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Relevant bibliographies by topics / School-university partnership

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Academic literature on the topic 'School-university partnership'

Author: Grafiati

Published: 4 June 2021

Last updated: 26 July 2025

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Journal articles on the topic "School-university partnership"

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Castelli, Darla, Erin Centeio, Helen Boehrnsen, Doug Barclay, and Craig Bundy. "School-University Partnership." Journal of Physical Education, Recreation & Dance 83, no. 9 (2012): 15–35. http://dx.doi.org/10.1080/07303084.2012.10598841.

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Midthassel, Unni Vere. "University-school partnerships as arrangements in policy implementation." Journal of Professional Capital and Community 2, no. 3 (2017): 134–45. http://dx.doi.org/10.1108/jpcc-06-2017-0014.

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Purpose The purpose of this paper is to add to the knowledge base of school-university partnerships by exploring such partnerships in terms of policy implementation. Design/methodology/approach This paper takes a qualitative approach using semi-structured interviews. Findings To achieve a joint understanding of roles, focus, and work in the partnerships based on the schools’ needs and scholars’ competence was crucial. This was not easily achieved in all partnerships. Conflicting expectations were part of the process. Although they were demanding, the partnership arrangements also represented o

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Moon, Seungho, Jon Schmidt, Anna Press, Dave Ensminger, and Mitch Hendrickson. "An Emerging University-School-Community Partnership: A Story in Three Acts for Sustainable Relationships." ENGAGE! 5, no. 1 (2023): 58–71. http://dx.doi.org/10.18060/26542.

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The purpose of this article is to share and theorize narratives regarding an institutional effort to build a sustainable partnership with underrepresented community schools. Narrative research is applied as a mode of inquiry with vivid stories and lived experience. Logos University [pseudonym] has developed and strengthened partnerships with seven community schools over the past decades to promote equity and social justice in the urban context. The sustainability of partnerships has been an emerging issue in university-assisted community schools. This paper provides vivid narratives and insigh

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Hamilton, Sarah, Dana Braunberger, and Barbara Brown. "Conceptualizing a Foundation to Lead a School–University Research Partnership." International Journal for Leadership in Learning 22, no. 1 (2022): 340–63. http://dx.doi.org/10.29173/ijll14.

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Research within schools has taken place for decades, yet longstanding skepticism between researchers and practitioners has resulted in hesitation to work together to develop research partnerships. Two school-based leaders and one university researcher sought to conceptualize a foundation for their school–university research partnership. During the initial stages of the partnership development, terminology and interpretation of language used to describe research in schools emerged as both an area of concern and an opportunity for exploration. The partners recognized a need to revise their lexic

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Dzinovic, Vladimir, Nikoleta Gutvajn, and Rajka Djevic. "The challenges of school practitioners’ expectations of school-university and school-institute cooperation." Zbornik Instituta za pedagoska istrazivanja 46, no. 2 (2014): 486–508. http://dx.doi.org/10.2298/zipi1402486d.

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The present forms of school-university/institute partnership are largely based on the interests of experts in this field. The aim of this study is to research teachers? and school counsellors? perceptions of both the existing and desired forms of the partnership. Based on the qualitative content analysis of the materials from the interviews, four dimensions of partnership were mapped: systematicity, practicality, equality and initiative. The study has shown that the current partnership is somewhat sporadic and initiated more by the research needs of experts rather than the practical needs of t

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Cress, Alissa, Ophélie Allyssa Desmet, and BeAnn Younker. "Neighbors Helping Neighbors: A University and K-12 School Partnership." Gifted Child Today 43, no. 1 (2019): 12–19. http://dx.doi.org/10.1177/1076217519880580.

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Partnerships between schools and universities can be beneficial for all parties involved, particularly when their interests and goals for the partnership overlap. The Gifted Education Research and Resource Institute (GER2I) and Tippecanoe School Corporation (TSC) formalized a collaborative effort to improve identification procedures for students with gifts and talents, provide high-quality professional development for teachers, create services and resources for families, and develop evidence-based practices through research opportunities for graduate students and faculty. Suggestions for pract

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Fisler, Jennifer L., and William A. Firestone. "Teacher Learning in a School-University Partnership: Exploring the Role of Social Trust and Teaching Efficacy Beliefs." Teachers College Record: The Voice of Scholarship in Education 108, no. 6 (2006): 1155–85. http://dx.doi.org/10.1177/016146810610800609.

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Teacher learning has been studied in numerous contexts using a variety of theoretical frameworks. Our research examines variation in teacher learning in a school-university partnership. We explore the personal characteristics of social trust and teaching efficacy beliefs in relation to teachers’ levels of learning. We classify teachers in the partnership into three categories based on their demonstrated affective and pedagogical learning and discuss how differences among these teachers in terms of social trust and efficacy beliefs may have influenced their learning. Our research demonstrates t

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Israel, Marla, Nancy Goldberger, Elizabeth Vera, and Amy Heineke. "An unlikely destination." International Journal of Educational Management 31, no. 5 (2017): 580–97. http://dx.doi.org/10.1108/ijem-09-2016-0190.

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Purpose The purpose of this paper is to describe a university-multi-school district partnership that positively affected the lives of P-12 immigrant, migrant and refugee students and their parents through an iterative collaboration of talent and resources among institutions. Design/methodology/approach This is a case study describing a university-school partnership grant-funded program detailing the processes, products, and implications for policy and practice. Findings University faculty and public school educators must work through intentional, contextually informed partnerships. It is throu

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Coleman, Lisa B., and Ellen Reames. "The Role of the Educational Leadership Program Coordinator (PC) in University–K-12 School District Partnership Development." Journal of Research on Leadership Education 15, no. 4 (2018): 241–60. http://dx.doi.org/10.1177/1942775118803335.

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The researchers explored educational leadership program coordinator (PC) roles in developing university–K-12 school district partnerships. Little is known in regards to the PC’s role in educational leadership preparation programs, and there is even less evidence of the PC’s role in K-12 school district partnership development. This burden appears to have fallen in the educational leadership PC’s wheelhouse. Using the Barnett et al.’s partnership model as the framework, the researchers examined the PC’s role. Facilitating and hindering factors of sustainable partnerships were identified and inv

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Fox, Connie, and David Barelli. "Fitness: Public School and University Partnership." Strategies 2, no. 6 (1989): 9–11. http://dx.doi.org/10.1080/08924562.1989.10591689.

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Dissertations / Theses on the topic "School-university partnership"

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Govett, A., and Jamie H. Price. "Partnership with a Purpose: Model of a School/University Partnership." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/6029.

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Smith, Annie Kaye. "Perceptions of a university-school collaborative partnership." Thesis, [Tuscaloosa, Ala. : University of Alabama Libraries], 2009. http://purl.lib.ua.edu/101.

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Evans, Christine M. "An evaluation of a university-school elementary literacy partnership." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 175 p, 2008. http://proquest.umi.com/pqdweb?did=1597615471&sid=6&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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Kridler, Jamie Branam, Elizabeth F. Lowe, and Mary R. Langenbrunner. "University, Medical School, School System Partnership Creates Cross Disciplinary Service-Learning Opportunities." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etsu-works/5876.

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Nelson, Alison J. Klass Patricia Harrington. "Characteristics of a school-university partnership a grounded theory approach /." Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1276398251&SrchMode=1&sid=6&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1202155860&clientId=43838.

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Thesis (Ph. D.)--Illinois State University, 2006.<br>Title from title page screen, viewed on February 4, 2008. Dissertation Committee: Patricia H. Klass (chair), Wendy Troxel, Amee Adkins, Paula Ressler. Includes bibliographical references (leaves 175-181) and abstract. Also available in print.

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Walls, J., Patricia M. Vanhook, and L. Odom. "School-Based Health: A University and Board of Education Partnership." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/7439.

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He, Peichang, and 何佩嫦. "Learning to teach in school-university partnership: tension, agency and identity." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hub.hku.hk/bib/B49858774.

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This thesis explores the identity formation of three EFL pre-service teachers during their teaching practicum in a school-university partnership school in Mainland China. Drawing on the sociocultural perspective, learning-to-teach is conceptualized as student teachers participating in and becoming a member of the communities of practice (Wenger, 1998) which consist of boundary-crossing members from both activity systems of the university and the school (Engestrom, 1987, 1999, 2001). Following a poststructural perspective, the student teachers’ learning-to-teach is also conceptualized as a pro

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Woods, Teresa Marie. "Growing scientists: a partnership between a university and a school district." Diss., Kansas State University, 2012. http://hdl.handle.net/2097/14992.

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Doctor of Philosophy<br>Department of Curriculum and Instruction<br>Jeong-Hee Kim<br>Precollege science education in the United States has virtually always been influenced by university scientists to one degree or another. Partnership models for university scientist – school district collaborations are being advocated to replace outreach models. Although the challenges for such partnerships are well documented, the means of fostering successful and sustainable science education partnerships are not well studied. This study addresses this need by empirically researching a unique scientist-e

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Foley, Virginia P. "Emergent Design: A University/School District Partnership for Training New Principals." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/5991.

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Price, Jamie H. "Partnership with a Purpose: A Model of a School-University Collaboration." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/6030.

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This particular partnership was initiated by the 82 teachers and administrators at a middle school who wished to have some guidance and added expertise in applying to become a STEM Designation School. In the fall 2017, professors within a college of education met with the school administrators and some of the lead teachers to discuss how to begin.

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Books on the topic "School-university partnership"

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Educational Resources Information Center (U.S.), ed. School-university partnership: Restructing an urban school. U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 1996.

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Gwyn, Edwards, Lopez-Real Francis J, and Kwan Tammy, eds. Learning in school-university partnership: Sociocultural perspectives. Routledge, 2008.

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Linda, St John, and Educational Resources Information Center (U.S.), eds. Thematically integrated middle school mathematics: A school-university-business partnership. U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 1997.

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Educational Resources Information Center (U.S.), ed. Improving preservice training in geography for middle school teachers: A university/school partnership : executive summary. Association of American Geographers, 1990.

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Ofsted. Secondary Initial Teacher Training partnership based on University of Greenwich, Avery Hill Campus, Avery Hill Road, Eltham, SE9 2HB: Modern languages : inspected January-March 1998 and June-July 1998. Ofsted, 1998.

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Ofsted. Secondary Initial Teacher Training partnership based on University of Greenwich, Avery Hill Campus, Avery Hill Road, Eltham, SE9 2HB: Science : inspected 11 December 1997, 13-14 January 1998 15-18 June 1998. Ofsted, 1998.

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Ofsted. Secondary Initial Teacher Training partnership based on University of Greenwich, Avery Hill Campus, Avery Hill Road, Eltham, SE9 2HB: History : inspected 24 February 1997, 12-16 May 1997, and 2-4 June 1997. Ofsted, 1997.

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Ofsted. Secondary Initial Teacher Training partnership based on University of Greenwich, Avery Hill Campus, Avery Hill Road, Eltham, SE9 2HB: English : inspected 29-30 January 1997, 5-8 May 1997, and 2-4 June 1997. Ofsted, 1997.

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Ofsted. Secondary Initial Teacher Training partnership based on University of Greenwich, Avery Hill Campus, Avery Hill Road, Eltham, SE9 2HB: Religious Education : inspected 27-29 January 1998, 10-13 March 1998 and 22-25 June 1998. Ofsted, 1998.

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Ofsted. Secondary Initial Teacher Training partnership based on University of Greenwich, Avery Hill Campus, Avery Hill Road, Eltham, SE9 2HB: History - re-inspection : inspected 10 December 1997, 20-21 January 1998, and 16-18 June 1998. Ofsted, 1998.

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Book chapters on the topic "School-university partnership"

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Ell, Fiona. "Requiring Authenticity: ITE Partnership Policy in Aotearoa New Zealand." In International Perspectives on School-University Partnerships. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-0807-3_2.

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Heckmann, Carmen, Ina Alexandra Machura, Holger Horz, Nicole Lustig, Yvonne Nünlist, and Cora Stein. "Multilateral Partnerships Supporting Community Engagement Among Pre-Service Teachers: The TELLUS Partnership." In Creating, Sustaining, and Enhancing Purposeful School-University Partnerships. Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-99-8838-9_17.

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Walsh, Mary E., Dita G. Andersson, and Michael A. Smyer. "Developing an Extended Services School: A School-Community-University Partnership." In Serving Children and Families Through Community-University Partnerships: Success Stories. Springer US, 1999. http://dx.doi.org/10.1007/978-1-4615-5053-2_25.

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Boland, Moyra, and Beth Dickson. "Co-existing Sites of Teacher Education: A University and School Partnership in Glasgow." In International Perspectives on School-University Partnerships. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-0807-3_5.

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McAllister, James. "The Idea of a University and School Partnership." In Philosophical Perspectives on Teacher Education. John Wiley & Sons, Ltd, 2015. http://dx.doi.org/10.1002/9781118977859.ch3.

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Lucille del Valle, Julie, Lorie Quilapio, Dea Mae Decena, Jarmaine Taumatorgo, and Maria Luz T. Badiola. "Service Learning During Lockdown: A School-University Rural Community Outreach Partnership in the Philippines." In International Perspectives on School-University Partnerships. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-0807-3_4.

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Pfeiffer, Linda, Ondine Jayne Bradbury, Kathryn Tabone, and Mirrin Rashleigh. "Stimulating Australian STEM Education in Regional Queensland Through a Novel School–University–Industry Partnership." In International Perspectives on School-University Partnerships. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-0807-3_8.

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Roulston, Stephen, Sammy Taggart, and Méabh McCaffrey-Lau. "Ready for What?—Digital Readiness in Teacher Education: A Case Study of Professional Partnership in Northern Ireland." In International Perspectives on School-University Partnerships. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-0807-3_13.

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Mariano, Sandra R. H., Joysi Moraes, and Robson Moreira Cunha. "In-Service Teacher Preparation for Entrepreneurship Education in Secondary Schools: A University and Rio De Janeiro State Department of Education Partnership." In International Perspectives on School-University Partnerships. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-0807-3_9.

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Napoli, Deborah, Laura Kuti, and Bob Spires. "Leveraging Existing Policy for a University/K-12 Partnership: Using a Teacher Residency and Induction Model to Address a Teacher Shortage in Virginia, USA." In International Perspectives on School-University Partnerships. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-0807-3_3.

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Conference papers on the topic "School-university partnership"

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Schlaack, Nicole. "Developing Leadership in an Emerging School-University Partnership." In 2020 AERA Annual Meeting. AERA, 2020. http://dx.doi.org/10.3102/1577217.

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Pugliese, Elisabeth. "Mentoring Up: A University-School Partnership Mentoring Program." In 2020 AERA Annual Meeting. AERA, 2020. http://dx.doi.org/10.3102/1586204.

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Danilova, Oksana Viktorovna, Liliya Zakarievna Samigullina, and Elmira Raisovna Vasilyeva. "Olympiad Movement in the Partnership “School – University – Enterprise”." In International Scientific Conference on Philosophy of Education, Law and Science in the Era of Globalization (PELSEG 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200723.018.

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Ozcan, Mustafa. "The Evaluation of a University-School Partnership Model: A Longitudinal Study on "University Within School"." In 2019 AERA Annual Meeting. AERA, 2019. http://dx.doi.org/10.3102/1433720.

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Banerjee, Manjari. "STEM Teachers' Technology Integration Practices: A University-School Partnership." In 2022 AERA Annual Meeting. AERA, 2022. http://dx.doi.org/10.3102/1890484.

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Allen, Kelly. "Facilitating Culturally Responsive Professional Development: A School/University Partnership." In 2020 AERA Annual Meeting. AERA, 2020. http://dx.doi.org/10.3102/1585598.

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Hudson, Robert. "Mechanical Schema: University/K–12 School District Partnership Model." In 2020 AERA Annual Meeting. AERA, 2020. http://dx.doi.org/10.3102/1573717.

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Suh, Jennifer. "Building Consensus on Effective Professional Development School Practices for School-University Partnership." In 2019 AERA Annual Meeting. AERA, 2019. http://dx.doi.org/10.3102/1443169.

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Wilson, Elizabeth. "Cultivating a School-University Partnership: The Clinical Master Teacher Model." In 2022 AERA Annual Meeting. AERA, 2022. http://dx.doi.org/10.3102/1893512.

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Stenoien, Ingrid. "Co-Constructed R&D in a University-School Partnership." In 2021 AERA Annual Meeting. AERA, 2021. http://dx.doi.org/10.3102/1688903.

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Reports on the topic "School-university partnership"

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Estrada, Fernando, Magaly Lavadenz, Meghan Paynter, and Roberto Ruiz. Beyond the Seal of Biliteracy: The Development of a Bilingual Counseling Proficiency at the University Level. CEEL, 2018. http://dx.doi.org/10.15365/ceel.article.2018.1.

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In this article, the authors propose that California’s Seal of Biliteracy for high school seniors can serve as an exemplar to advocate for the continued development of bilingual skills in university, graduate-level students—and counseling students in particular. Citing literature that points to the need for linguistic diversity among counselors in school and community agencies, the authors describe the efforts taken by the Counseling Program in the School of Education at Loyola Marymount University (LMU) in partnership with LMU’s Center for Equity for English Learners to address the need. Thei

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Pruet, Jason. Reimagining DOE Lab-University Partnership for the AI Era Report from a workshop held at the Bush School in Washington D.C., March 25-26, 2024. Office of Scientific and Technical Information (OSTI), 2024. http://dx.doi.org/10.2172/2406676.

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Lavadenz, Magaly, Linda Kaminski, and Elvira Armas. San Juan Unified School District Newcomer Support: Promising Practices. Center for Equity for English Learners, 2023. http://dx.doi.org/10.15365/ceel.sjusd2023.

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This report was developed through a partnership between the Policy Analysis for California Education (PACE) Newcomer Research-Practice-Policy Partnership and the Center for Equity for English Learners (CEEL) at Loyola Marymount University (LMU). It presents a case study that identifies promising practices for newcomer education implemented in San Juan Unified School District (SJUSD), one of 12 local educational agencies (LEAs) funded under the California Newcomer Education and Well-Being (CalNEW) project between 2018 and 2021. The case study was conducted during a 2022 summer program for recen

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Burchell, Shane, Jaclyn Bovee, Marleen Carroll, et al. An Integrated ELD Guide for District Leaders. Oregon State University, 2024. http://dx.doi.org/10.5399/osu/1173.

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In 2019, a small group of district leaders and Oregon State University faculty began gathering to discuss districts’ efforts to move away from stand-alone English language development (ELD) courses and toward integrated ELD models that would teach language in the context of content instruction and reduce the segregation of English Learner classified multilingual learners during the school day. We began to realize that many local districts were also interested in shifting their ELD models, with many either developing integrated ELD programs or expanding the ones they already had in place. Our s

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Matt, Nyman. Evaluation of Students’ Response to Field Trips to HJ Andrews Experimental Forest. Oregon State University, 2023. http://dx.doi.org/10.5399/osu/1162.

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The Andrews Forest Long-Term Ecological Research (LTER) site has a long-term partnership with the University of Oregon Environmental Leadership Program (ELP), providing service-learning opportunities for undergraduate students to facilitate field trips for middle school students to the Andrews LTER site. Undergraduate students develop field trip lessons based on Andrews Forest research and creative inquiry with support of Schoolyard LTER coordinator and Andrews LTER scientist Schulze. In Middle school students hiking in the Andrews LTER 2023, six classes and 156 students total engaged in day-l

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Matera, Carola, Magaly Lavadenz, and Elvira Armas. Dialogic Reading and the Development of Transitional Kindergarten Teachers’ Expertise with Dual Language Learners. CEEL, 2013. http://dx.doi.org/10.15365/ceel.article.2013.2.

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This article presents highlights of professional development efforts for teachers in Transitional Kindergarten (TK) classrooms occurring throughout the state and through a collaborative effort by researchers from the Center for Equity for English Learners (CEEL) at Loyola Marymount University. The article begins by identifying the various statewide efforts for professional development for TK teachers, followed by a brief review of the literature on early literacy development for diverse learners. It ends with a description of a partnership between CEEL and the Los Angeles Unified School Distri

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Petrie, Christopher, Katija Aladin, Pukhraj Ranjan, et al. Spotlight on quality education for all during Covid-19 crisis. HundrED, 2020. http://dx.doi.org/10.58261/ciad8546.

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HundrED has released a website and a summary report, Quality Education For All During Covid-19, in partnership with the Organisation for Economic Co-operation and Development (OECD), expanding on the opportunities and challenges for education during this unprecedented time. A record number of 1.54 billion children and youth have been impacted by the pandemic, and as of 31st March, 185 countries in Asia, Europe, the Middle East, North America and South America have announced or implemented school and university closures. In the span of ten days, HundrED has documented, packaged and released a c

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Cuffe, Honae, Ariadne Vromen, and Patrick Brownlee. Brokering knowledge, brokering relationships: Improving research-practice collaboration in support of public sector reform. Australia and New Zealand School of Government, 2024. https://doi.org/10.54810/mzja1458.

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This report, produced by ANZSOG and the Crawford School of Public Policy at the Australian National University, explores how knowledge brokering works to cross institutional boundaries to connect research and practice and promote new approaches to evidence production and use. Brokering knowledge, brokering relationships: Improving research-practice collaboration in support of public sector reform, was written by Dr Honae Cuffe, Professor Ariadne Vromen and Dr Patrick Brownlee, and looks at the wide-ranging work of knowledge brokers and their potential to support programs of public sector refor

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Banda, Tikulirekuti, Hanna Woldemeskel, Rachel James, and Ginger A. Johnson. From data to action: How findings from an interagency rapid qualitative assessment are stimulating action to support drought-affected communities in Zambia. Institute of Development Studies, 2024. http://dx.doi.org/10.19088/sshap.2024.043.

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The Republic of Zambia is one of several countries in the Eastern and Southern Africa region that has been grappling with multiple concurrent emergencies that have affected the health and safety of the population. In February 2024, a national state of emergency was declared in Zambia due to a severe and prolonged drought affecting over half of the country. These emergencies have adversely affected women and children who are especially vulnerable to diseases, malnutrition and violence. In response, the Collective Service – an interagency partnership between UNICEF, the World Health Organization

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Glennie, Elizabeth J., and W. Zach Smith. Rapid Changes in Teaching and Learning: The Response of Teachers and Students in Dual Credit Courses to Online Learning During the COVID-19 Pandemic. RTI Press, 2023. http://dx.doi.org/10.3768/rtipress.2023.pb.0027.2311.

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In spring 2020, the COVID-19 pandemic forced schools to switch quickly to online learning. Before then, Hawaiʻi had been expanding its dual credit program, in which high school students could take courses that would yield both high school and college credits. These dual credit programs require partnerships between high schools and colleges. RTI International conducted a multi-method analysis to examine the effect of this COVID-19–based transition to online learning on the dual credit, analyzing data from the state longitudinal data system and conducting surveys and focus groups of the Universi

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