evaluates the impact and effectiveness of one university-school partnership between an Australian university and a large secondary college in Canberra, Australia. The partnership, titled the Down South initiative, embeds secondary teacher education within a College learning environment to bring together academics, secondary college students and teachers, and pre-service teachers for learning and research. The paper provides evidence of the effectiveness of the partnership in strengthening pre-service teachers’ professional identity, knowledge and practice and by contributing to mutually reciprocal outcomes for all.
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Yang, Minseok, Se Woong Lee, and Peter T. Goff. "Labor Dynamics of School Principals in Rural Contexts." AERA Open 7 (January 2021): 233285842098618. http://dx.doi.org/10.1177/2332858420986189.
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Numerous studies have explored the labor market of school principals, documenting high turnover rates and voicing concerns regarding labor supply. However, little is known about the staffing challenges in rural schools and what promotes applicants to apply for and be hired for principalship in these locales. In partnership with the Wisconsin Education Career Access Network, we examine the principal labor dynamics in rural schools using statewide job-openings and application information. Results indicate that all rural communities—rural fringe, rural distant, and rural remote—receive comparable numbers of applications, as compared with urban districts. Female candidates and candidates of color are significantly less likely to apply to rural districts, while experience working in the same district is a considerable advantage to being hired. Additionally, higher student poverty is associated with fewer principal applicants in rural schools. These results indicate the need for policies better attuned to subtle differences in rural contexts.
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Armstrong, D., and A. Cairnduff. "Inclusion in higher education: issues in university–school partnership." International Journal of Inclusive Education 16, no. 9 (December 20, 2011): 917–28. http://dx.doi.org/10.1080/13603116.2011.636235.
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Ng, Sharon S. N., and Esther Y. M. Chan. "School—University Partnership: Challenges and Visions in the New Decade." Global Studies of Childhood 2, no. 1 (January 1, 2012): 38–56. http://dx.doi.org/10.2304/gsch.2012.2.1.38.
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Over the past decade, higher education has undergone drastic changes all over the world because of globalisation and the changing economy. The traditional view of university as a place for one-off training is now considered outdated. Instead, the strong focus on lifelong learning urges teachers, educators and academics to reconceptualise and transform education. In this new era, successful schools adopt outreach strategies and seek support from external agencies such as universities for their development. Institutions of higher education provide consultation or work with partner schools for collaborative sharing, reflection, research and growth. Hence, school–university partnerships have become important for professional development and educational reform. With the growth of school–university collaborations, there is mounting interest in empirical research on the variety and value of these initiatives. This article reviews the school–university partnerships in Hong Kong in light of the trends and development in the international context. The studies reviewed showed that school–university partnerships involving teacher training programmes focus on understanding the views of participants in school–university partnership with an aim to build appropriate teacher training and professional development features into the teacher education programmes. These studies have theoretically contributed to the construction of culturally relevant teacher education programmes. After all, new project initiatives have contributed to substantial changes in school leadership, teachers' professional development and school-based curriculum development which would benefit children's learning. The authors argue that the development of an appropriate mode of collaboration remains a challenge for successful school–university partnerships. They have a vision to move beyond the existing research focus to explore ways to build school–university collaborations. Gaps in the research base and relevant questions that have not been addressed are discussed.
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Munger, Mary Heather, Mary Murray, Meighan Richardson, and Alex Claussen. "Transformative Learning in Teacher Education." International Journal of Adult Vocational Education and Technology 9, no. 4 (October 2018): 54–64. http://dx.doi.org/10.4018/ijavet.2018100105.
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This article describes a partnership between teacher education candidates in a small, rural, private university and students in a large, public, urban junior/ senior high school. This partnership utilized technology and used a Literature as a Bridge (LAAB) program to foster discussions designed to be vehicles of learning for all participants. The objectives of this program were to 1) have urban youth see higher education as an option for their future by giving them experience with college students, college expectations, and a college campus, 2) increase cultural competence by providing opportunities for teacher candidates to work with culturally and ethnically diverse students with experiences different from their own, and 3) allow literature to be a vehicle to bridge diverse groups. The dynamic relationship between teacher candidate and high school students set the stage for transformational learning for both the teacher candidates and the junior/senior high school students.
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Alemán, Enrique, Juan A. Freire, Ashley McKinney, and Dolores Delgado Bernal. "School–University–Community Pathways to Higher Education: Teacher Perceptions, School Culture and Partnership Building." Urban Review 49, no. 5 (July 10, 2017): 852–73. http://dx.doi.org/10.1007/s11256-017-0424-y.
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Al Seyabi, Fawzia. "Students’ and Teachers’ Views on School-University Partnership in the Omani EFL Context." International Education Studies 10, no. 3 (February 27, 2017): 125. http://dx.doi.org/10.5539/ies.v10n3p125.
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Educational partnership between schools and higher education institutions has become an important tool towards enhancing students’ achievement levels in both contexts and increasing students’ college readiness level. It has also been identified as one key element of educational reform. The present paper reviews a number of models of school-university partnership from different parts of the world. It also presents the results of a study that investigated- among other things- the views of 749 school students and 68 school teachers on the topic of school-university partnership. The paper provides a summary of participants’ suggestions on how best to create better progression between EFL syllabuses in both contexts: post-basic schools and foundation programs in Omani universities, with particular reference to the teaching/learning of EFL reading and writing. Students’ suggestions have mainly focused on three themes, which were collaboration at the administrative level, the need for orientation programs and exchange visits. Teachers’ suggestions were more centered on the need for curriculum change as well as alignment in curriculum issues between the Ministry of Education and the higher education sector. The paper concludes with a number of recommendations for future practice and research.
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Bergeron, Bette S. "Visioning Hope: Embracing Higher Education’s Role With Urban Public Charter Schools." Urban Education 52, no. 6 (March 17, 2015): 718–44. http://dx.doi.org/10.1177/0042085915574525.
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The purpose of this study is to reflect on the evolution of a partnership between a university and urban charter high school serving a predominately African American population. Because of the author’s embeddedness both as the researcher and participant member, this research assumes the paradigm of autoethnography. Reflections on key components of this evolution provide implications for teacher education, particularly in regard to a call for engagement between urban charter schools and educator preparation programs, and a challenge to higher education to analyze existing perceptions of public charter schools within a wider institutional mission to prepare educators for all children.
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Zacharias, Nadine, and Geoffrey Mitchell. "The Importance of Highly Engaged School-University Partnerships in Widening Participation Outreach." Student Success 11, no. 1 (March 3, 2020): 35–45. http://dx.doi.org/10.5204/ssj.v11i1.1458.
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In Australia, there has been a sustained investment in widening participation activities by the federal government through the Higher Education Participation and Partnership Program (HEPPP) and a sustained effort by universities and their partner schools to create high-quality widening participation programs. However, there is limited longitudinal evidence on if and how these widening participation activities influence the application rates to university by school leavers from low socio-economic status (SES) backgrounds. This article draws on a large mixed-methods study which aimed to investigate differences in university application rates between students from low SES backgrounds in urban versus rural, regional and remote (RRR) schools in Queensland. The research found that widening participation programs had a positive and statistically significant influence on application rates to university in highly engaged schools. We propose the concept of a virtuous circle of sustained widening participation activity to explain the positive results in highly engaged schools.
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Alemán, Enrique, Juan A. Freire, Ashley McKinney, and Dolores Delgado Bernal. "Correction to: School–University–Community Pathways to Higher Education: Teacher Perceptions, School Culture and Partnership Building." Urban Review 49, no. 5 (October 5, 2017): 874. http://dx.doi.org/10.1007/s11256-017-0426-9.
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Chambers, Stefanie. "Innovation In The Early College Model: Hartford Magnet Trinity College Academy." Contemporary Issues in Education Research (CIER) 5, no. 2 (March 27, 2012): 127. http://dx.doi.org/10.19030/cier.v5i2.6930.
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In June 2011 Trinity College in Hartford, Connecticut entered a partnership with the Hartford Public Schools to launch an innovative early college model of public education. The new Hartford Middle Magnet Trinity College Academy (HMTCA) represents an expansion of the Hartford Middle Magnet School (HMMS) from a 6-8th grade school, into a 6-12th grade academy. Although Trinity has had multiple connections with the middle school, the new high school provides the college an opportunity to help prepare students for college success at Trinity and other institutions of higher learning. The partnership also allows the college to fulfill its commitment to urban engagement at the local level. Finally, it is an opportunity for the college to recruit high-achieving Hartford public school students who might select other colleges. In this paper the early college model designed by Trinity and the Hartford Public schools is presented. A proposal for the best method to measure the successfulness of the partnership is also developed. This innovative evaluation method can be applied beyond HMTCA and applied to other early college high schools across the nation.
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Kenon, Vanessa Hammler. "Global Education Access Utilizing Partnerships and Networked Global Learning Communities." International Journal of Cyber Ethics in Education 1, no. 3 (July 2011): 40–49. http://dx.doi.org/10.4018/ijcee.2011070104.
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Networked global learning communities build partnership programs between higher education institutions and high schools which allow students, teachers and professors to attend and work in college preparation programs located in countries outside of their native lands. These educational programs help to promote development of transnational policies and procedure reforms to provide access to universities in other countries, as well as provide exposure to global learning strategies, structures, and emerging technologies among teachers and educational leadership. Transnational High School-University Bridge programs also allow the student to adjust to a new culture and work to improve their second language skills, while potentially earning college credit in a dual credit, high school environment.
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Elyana, Luluk, Yuli Utanto, Ghanis Putra Widhanarto, and Yoris Adi Maretta. "Analysis of parent’s discriminant partnership in the success of implementation of good school governance." MATEC Web of Conferences 205 (2018): 00012. http://dx.doi.org/10.1051/matecconf/201820500012.
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Early childhood education is a strong foundation in the effort to prepare young people to face academic competition at the next level. The purpose of this study is to analyze the discriminant factors of parental partnership which are the determining factors for the implementation of good school governance. The research method is quantitative with a survey approach through a questionnaire given to respondents to reveal the influence of parental partnership on good school governance. The results showed that the higher parental involvement, the greater the success factor of good school governance. This research is useful as a guide in making decisions about model selection and analysis of factors related to parental partnership in early childhood education.
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Smith, Pauline, Iris Keating, and Andrew Turner. "Managing school-based in-service education and training in a special school: benefits and tensions in the partnership between school and higher education institution." Teacher Development 3, no. 3 (October 1, 1999): 429–47. http://dx.doi.org/10.1080/13664539900200101.
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Zutshi, Bupinder, and Rinchen Angmo. "Status of Higher and Technical Education in Ladakh (Jammu & Kashmir, India)." European Scientific Journal, ESJ 13, no. 22 (August 31, 2017): 111. http://dx.doi.org/10.19044/esj.2017.v13n22p111.
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Higher and technical education is critical to India’s aspirations of emerging as a major player in the global knowledge economy. Ladakh society for a long period experienced education given by monasteries, which at best provided basic education to the students. However, even this education was highly concentrated in Leh city and in a few monasteries. The conservative village people of Ladakh were somehow reluctant to send their children for formal education until 1981. Last decade 2001-2011 has significantly improved the literacy rates in Ladakh Division for both for both gender groups among rural and urban areas. Significant progress has been made to enroll students in the formal schools. However, net enrolment rates at middle, high and higher education levels are still, less as compared to Jammu & Kashmir overall average. The present paper examines the access, enrolments, infrastructure, quality challenges and opportunities for the higher and technical education system in Ladakh The study results depict strong need of improving higher and tertiary education in Ladakh with public-private partnership in order to have competitive edge for maintaining higher economic growth rates and improving Knowledge Development index in the region.
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Tansey, Lorraine, and María D. Gallo. "From homework club to social justice: Critical reflections on student volunteering through the examination of a school–university partnership." Research for All 2, no. 1 (January 25, 2018): 76–92. http://dx.doi.org/10.18546/rfa.02.1.08.
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Student volunteering has gained significant traction in Irish higher education, enabling a formalization of a traditionally organic activity. Formalizing student volunteering leads to the growth in best practice supports, developing a rich opportunity and space for university civic engagement. Student volunteering with community educational programmes is particularly popular, as students are actively engaged with youth organizations and schools, local to campuses and internationally, travelling as teaching assistants with development NGOs. Drawing on an extensive literature review, critiques of student volunteering as the vehicle for community engagement and reflection are shared alongside a case study of a university–school partnership. A partnership exists between three local primary schools and the National University of Ireland, Galway, historically through a mentoring or tutoring relationship – the homework club. The following case study seeks to map the partnership, led by a holistic research and reflection process, to build a whole-school approach to the engagement. A critical analysis of student volunteering, a component of this research process, is an important contribution to transforming the partnership relationship.
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Akinyemi, Adeola Folasade, and Vuyisile Nkonki. "Partnership in Communities of Practice Towards Teachers’ Professional Development." Academic Journal of Interdisciplinary Studies 9, no. 6 (November 19, 2020): 34. http://dx.doi.org/10.36941/ajis-2020-0109.
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This study examined how partnership with international agencies, non-governmental organisations and experts from higher institutions of learning assist teachers’ in communities of learning towards their professional development. Mixed methods and concurrent triangulation research designs were adopted for this study. Seventy-nine respondents which comprises of principals, teachers, head of departments, cluster leaders, subject advisers and education district officials were purposively selected. Semi-structured questionnaire which has both open- and closed- ended questions as well as semi-structured interview which has both structured and unstructured interviews were the research instruments used to elicit information from the respondents. Quantitative data were analysed descriptively while quantitative data were analysed thematically from emerging themes. Findings revealed that greater percentage of high schools that participated in the study do not engage in partnership with international agencies, non-governmental organizations and experts from higher institutions in their communities of practice. However, few schools indicated that they enjoyed partnership from these organizations which had helped their teachers towards their professional development. Based on these findings, this study recommends that high school should try to engage in partnership programs especially with universities that are near to their school location to organise trainings, workshops and seminars for their teachers to serve as support measures for their professional development.
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Eakin, Paul. "Projects: Appalachian Mathematics and Science Partnership." Mathematics Teacher 96, no. 5 (May 2003): 383. http://dx.doi.org/10.5951/mt.96.5.0383.
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The Appalachian Mathematics and Science Partnership (AMSP) is a National Science Foundation Math Science Partnership (MSP) project (NSF 0227028) that consists of 52 school districts in eastern Kentucky, northeastern Tennessee, and western Virginia, together with nine institutions of higher education. It was proposed in spring 2002 and received its initial funding effective October 1, 2002. The overall focus and primary purpose of AMSP is to help improve all students' performance in mathematics and science throughout the region.
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Сувалова, Т., Tatyana Suvalova, Е. Каштанова, and YEkatyerina Kashtanova. "The Interaction of Universities with Schools in the Higher Education System on the Example of the Department of Human Resourse Management of the State University of Management." Management of the Personnel and Intellectual Resources in Russia 8, no. 3 (August 19, 2019): 84–88. http://dx.doi.org/10.12737/article_5d1dc047dfbae9.16087919.
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The need for close cooperation between the University and the school is now becoming one of the key objectives of the educational programs. The aim of the study is to analyze the options and models of interaction between the University and schools. The article deals with the specifi c activities of vocational guidance work of the University with schools on the example of the Department of “personnel management” of the State University of management: Olympiad students in the framework of the annual personnel forum, visiting master classes in sponsored schools, open days. The analysis of the positive aspects of mutual cooperation both for the partner University and for sponsored schools from the point of view of the quality of educational programs and practical experience. Possible models of joint interaction between school and University are studied: options when the Central link is a school or university and in case of equal partnership.
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Allan, Elaine, and Sadullah Luders. "Giving children a voice through partnership: a child rights-based approach to the co-design of postgraduate nurse education." British Journal of Child Health 2, no. 4 (August 2, 2021): 171–78. http://dx.doi.org/10.12968/chhe.2021.2.4.171.
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Background There is an increasing need for the voice of children and young people to be more evident in planning and designing services, including the delivery of higher education, for school nurses to ultimately influence service delivery. Aim To raise awareness of the importance of children's rights by embedding them in postgraduate school nurse education to influence school nurse service delivery. Methods A model was developed through direct partnership with representatives of the Children's Parliament in Scotland. This model facilitated the inclusion of children and young people's opinions in the co-design of postgraduate nurse education in order to incorporate children and young people's rights and opinions and improve the delivery of the school nurse service in Aberdeen. Results In a supported environment, children and young people were able to negotiate relationships with multiagency professionals on an equal basis, building connections and trust with them in partnership, based on their perceptions of school nurses' daily actions and characteristics. Their negotiation of relationships identified various change management categories for improving the delivery of higher education and services. Conclusions Children and young people have clear opinions and views when consulted in an inclusive age-appropriate way through rights-based participation. It is important that listening and taking due cognisance of children's voices becomes the norm in influencing higher education, and that children and young people have a direct influence on improving children's services.
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McKenna, Maureen. "Improving Educational Outcomes through Getting It Right for Every Child in Glasgow." European Review 28, S1 (May 15, 2020): S86—S92. http://dx.doi.org/10.1017/s1062798720000927.
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This article sketches the context of education in Glasgow, which is Scotland’s largest local authority, serving some of the most deprived communities in Scotland and the UK. It considers the ways in which we work with our schools to raise aspirations and extend young people’s horizons, and explores some of the successes and some of the challenges we have faced and continue to face in bridging the gap between school and higher education. In Scotland, higher education can be delivered through colleges as well as universities. This is an important dimension for our young people, as colleges offer a different learning experience for them and, for some, this can be a more successful learning pathway. There are also other pathways to higher education, for example through work-based learning, such as apprenticeships. Our partnerships with universities and colleges is very strong. Through this partnership there is a range of programmes which support young people across the city to learn about life in university. This is especially important for young people from deprived communities as, often, their families do not have prior experience of higher education. The means of funding and planning these programmes can be viewed as both an enabler and a barrier in certain contexts.
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Singh, Harsimran, Maria Matza, and Christine Latham. "Influencing College and Higher Education Choices in Disadvantaged Hispanic High School Students Through a School-Based Health Club." Hispanic Health Care International 15, no. 2 (March 22, 2017): 58–64. http://dx.doi.org/10.1177/1540415317699547.
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Introduction: Statistics representing professional health care providers do not adequately reflect the shift in the nation’s diverse population. Latinos are significantly underrepresented at all levels of appropriate academic programs critical for entry to health profession careers. This project describes the implementation of a student-run, faculty-facilitated Future Nurse and Health Club at a school (with majority Latino students) to emphasize the importance of higher education in health care. Demographic and psychosocial profiles of club members were also developed to understand community needs. Method: The Future Nurse and Health Club was established in partnership with faculty and researchers representing a university-based nursing program, school officials, and community leaders. Both quantitative and qualitative data were collected from club members and their parents using a variety of techniques including questionnaires and focus groups. Results: The findings of the study highlighted a variety of student- and parent-related factors including poor lifestyle habits and perceptions of support that could potentially influence Latino high school students’ interest and progress in health care–related higher education. Conclusion: A school-based health career club involving active participation of parents and students with support from health care professionals such as academic nursing faculty has the potential to simultaneously raise student interest in health-related careers and health needs of their community.
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Dimcheva, Gergana, and Ivaylo Stoyanov. "The Interested Parties in the Relationship “Business – Education” - Strategic Aim of the University of Telecommunications and Post." Transport and Communications 7, no. 2 (2019): 5–9. http://dx.doi.org/10.26552/tac.c.2019.2.2.
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This report examines the nature and specificity of the higher education interested parties. Systematized needs, expectations and interests of the University of Telecommunications and Post (UTP) interested parties are also presented. Particular attention is paid to the relationship "Business - Education", which has been very strong in the recent years. The need for partnership between the higher school and various business organizations - future users of staff is emphasized.
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KOUTOU, N’Guessan Claude, and Zamble Théodore GOIN BI. "The issue of school privatisation in Côte d'Ivoire." Advances in Social Sciences Research Journal 7, no. 11 (December 2, 2020): 401–15. http://dx.doi.org/10.14738/assrj.711.9372.
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The Ivorian state has been involved in the construction of public schools given their importance for development. Since the 1980s, there has been a reduction in funding linked to the economic crisis and structural adjustment programmes. Thus, by a convention the State will concede the public service of education to the private sector.
The results of this research on the conditions of access to private schools in the Abidjan district were analysed through a cross-sectional study with descriptive and analytical aims. This has led to disparities in costs between municipalities. 40,000 FCFA for minima and 1, 922,000 FCFA for maxima, a multiplication order of 48. In secondary school, the minimum is 43,000 FCFA and the maximum is 2, 706,000 FCFA, a multiplication order of 63. In higher education there are less disparities.
In total, there are many differences in the costs of schooling from one school to another. While the public-private partnership has encouraged more children to attend school, it has also created a challenge to access because of the expensive costs of attending school.
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Walpole, MaryBeth, and Felicia Crockett. "Utilizing Service Learning in Master of Higher Education Programs." Journal for the Study of Postsecondary and Tertiary Education 3 (2018): 025–40. http://dx.doi.org/10.28945/3989.
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Aim/Purpose: Service Learning is not used in graduate education to the extent it is in un-dergraduate education. This paper utilizes a developmental evaluation methodological approach and a strategic partnership conceptual framework in examining a service learning course in which higher education master students gain valuable experience they can use in their careers while assisting high school students as they apply to college. Background: Little research has been done on service learning at the graduate level. Moreover, although service learning is growing on campuses, master of higher education students may not have experience with it. Additionally, gaps in college access by socioeconomic status and race continue to exist, yet little research has been done on how service recipients experience service learning. This paper evaluates a service learning course and addresses the service recipients who were high school students at the time and the experiences of graduate students who were enrolled in the course. The research questions are the following. To what extent do high school recipients report an increase in college application behaviors from the beginning to the end of the service learning experience? How do high school recipients describe their experiences with the graduate students? How do Master of Higher Education students describe their knowledge of the college admission process as a result of their experiences with service learning? How do they describe their experiences with service learning? What skills, if any, do they report improved as a result of the service learning experience? Methodology: The paper uses developmental program evaluation methodological ap-proach, and data collection strategies include survey responses and inter-views with former high school students as well as document analysis of former graduate students’ reflective essays and interviews with them. Contribution: Little is documented regarding graduate student experiences with service learning, particularly Higher Education master programs. Additionally, little research exists on service recipients experiences. Findings: The service learning course was helpful to the high school students’ college application process, and students reported increases in college application behaviors as a result of the service learning project. The course also strengthened the higher education master students’ communication skills, interpersonal skills, and awareness of diversity and equity issues. Recommendations for Practitioners: Service learning experiences can be utilized to strengthen higher education master students’ skills, and detailed information regarding the process of creating a service learning course are provided in the paper. Recommendation for Researchers: The paper recommends additional research on service learning in graduate programs and additional research on the experiences of service recipients and community partners. Impact on Society: This paper impacts master students who plan to work on college campuses and strengthen their skills in several areas that should positively affect the future students with whom they work. Additionally, the course resulted in high school students reporting increased college application behaviors, such as taking admission tests, seeking letters of recommendation, and writing essays, and may increase the number of students from underrepresented backgrounds who successfully enroll in college. Future Research: Additional research on service learning in graduate programs and additional research on the experiences of service learning recipients should follow this study.
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Bobrova, Elena, and Irina Kashcheeva. "Higher schools’ collaborating with computerized library system aggregators." Scientific and Technical Libraries, no. 1 (January 1, 2018): 92–101. http://dx.doi.org/10.33186/1027-3689-2018-1-92-101.
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The authors discuss partnership model of the higher school and aggregators of digital library systems, university structures, including the library, as well as undergraduates and faculty staff of Kemerovo State Institute of Culture in promoting and distributing the Institute’s digital versions of printed publications. It is emphasized that using the Database enables the faculty to comply with the Federal Higher Education Standard requirements, and to use digital versions of documents unavailable in printed format. The project is intended to consolidate the authority of KSIC science and pedagogical schools and to make its science and learning publications accessible. It is also expected to solve the copyright problems (signing agreements with ELS aggregators and licenses with thew faculty), to increase eLibrary.ru science citation index for the authors at Kemerovo State Institute of Culture. The quality operational efficiency of user services are to follow. The strategy of project implementation, applied regulations and standards, publication distributions statistics, 4-year monitoring findings, interaction with eLibrary.ru, as well as its economic and social impact, are discussed.
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Mohamed, Najima, Nicola Blacklaws, and Zainab Mustafa. "Reinterpreting ‘Critical reflections on staff-student partnership and ‘re-interpreting’ journal submissions’ by Cork (2018)." Journal of Learning and Teaching in Higher Education 1, no. 1 (May 1, 2018): 109. http://dx.doi.org/10.29311/jlthe.v1i1.2761.
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A podcast discussion that explores the ideas around student-staff collaborations within a Higher Education context. The podcast is produced by Nicola Blacklaws (Postgraduate research student in History), Zainab Mustafa and Najima Mohamed (Undergraduate students in Neuroscience), with contributions from Frances Deepwell (Director of Leicester Learning Institute), Lorna Cork (Reinterpretation Manager and tutor for School of Education) and Azza Abdulla (Students' Union Education Officer).
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Santos, Fernando, Corliss Bean, Nuno Azevedo, António Cardoso, Paulo Pereira, and Hugo Cruz. "Moving From an Implicit to an Explicit Approach of Life Skills Development and Transfer: The Case of Surfing in Schools." SAGE Open 10, no. 2 (April 2020): 215824402093331. http://dx.doi.org/10.1177/2158244020933316.
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The purpose of this article is to provide insight on a partnership between Matosinhos City Hall that coordinates educational programs including physical education and the School of Higher Education of Porto. For the past 2 years, the institutions have worked together to develop a local curriculum for physical education teachers to foster life skills development and transfer in their students. In this article, we provide an overview about (a) how the partnership was developed, (b) how establishing fundamental pedagogical components provided the platform for later explicit life skills teaching, (c) the facilitators and barriers that emerged from these efforts, and (d) plans to integrate an explicit approach to sport-based life skills development and transfer.
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Alikina, Yelena V., Tat'yana V. Kudymova, and Mariya V. Malkova. "Intercultural projects in learning Russian as a native and foreign language: experience of social partnership of a school and a higher education institution." Vestnik Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics, no. 3 (2019): 207–10. http://dx.doi.org/10.34216/2073-1426-2019-25-3-207-210.
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The article demonstrates the need for continuous intercultural education in teaching Russian both as a native and a foreign language. The authors focus on the fact that intercultural education not only contributes to increase the level of language proficiency, but also has a positive impact on learners' personal, intellectual, emotional, and creative potential formation, regardless of their age group. The paper describes the essence and functions of project-based learning, which is considered an effective educational technology for intercultural education. Its potential is shown through the example of the intercultural project carried by a general school in cooperation with a polytechnic higher education institution. The authors aim to demonstrate how the problems and interests of younger schoolchildren, who tend to be more open to intercultural communication, match with those of their parents and teachers on the one hand, as well as with the problems and interests of foreign pupils and teachers of Russian as a foreign language, on the other. In conclusion, the research summarises the impact of intercultural projects on learning a foreign language. The authors also mark the importance of school and post-school socialpartnership in conditions of modern intercultural education.
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Byhar, Hanna, Iryna Pits, and Olesia Oliinyk. "Building a conceptual model for pedagogy of partnership in the New Ukrainian School." Studia Gdańskie. Wizje i rzeczywistość XV (June 15, 2019): 307–20. http://dx.doi.org/10.5604/01.3001.0014.0490.
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The professionalism and competence of quality teaching practice in higher education institutions is becoming more significant since they try to respond to an increasingly diverse and perceptive student commu-nity’s issues concerning standards and quality in the global context. In the past several decades there are growing appeals for innovative re-search-based pedagogy that designs relationship-centred education as well as provides cutting edge professional development of the 21st cen-tury educators. The aim of our research is to further extend current knowledge of “student engagement” as a core aim of the NUS paradigm for the future of Ukraine’s higher education. The research has provided evidence for embedded sustainable partnership in the NUS that will sus-tain a strong sense of community among teachers and students. The key to achieving the development of such partnership learning communities are traced in NUS formula and its nine key elements are seen to encour-age their development. In order to identify and build a conceptual model for PoP in the NUS, the author of the given research attempted to map the territory of the primary school. The paper has led us to conclude the PoP, in our opinion, provides an opportunity to provide conditions for the development of the student’s creative personality, the implementa-tion of the tasks of the concept of the NUS, the creation of positive moti-vation of students for educational and cognitive activities, the need for self-knowledge, self-realization and self-improvement, the introduction of a modern approach to constructing a lesson, creating optimal condi-tions for developing the student’s creative abilities at lessons, developing social and civic competencies of the student.
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Sannadan, Delio B., Claribeth B. San Pedro, Lourdes Myla T. Velchez, and Ariel C. Venida. "Analysis of School Conflicts Involving Parents: Experiences and Resolution." Jurnal Inovatif Ilmu Pendidikan 2, no. 2 (February 10, 2021): 73–91. http://dx.doi.org/10.23960/jiip.v2i2.21817.
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Stakeholders� partnership in schools is a key factor in delivering a relevant, enabling, and responsible education to the learners. However, in the course of establishing this partnership, conflicts arise inevitably. The main objective of the study was to examine the prevalence of conflicts in schools that involve parents through a document analysis. A total of ten online cases were analyzed and served as the primary sources of data in this study. Coding was done to determine the emerging themes in each case. The analysis revealed that sexual and physical violence committed by a teacher or school official towards the learner; and negligence of duty which resulted in damage to the learner were the common sources of conflict. This suggests that parents� involvement in the issues is something favorable as apparently parents are expected to be the protectors and defenders of their children especially in times when children�s rights and welfare are at stake or violated. The findings further revealed that in most conflicts, the learners were mostly offended while teachers and school authorities were mostly offenders. This finding suggests that children, even in school or under the custody of the teachers and school authorities, are still vulnerable to any form of violence and danger; and sometimes become helpless and defenseless especially when the persons who they expect to protect them become the aggressors. The finding also revealed that the learners mostly favored the court�s decision. This conveys that in every court ruling, it is still the best interest of the children which is being given the foremost considerations. The implications from the findings of the study may inform the higher authorities in the Department of Education on how such conflicts will be prevented from happening. Also, based on the findings, it is recommended that the education department should take further actions in strengthening the implementation of the Child Protection Policy to keep every learner well-informed of their rights and make every stakeholder aware of their duties and responsibilities in promoting the well-being and education of the learners.
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Quinn, Megan A., Jodi L. Southerland, Kasie Richards, Deborah L. Slawson, Bruce Behringer, Rebecca Johns-Womack, and Sara Smith. "Quantifying collaboration using Himmelman ' s strategies for working together." Health Education 116, no. 1 (January 4, 2016): 34–49. http://dx.doi.org/10.1108/he-03-2014-0034.
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Purpose – Coordinated school health programs (CSHPs), a type of health promoting school (HPS) program adopted by Canada and the USA, were developed to provide a comprehensive approach to school health in the USA. Community partnerships are central to CSHP and HPS efforts, yet the quality of collaboration efforts is rarely assessed. The purpose of this paper is to use Himmelman’s strategies for working together to assess the types of partnerships that are being formed by CSHPs and to explore the methodological usefulness of this framework. The Himmelman methodology describes four degrees of partnering interaction: networking, coordinating, cooperating, and collaborating, with each degree of interaction signifying a different level of partnership between organizations. Design/methodology/approach – Data were collected as part of the 2008-2009 and 2009-2010 CSHP annual Requests for Proposal from all 131 public school systems in Tennessee. Thematic analysis methods were used to assess partnerships in school systems. Descriptive analyses were completed to calculate individual collaboration scores for each of the eight CSHP components (comprehensive health education, physical education/activity, nutrition services, health services, mental health services, student, family, and community involvement, healthy school environment, and health promotion of staff) during the two data collection periods. The level of collaboration was assessed based on Himmelman’s methodology, with higher scores indicating a greater degree of collaboration. Scores were averaged to obtain a mean score and individual component scores were then averaged to obtain statewide collaboration index scores (CISs) for each CSHP component. Findings – The majority of CSHPs partnering activities can be described as coordination, level two in partnering interaction. The physical activity component had the highest CISs and scored in between coordinating and cooperating (2.42), while healthy school environment had the lowest score, scoring between networking and coordinating (1.93), CISs increased from Year 1 to Year 2 for all of the CSHP components. Applying the theoretical framework of Himmelman’s methodology provided a novel way to quantify levels of collaboration among school partners. This approach offered an opportunity to use qualitative and quantitative methods to explore levels of collaboration, determine current levels of collaboration, and assess changes in levels of collaboration over the study period. Research limitations/implications – This study provides a framework for using the Himmelman methodology to quantify partnerships in a HPS program in the USA. However, the case study nature of the enquiry means that changes may have been influenced by a range of contextual factors, and quantitative analyses are solely descriptive and therefore do not provide an opportunity for statistical comparisons. Practical implications – Quantifying collaboration efforts is useful for HPS programs. Community activities that link back to the classroom are important to the success of any HPS program. Himmelman’s methodology may be useful when applied to HPSs to assess the quality of existing partnerships and guide program implementation efforts. Originality/value – This research is the first of its kind and uses a theoretical framework to quantify partnership levels in school health programs. In the future, using this methodology could provide an opportunity to develop more effective partnerships in school health programs, health education, and public health.
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Jacobs, Julie, Jana Kay Slater, Kim Waldrep, JoAnn Miller, Krystal Boyechko, and Emily Ho. "Culinary Health Education and Fitness (C.H.E.F.): A Large-Scale Program to Reduce Rural Health Disparity Through Networking and Relationship Building." Current Developments in Nutrition 4, Supplement_2 (May 29, 2020): 1311. http://dx.doi.org/10.1093/cdn/nzaa059_028.
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Abstract Objectives The Culinary Health Education and Fitness (C.H.E.F.) program is a 3-year program designed to help children and families in three Oregon counties (Lincoln, rural Benton and East Linn) achieve higher-quality lives through the promotion of physical activity and nutrition. The program utilized nutrition-focused culinary education that included cooking classes and tasting tables to empower families to be self-sufficient in the kitchen, make healthy food choices and increase exposure to fruits and vegetables. The program also sought to strengthen relationships among health-advocacy stakeholders, train future physicians to deliver nutrition education, and to integrate the Coordinated Approach to Child Health (CATCH) program at school sites as a sustainable program for increasing physical activity in school-aged children. Methods Quantitative and qualitative data were gathered from classes, schools and stakeholders through pre- and post-surveys, interviews, program records, and observation to assess program reach, process evaluation, cooking self-efficacy, physical activity and change in nutrition knowledge. Our mixed methods approach was organized around the concepts of Exposure, Integrity and Intensity (for the process evaluation) and Outcomes. Results The program had extensive reach with >3200 children served at tasting tables, >800 participants in culinary education classes, and >2500 students participated in CATCH at their schools. Nearly 100 community partners, medical students and volunteers were trained to deliver the evidence-based culinary education. The implementation of CATCH increased vigorous physical activity in children. Culinary education courses effectively introduced children to new vegetables and fruits and raised confidence in their ability to prepare healthy foods at home. Relationships flourished through the various meetings, trainings and conferences related to the program. A robust network of health advocacy stakeholders continues to grow across the tri-county area through various activities related to this program work. Conclusions Through a wide array of relationships and community partnerships, the C.H.E.F. program promotes healthy lifestyles and a culture of health in rural Oregon communities. Funding Sources HRSA Rural Network Development Grant.
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������������, E. Burdukovskaya, �����, and O. Shkil. "Social Partnership �s a Factor of Developing Vocational Competencies of To-Be-Professionals." Standards and Monitoring in Education 3, no. 1 (January 16, 2015): 3–7. http://dx.doi.org/10.12737/8535.
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The paper concerns the problem of engaging employers in the educational process at higher education institutions in order to improve quality of future
employees� professional training in the context of meeting requirements, introduced by educational standards of the new generation. Presented is the
Program of interaction between employers and higher school teachers on issues of improving students� professional training. Also considered are various
forms of social partnership, as one among a number of factors conducive to fostering professional competencies in future specialists.
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Pilkington, F. Beryl, Mina D. Singh, Cheryl Prescod, and Alexis Buettgen. "Inclusive Mosaic: Promoting Diversity in Nursing through Youth Mentorship." International Journal of Nursing Education Scholarship 10, no. 1 (June 8, 2013): 123–32. http://dx.doi.org/10.1515/ijnes-2012-0012.
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AbstractIn this paper we describe the Inclusive Mosaic project, a community–university partnership in an outer-city community in a large Canadian metropolis aimed at promoting diversity in nursing. The project brought together nursing student mentors with middle school and high school youth from diverse backgrounds in a mentoring program aimed at increasing participants’ interest in, and confidence in pursuing, higher education and a career in nursing or other health profession. The concepts of emancipatory education, self-efficacy, and possible selves provided the theoretical foundation. Project processes, activities, and outcomes are described, and a post-hoc evaluation encompassing the project’s strengths, challenges, limitations, and successes is presented. Recommendations to inform future research and education are also provided.
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Kozleski, Elizabeth B., and Jeong Hoon Choi. "Leadership for Equity and Inclusivity in Schools: The Cultural Work of Inclusive Schools." Inclusion 6, no. 1 (March 1, 2018): 33–44. http://dx.doi.org/10.1352/2326-6988-6.1.33.
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Abstract A set of schools located across the United States partnered with a federally funded inclusive schools systems approach to improving outcomes for all students—both general and special education students, including students with extensive support needs stemming from intellectual and developmental disabilities. Two years of data from the schools provided evidence of changes in specific school leadership practices. Schools that received targeted, feature-specific technical assistance in the Administrative Leadership domain improved their administrative leadership performance as measured by the Schoolwide Integrated Framework for Transformation Fidelity of Implementation Tool (SWIFT-FIT). Improvements were noted in the two major aspects of leadership measurement: Strong and Engaged Site Leadership and Strong Educator Support System features. Improvements corresponded with higher achievement scores on English Language Arts and Math as measured by the Partnership for Assessment of Readiness for College and Careers (PARCC) assessment. These results show promise for continued focus on improving school administrator leadership in order to install more inclusive systems of support for learning that are associated with higher levels of student achievement.
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Harkavy, Ira, Francis E. Johnston, and John Puckett. "The University of Pennsylvania's Center for Community Partnerships as an Organizational Innovation for Advancing Action Research." Concepts and Transformation 1, no. 1 (January 1, 1996): 15–29. http://dx.doi.org/10.1075/cat.1.1.03har.
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The article describes the Center for Community Partnerships at the University of Pennsylvania as an organizational innovation designed to mobilize the range of university resources to solve the strategic problem of creating democratic, local cosmopolitan communities. We identify the Center's approach to this problem as helping to develop university-assisted community schools, schools transformed to function as centers and catalysts for community revitalization with ongoing support from an institution of higher education. We argue that communal action research, in which scholarly attention is focused upon the university's local geographic area in a continuous comprehensive partnership with the community studied, is a particularly promising approach for revitalizing communities, advancing knowledge, and integrating the university's missions of research, teaching, and service. We describe the Turner Nutritional Awareness Project (TNAP), which works to alleviate nutrition problems in a university-assisted community school, as an example of communal action research conducted by all participants in a common project. We conclude by describing the structure and operation of the Center for Community Partnerships, claiming that the Center itself is part of a broader organizational change occurring throughout the American academy as urban universities, in particular, respond to severe external crises as well as internal difficulties resulting from the separation of service from teaching and research.
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Astuti, Yani Parti, Egia Rosi Subhiyakto, and Liya Umaroh. "Pendampingan Pembelajaran Online Menggunakan Edmodo bagi Siswa Kelas 9 SMP Muhammadiyah 6 Semarang." ABDIMASKU : JURNAL PENGABDIAN MASYARAKAT 4, no. 2 (May 9, 2021): 124. http://dx.doi.org/10.33633/ja.v4i2.204.
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In education, students have a very important role for schools. Creative and innovative students will bring good name and progress to the school. For this reason, besides getting formal education, students must make optimal use of technology. So that every student is able to compete with the outside world and have an established provision to continue their education to a higher level. Given the current situation where the world is confused with the Covid-19 pandemic outbreak, school students are also recognized by the existence of an education system from home. Education from home does not mean students only learn themselves, but students are expected to be able to work with teachers and other students using the internet. This system is called e-learning or educational media with the internet. In fact, many students do not understand e-learning, especially junior high school students. The school that is the object of the Community Partnership Program (PKM) in the context of community service is SMP Muhammadiyah 6 Semarang, having its address at Jl. Brotojoyo II no 22, Panggung Kidul Kec. North Semarang Semarang. This service is expected to provide understanding and assistance in implementing e-Learning using edmodo for students of SMP Muhammadiyah 6 Semarang. And finally it can create more interactive learning and can increase student motivation..
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Voronina, L. V., and M. V. Byvsheva. "Experience of «USPU» in Organization of School and University Partnerships in Training Teachers (Basic Professional Educational Program «Teacher of Primary General Education»)." Psychological-Educational Studies 10, no. 1 (2018): 94–103. http://dx.doi.org/10.17759/psyedu.2018100109.
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The article presents the experience of participation of the Ural State Pedagogical University in the project «Implementation of the Competence Approach in the Development and Approbation of the Main Professional Educational Programs of Higher Education in the EGSD «Education and Pedagogical Sciences (Bachelor's, Master's and Postgraduate Education, «Primary General Education Teacher» profile)». The organization of students' practice at the faculty of pedagogy and methods of primary education is disclosed, the theoretical positions and features of the pilot project «Modernization of the practice of future teachers in conditions of continuing education in higher education» are described. The requirements for the selection of general education organizations as network partners have been singled out. The forms of interaction of all participants of the practice, positively evaluated by students, teachers-instructors, and methodologists of the university are revealed. The authors note that one of the important moments in the organization of the school-university partnership is the purposeful preparation and development of the professional skills of mentor teachers to accompany students in the practice. The main tasks of the School of Mentors are listed in the article.
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Holmes-Henderson, Arlene, and Bella Watts. "What grades are needed to study Classical subjects at UK universities?" Journal of Classics Teaching 22, no. 44 (2021): 86–92. http://dx.doi.org/10.1017/s2058631021000210.
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At a time when Classical subjects are in a perilous position in both the school and university curriculum, it is vital that Classics educators in the secondary and tertiary sectors work together to share information effectively. One such area requiring careful and coordinated partnership is the setting of entry requirements to undergraduate courses. Doing this well necessitates the communication of which types of qualifications meet these requirements and the promotion of inclusive and alternative pathways to widen access to the study of Classical (and related) subjects in Higher Education.
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Brophy, Julia. "Parent Management Committees and Pre-school Playgroups: The Partnership Model and Future Management Policy." Journal of Social Policy 23, no. 2 (April 1994): 161–94. http://dx.doi.org/10.1017/s0047279400021619.
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ABSTRACTThis article reconsiders the origins of ‘self management’ in pre-school daycare services in the light of new data from a national study of playgroups in England. In the absence of comprehensive nursery education, playgroup provision has mushroomed in Britain. ‘Parental involvement’ has been a central premise in the philosophy of playgroups. However, data now available suggest that aspects of this premise require reassessment.The study establishes that ‘parents’ who are playgroup managers are in fact mothers mostly drawn from white, higher income, higher educated groups. Furthermore, they tend to be resistant to taking on such management functions. Playgroup workers in turn are dissatisfied with available levels of support and effective management. Both groups however are subject to structural pressures – not least of which is women's increased participation in paid employment – and many of these pressures are likely to increase in the 1990s.The future management of this sector therefore requires reconsideration within a broader public sector policy framework. Such an approach should address both the real cost of effective management and such employment policies as may facilitate the involvement of all parents – irrespective of gender, income or ethnic group – in services for their children.
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Edopu, Ritah N., J. B. Mpoza, and Edith Namutebi. "Enhancing the Quality and Relevance of Teaching and Learning through University Community Partnerships: the Case of Art at Makerere University." Makerere Journal of Higher Education 10, no. 1 (February 1, 2018): 3–21. http://dx.doi.org/10.4314/majohe.v10i1.1.
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A key gap in writing on the University Community Partnership (UCP) approach to higher education delivery relates to the fact that, in general, the fruitfulness of the approach is taken for granted. Furthermore, the usefulness of UCPs is tacitly expected to be two-way with universities helping their communities to address some of their challenges and the experience of partnership helping the universities to enhance their relevance. However, this paper reports the findings of a study that presents a different picture. Investigating the implementation and impact of the UCP approach to the delivery of the Bachelor of Industrial and Fine Arts program at Makerere University’s Margaret Trowel School of Industrial and Fine Arts (MTSIFA), the study found that contrary to the widely held view that the approach to higher education delivery results into universities helping their communities to deal with some of their challenges, at the MTSIFA, the approach has not resulted into service learning. However, it has helped the school to close critical gaps in studio support for its students, thereby enhancing the quality and relevance of teaching and learning. Therefore, using this case, the study argues that UCPs present a panacea to some of the resources constraints inherent to massification that many HEIs in Africa are grappling with.
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Sasaki, Reinaldo Satoru Azevedo, Márcia Maria de Souza, Cláudio Rodrigues Leles, Deborah Carvalho Malta, Luciana Monteiro Vasconcelos Sardinha, and Maria do Carmo Matias Freire. "Sexual behavior of school-aged adolescents in the city of Goiânia, Goiás." Revista Brasileira de Epidemiologia 17, suppl 1 (2014): 172–82. http://dx.doi.org/10.1590/1809-4503201400050014.
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OBJECTIVE: To investigate the characteristics of sexual behavior in school-aged adolescents and possible differences regarding sex and type of school. METHODS: Cross-sectional study using data from the National Adolescent School-based Health Survey (PeNSE) 2009, carried out by the Brazilian Ministry of Health, in partnership with the Brazilian Institute of Geography and Statistics (IBGE). The sample consisted of 3,099 9th graders living in Goiânia, State of Goiás, Brazil, mostly aged between 13 to 15 years old, who answered a self-applicable questionnaire on risk and protective health factors. The Rao-Scott test was used in the statistical analysis, considering the complex sample design. RESULTS: The prevalence of sexual intercourse was of 26.5% (95%CI 23.8 - 29.4) at least once in life and of 18.5% (95%CI 16.5 - 20.8) in the last year. Both behaviors were more frequent among male students and among those attending public schools. Most of the respondents had their first intercourse at the age of 13 or younger, with up to 3 partners. They had also used a pregnancy prevention method in the last intercourse, and received guidance on prevention at school. The age of the first intercourse was earlier and the number of partners was higher among male students. More females and those attending public schools reported having received information on pregnancy prevention. Guidance on STD/AIDS was also more frequent in public schools. CONCLUSION: Results showed a need for health education measures involving education and health professionals, as well as parents, to reduce the discrepancies found regarding sex and type of school.
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������� and Irina Ivanova. "Networking Cooperation of Educational Institutions of Higher, General and Vocational Education in the Terms of Implementation of Extracurricular Activities in Application of the Federal State Educational Standard." Standards and Monitoring in Education 4, no. 6 (December 25, 2016): 13–22. http://dx.doi.org/10.12737/11217.
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The study is relevant in the context of global projects supported by the government and initiated by the President of the Russian Federation: the federal
state educational standards, the complex project of modernization of education, national educational initiative �Our new school�, �Concept of the
spiritual and moral development and education of a citizen of Russia.� In the context of extracurricular activities in the design development of the FSES
becoming especially popular networking projects that brings together institutions of diff erent levels (schools, supplementary education for children, psychological
urban centers, higher education institutions). The interaction of educational institutions is becoming a modern highly innovative technology
that allows them to develop dynamically.
The article describes a model of network interaction of educational-governmental organizations of the city of Kaluga in the framework of the extracurricular
activity of younger schoolboys in the terms of realization of the FSES of primary education.
Model networking educational institutions of the city of Kaluga in the framework of the extracurricular activity of younger schoolboys in the development
of the FSES of primary education has been successfully tested on the basis of four elementary schools in the city of Kaluga, the study involved 177 students
and 7 primary school teachers. Social partners of educational networking were: Children and Youth Space Education Center �Galaxy� of the city of Kaluga
and Kaluga State University named after K.E. Tsiolkovsky. The basis of networking cooperation were programs of extracurricular activities of I.V. Ivanova.
The main results of testing of the model is the development of individual students in the development of programs that increase the level of professional
competence of primary school teachers in the organization of extracurricular activities of the FSES of the primary general education.
The study contributes to a system of total innovative design, Further and Higher Education; It shows the possibility of the contents and forms of social and
pedagogical partnership in the system of education in the introduction of the FSES of primary education. The practical signifi cance of the study consists
in the possibility of using the developed model in educational practice. The study will allow to make science-based contribution to the practical implementation
of the regional. Prospects for the development of research consist in the development of new models of a network of educational cooperation,
attraction of new bases for cooperation.
This publication was prepared within the framework of a research project supported by the Russian Foundation for Humanities �14-16-40007.
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Almeida, Iris, Ana Ramalho, Joana Costa, and Ricardo Baúto. "The Forensic Psychology Role: Technical Advisor Office." Medical Sciences Forum 5, no. 1 (July 20, 2021): 13. http://dx.doi.org/10.3390/msf2021005013.
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The purpose of this paper is to demonstrate the work developed by Technical Advisor Office (GAT) and its role as technical advisor to the West Lisbon Public Prosecutor’s Office. GAT was established in partnership with Egas Moniz Higher Education School and West Lisbon Public Prosecutor’s Office. GAT plays a crucial role in assisting the Public Prosecutor’s Office as the main response to cases with higher complexity, and it provides support about measures to protect victims. GAT integrates the forensic psychologist narrowly and directly in monitoring processes in the judicial system, allowing a greater understanding of the phenomenon and facilitating decision-making by the Public Prosecutor’s Office.
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AL BUSAIDI, Khamis Abdullah Said, Salim Humaid Rashid AL BADAI, and Rahma Nasir Salim AL SAADI. "DEVELOPING THE ROLES OF PARENTS’ COUNCILS IN SCHOOLS IN THE SULTANATE OF OMAN IN THE LIGHT OF THE FOURTH INDUSTRIAL REVOLUTION." International Journal of Humanities and Educational Research 03, no. 04 (August 1, 2021): 294–305. http://dx.doi.org/10.47832/2757-5403.4-3.26.
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This study aim to identify the roles of student’s parents’ councils, and examine the possibility of developing them by reviewing international experiences in this field, and benefiting from the outputs of the fourth industrial revolution in the education sector. The study also focus on the actual role of parents’ councils in schools in the Sultanate, and the efforts made to achieve partnership with society, and developing the regulations governing these councils, to keep pace with global scientific developments which depend on granting broad powers to these councils in order to be able to perform their work more effectively and with broader independence, and one of the most prominent recommendations that came out of this study is the need to carefully select the members of parents councils according to A specific mechanism that ensures the selection of the active members in society, developing the roles of parents’ councils by expanding the powers granted to them, increasing the awareness of school staff, and making the council members aware of the importance of partnership in the areas of joint cooperation between them, which include (vision, goals, planning, managing financial resources, etc.), and the necessity of holding programs And training courses for members of student parents’ councils, and school staff, on the requirements for developing the roles of these councils in the light of the Fourth Industrial Revolution, and developing programs and methods for teacher preparation in higher education institutions, in line with the requirements of the Fourth Industrial Revolution, and the Ministry of Education adopting a national strategy aimed at Designing educational and training programs that are compatible with the nature of the next stage, and the needs of the labor market in light of the Fourth Industrial Revolution.
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Szakály, Zsolt, Ferenc Ihász, Csaba Konczos, Balázs Fügedi, and József Bognár. "Body composition and the level of fitness in 10 to 14-year-old girls in western Hungary: the impact of the new PE curriculum." Biomedical Human Kinetics 8, no. 1 (July 20, 2016): 95–102. http://dx.doi.org/10.1515/bhk-2016-0014.
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SummaryStudy aim: Over the last two decades, the body fat mass has been increasing and the level of physical fitness has been decreasing in school-aged children. Due to the health-related concerns that have arisen regarding school-aged children, the Hungarian government introduced everyday physical education in 2012. Since girls are more disposed to higher body fat and low fitness levels, the aim of our study was to characterise the physique, body composition and aerobic capacity of 10 to 14-year-old girls three years after the introduction of the new curriculum with daily PE lessons. Material and methods: All of the primary schools that were selected to participate in this study serve as partnership schools in the University of West Hungary’s teacher training programme (N = 8). The sample included only those upper primary school girls (10 to 14 years of age) who participated in the everyday physical education lesson (N = 543). Standard anthropometric techniques and a 20m shuttle run test were selected for the analysis. Results: An important result of this study was the finding that differences in the body composition features were consistently significant among the age groups. However, there were no differences among the age groups in the results of the 20 m multi-stage fitness test, nor in the girls’ relative aerobic capacity. Conclusions: It can be presumed that an unfavourable body composition and poor fitness occur primarily in the prepuberty years. Everyday physical education serves as a good opportunity for shaping the girls’ fitness level and body composition, and also for encouraging healthy active living.
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Baskan, Gulsun Atanur. "From the Editor." Contemporary Educational Researches Journal 6, no. 1 (July 16, 2016): 01. http://dx.doi.org/10.18844/cerj.v6i1.945.
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Dear Readers,It is the great honor for us to publish sixth issue of Contemporary Educational Researches Journal. Contemporary Educational Researches Journal welcomes original empirical investigations and comprehensive literature review articles focusing on educational issues. Contemporary Educational Researches Journal is an international peer-refereed journal that promotes the researches in the field of contemporary teaching and learning approaches and theories. The scope of the journal includes, but is not limited to; the following major topics as they relate to: Active Learning, Administration of Education, Adult Education, Affective Learning, Arts Teaching, Asynchronous Learning, Behaviorist Learning, Blended Learning, Chemistry Education, Classroom Assessment, Classroom Management, Classroom Teacher Education, Collaborative Learning, College and Higher Education, College and Higher Education, Constructivist Learning, Content Development, Distance Learning, E-administration, E-assessment, Education and Culture, Educational Administration, Evaluation of Student Satisfaction, Faculty Development and Support, Future Learning Trends and Globalization, Gaming, Simulation and Virtual Worlds, Guiding and Counseling, Healthy Education, High School Teacher Education, History Education, Human Resources in Education, Human Innovative Teaching Strategies, Institutional Audit and Quality Assurance, Institutional Performance, Instructional Design, Knowledge Management in Education, Language Learning and Teaching, Language Teacher Education, Learner Centered Strategies, Learners Diversity, Inclusiveness and Inequality, Learning and Teaching Research Methods, Learning Assessment and Evaluation, Learning Assessment and Evaluation, Learning Psychology, Lifelong Learning Strategies, Learning Skills, Vocational Education, Measurement and Evaluation in Education, New Learning Environments, Strategic Alliances, Collaborations and Partnerships, Portfolio Assessment, Professional Development, School Administration and Social Networking and Interactive, Participatory Applications and Services.Instructional practices in special education, optimism and resilience, school partnership and pedagogic frailty topics have been included into this issue. The topics of the next issue will be different. You can make sure that we will be trying to serve you with our journal with a rich knowledge in which different kinds of topics are discussed in 2016 Volume.A total number of eleven (12) manuscripts were submitted for this issue and each paper has been subjected to double-blind peer review process by the reviewers specialized in the related field. At the end of the review process, a total number of five (5) high quality research papers were selected and accepted for publication.We present many thanks to all the contributors who helped us to publish this issue. Best regards,Editor – in ChiefProf. Dr. Gulsun Atanur Baskan
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Clevenger, Caroline Murrie, and Katharine Leigh. "Service-Learning Cross-Cultural Collaboration: Sustainable Actions in an Elementary School, Bagaces, Costa Rica." International Journal for Service Learning in Engineering, Humanitarian Engineering and Social Entrepreneurship 8, no. 1 (June 4, 2013): 102–15. http://dx.doi.org/10.24908/ijsle.v8i1.4439.
Full textAbstract:
This paper examines the impact of the experience and learning outcomes from a problem-based service-learning opportunity carried out within the context of a travel course focused on sustainable design and construction. Through a partnership between professional programs from two institutions of higher education, students from XXX University travel to Costa Rica to meet their learning partners from the University of Costa Rica. During the travel course students participate in a service-learning project. The experience successfully emphasizes the power of service-learning to impact student values and thinking, reinforcing social and civic responsibility. As a mechanism to achieve cross-cultural understanding, this service-learning opportunity successfully invites exchange and appreciation of similarities as well as differences through collaborative problem solving, deepening student motivation to learn.