New Findings on the Retention of Novice Teachers from Teaching Residency Programs. NCEE Evaluation Brief. NCEE 2015-4015

ERIC Educational Resources Information Center

Silva, Tim; McKie, Allison; Gleason, Philip

2015-01-01

This brief updates earlier study findings (Silva et al., 2014) regarding the extent to which teachers trained through teaching residency programs (TRPs) funded through the U.S. Department of Education's Teacher Quality Partnership grants program are retained in their districts and schools. TRPs prepare new teachers primarily through a year-long…

Climate Literacy Through Student-Teacher-Scientist Research Partnerships

NASA Astrophysics Data System (ADS)

Niepold, F.; Brooks, D.; Lefer, B.; Linsley, A.; Duckenfield, K.

2006-12-01

Expanding on the GLOBE Program's Atmosphere and Aerosol investigations, high school students can conduct Earth System scientific research that promotes scientific literacy in both content and the science process. Through the use of Student-Teacher-Scientist partnerships, Earth system scientific investigations can be conducted that serve the needs of the classroom as well as participating scientific investigators. During the proof-of-concept phase of this partnership model, teachers and their students developed science plans, through consultation with scientists, and began collecting atmospheric and aerosol data in support of the Gulf of Mexico Atmospheric Composition and Climate Study (GoMACCS) campaign in Houston Texas. This effort uses some pre-existing GLOBE materials, but draws on a variety of other resources to tailor the teacher development activities and intended student participation in a way that addresses local and regional problems. Students and teachers have learned about best practices in scientific inquiry and they also helped to expand the pipeline of potential future scientists and researchers for industry, academia, and government. This work began with a Student-Teacher-Scientist partnership started in 2002 during a GLOBE Aerosol Protocol Cross- Ground Validation of AERONET with MODIS Satellite Aerosol Measurements. Several other GLOBE schools, both national and international, have contributed to this research. The current project support of the intensive GoMACCS air quality and atmospheric dynamics field campaign during September and October of 2006. This model will be evaluated for wider use in other project-focused partnerships led by NOAA's Climate Program Office.

The USDA and K-12 Partnership: A Model Program for Federal Agencies

ERIC Educational Resources Information Center

Scott, Timothy P.; Wilson, Craig; Upchurch, Dan R.; Goldberg, Maria; Bentz, Adrienne

2011-01-01

The Future Scientists Program of Texas A&M University and the Agricultural Research Service branch of USDA serves as a model program of effective collaboration between a federal agency and K-12. It demonstrates true partnership that contextualizes learning of science and provides quality professional development, benefiting teachers and their…

Deconstructing the Carter Review: Competing Conceptions of Quality in England's "School-Led" System of Initial Teacher Education

ERIC Educational Resources Information Center

Mutton, Trevor; Burn, Katharine; Menter, Ian

2017-01-01

The commitment to establish a "school-led" system of teacher education in England, announced by the Coalition Government in 2011 and relentlessly pursued thereafter, represented a radical departure from previous kinds of initial teacher education partnership. While it is entirely consistent with a neoliberal agenda, with its strong…

34 CFR 611.22 - What additional selection criteria are used for a pre-application that proposes teacher...

Code of Federal Regulations, 2010 CFR

2010-07-01

... EDUCATION TEACHER QUALITY ENHANCEMENT GRANTS PROGRAM Partnership Grants Program § 611.22 What additional... 34 Education 3 2010-07-01 2010-07-01 false What additional selection criteria are used for a pre-application that proposes teacher recruitment activities? 611.22 Section 611.22 Education Regulations of the...

Quality of Partnerships in Service Provision for Korean American Parents of Children with Disabilities: A Qualitative Inquiry.

ERIC Educational Resources Information Center

Park, Jiyeon; Turnbull, Ann P.; Park, Hyun-Sook

2001-01-01

A study of 10 Korean American parents of children with disabilities found limited English proficiency was the biggest barrier in forming partnerships with professionals, four cited feelings of racial discrimination, five parents felt a lack of connections, and most appreciated teachers who encouraged children's potential and did not emphasize…

34 CFR 611.31 - What are the program's selection criteria for pre-applications?

Code of Federal Regulations, 2014 CFR

2014-07-01

... (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION TEACHER QUALITY ENHANCEMENT GRANTS... determining the quality of the project goals and objectives, the Secretary considers how the partnership or... the quality of the partnering commitment, the Secretary considers the following factors: (i) What the...

34 CFR 611.31 - What are the program's selection criteria for pre-applications?

Code of Federal Regulations, 2012 CFR

2012-07-01

... (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION TEACHER QUALITY ENHANCEMENT GRANTS... determining the quality of the project goals and objectives, the Secretary considers how the partnership or... the quality of the partnering commitment, the Secretary considers the following factors: (i) What the...

34 CFR 611.31 - What are the program's selection criteria for pre-applications?

Code of Federal Regulations, 2011 CFR

2011-07-01

... (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION TEACHER QUALITY ENHANCEMENT GRANTS... determining the quality of the project goals and objectives, the Secretary considers how the partnership or... the quality of the partnering commitment, the Secretary considers the following factors: (i) What the...

Teachers Unions and Management Partnerships: How Working Together Improves Student Achievement

ERIC Educational Resources Information Center

Rubinstein, Saul A.; McCarthy, John E.

2014-01-01

For more than a decade, the debate over public school reform has created friction between teachers unions, administrators, school boards, parents, policymakers, and other stakeholders in public education and has fueled disagreements over how to improve the quality of teaching and learning for children. While many factors make consensus elusive…

Partnerships with Cultural Organisations: A Case for Partnerships Developed by Teacher Educators for Teacher Education

ERIC Educational Resources Information Center

Lemon, Narelle; Weller, Jacolyn

2015-01-01

New ways of working in teacher education are currently being highlighted, especially in relation to partnerships. One type of partnership that is under utilised is that with cultural organisations. This paper reports on two projects where the authors work with preservice teachers in partnership with a wildlife sanctuary and a national gallery.…

Preparing Special Educators for Work in Rural Areas: Two Field-Based Programs That Work.

ERIC Educational Resources Information Center

Minner, Sam; Prater, Greg

In response to a problem in recruiting and retaining special education teachers on the Navajo Reservation, the Rural Special Education Project (RSEP) was designed to prepare special education teachers to deliver quality services to Navajo children with handicapping conditions. The RSEP is a partnership between Northern Arizona University and the…

Community Building of (Student) Teachers and a Teacher Educator in a School-University Partnership

ERIC Educational Resources Information Center

Vandyck, Inne; de Graaff, Rick; Pilot, Albert; Beishuizen, Jos

2012-01-01

School-university partnerships (SUPs) are considered a way of improving teacher education. For the successful implementation of such partnerships, cooperation between the different stakeholders is of crucial importance. Therefore, most partnerships are organised in short- and long-term teams, which are usually composed of teachers, student…

Citizen Science: Broadening Access and Engagement Through Community Partnerships, Aerospace Education and Water Quality Research

NASA Astrophysics Data System (ADS)

Johnson, M. A.

2016-12-01

We applied a new approach to the design and development of citizen science learning opportunities to enhance outreach to diverse student populations, while advancing water quality research and aerospace education. This collaborative approach to informal science, technology, engineering, and math (STEM) and aerospace education required innovative partnerships between private general aviation pilots, researchers, teachers, and students. This research explored the development of active partnerships required to facilitate community engaged science, with an emphasis on increased participation of women and girls and people of color, while creating new exploratory pathways for broadening access to and engagement in STEM learning experiences. We developed an outreach program through collaborative planning with local schools to create new STEM learning experiences based upon basic aerospace education concepts and an existing water quality research project designed to track harmful algal blooms (HAB) that can produce toxins called cyanobacteria, also known as blue-green algae, which can impact drinking, fishing, and recreational waters. General aviation pilots functioning as citizen scientists obtained high-resolution aerial images while flying over potentially impacted waters. Aerial data was made available to teachers and students, as well as researchers participating in the existing water quality program lead by NASA Glenn Research Center. Teachers used the images and results to educate in climate change and the dangers of HAB. Students were able to compare aerial data with their own observations, and also gained experience in aeronautical science through field trips to local airports, hands-on experience with private research aircraft, specialized equipment used for data collection, and advanced ground instruction from research pilots. As a result of reaching out to local educators serving diverse student populations and facilitating collaborative planning, we successfully created new educational opportunities with active partnerships between formal educational institutions and informal citizen science research programs, which broadened access to and engagement in aerospace education and STEM learning experiences in our local community.

Community Partnership Grant Generates Preservice Teacher and Middle School Student Motivation for Authentic Science and Mathematics

ERIC Educational Resources Information Center

Selover, Nancy J.; Dorn, Denise; Dorn, Ronald I.; Brazel, Anthony J.

2003-01-01

Motorola Inc., research climatologists, preservice teachers taking a science requirement, and students in a Title I middle school explored whether a new major urban lake increases local humidity and decreases quality of life in a community dependent on "dry heat" during summers. Analysis of automated climate data reveals that the urban lake is too…

INSPIRE: Initiating New Science Partnerships in Rural Education

NASA Astrophysics Data System (ADS)

Pierce, Donna M.; McNeal, K. S.; Bruce, L. M.; Harpole, S. H.; Schmitz, D. W.

2010-10-01

INSPIRE, Initiating New Science Partnerships in Rural Education, is a partnership between Mississippi State University and three school districts in Mississippi's Golden Triangle (Starkville, Columbus, West Point). This program recruits ten graduate fellows each year from geosciences, physics, astronomy, and engineering and pairs them with a participating middle school or high school teacher. The graduate fellows provide technology-supported inquiry-based learning in the earth and space sciences by incorporating their research into classroom instruction and using multiple resources such as Google Earth, geographic information systems (GIS), Celestia, and others. In addition to strengthening the communication skills of the graduate fellows, INSPIRE will increase the content knowledge of participating teachers, provide high-quality instruction using multiple technologies, promote higher education to area high-school students, and provide fellows and teachers with international research experience through our partners in Australia, The Bahamas, England, and Poland. INSPIRE is funded by the Graduate STEM Fellows in K-12 Education Program (GK-12; Award No. DGE-0947419), which is part of the Division for Graduate Education of the National Science Foundation.

Supervising an International Teaching Practicum: Building Partnerships in Postcolonial Contexts

ERIC Educational Resources Information Center

Major, Jae; Santoro, Ninetta

2016-01-01

Teaching practicum experiences, including those in international contexts, are based on partnerships between institutions and host schools, and the partnership between the pre-service teacher, the cooperating teacher and the university supervisor. This article explores the relationship between pre-service teachers and cooperating teachers in an…

Exploring the Relationship between Teacher Personality Traits and Teachers' Attitudes and Practices towards Family-School Partnerships

ERIC Educational Resources Information Center

Hamilton, Anna Rawlings

2010-01-01

The primary purpose of this study is to determine if there is a relationship between teacher personality traits and teachers' reported attitudes and behaviors towards family-school partnerships. A secondary purpose of this study was to: 1) explore how various teacher demographic impacted attitudes and practices towards partnership, 2) examine if a…

The PISCES Project: How Teacher-Scientist Partners can Enhance Elementary Science Instruction

NASA Astrophysics Data System (ADS)

Reif, C.; Oechel, W.

2003-12-01

The PISCES Project (Partnerships Involving the Scientific Community in Elementary Schools www.sdsa.org/pisces) is an innovative program that brings high quality standards-based elementary science curriculum and hands-on laboratory materials into San Diego County's classrooms. The project is funded by the NSF Graduate Teaching Fellows in K-12 Education (GK-12) program. The project was designed and is administered through cooperation among faculty at San Diego State University and the Science Department of the San Diego County Office of Education. Undergraduate and graduate students enrolled in science programs in San Diego area universities including San Diego State University, California State University San Marcos, and University of California San Diego partner with elementary school teachers. Through this partnership, the scientist brings scientific expertise to the classroom while the teacher delivers the lesson using current pedagogic methods. This is accomplished during a 3 month partnership in which the scientist joins the teacher in the classroom a few days each week to complete professional kit-based curriculum such as that available from FOSS (Full Option Science System) and STC (Science and Technology for Children). The teachers remain in the program for two years during which they have continuous access to the kit-based curriculum as well as two to three partnership cycles. Teachers receive assistance outside of the classroom as well attending professional development institutes three times a year to establish and maintain effective science teaching methods. The San Diego Science Alliance and other community and industry supporters provide the additionalfunding necessary to provide this teacher professional development Currenty, PISCES is present in over 40 schools and is able to provide partnerships to over 100 classrooms each year. In addition to the work done in San Diego, the project has expanded to Barrow, Alaska with plans to expand to La Paz, Mexico where there are SDSU climate research stations. San Diego and Alaska scientists travel to Barrow twice a year to participate in an intense, month-long science instruction partnership. PISCES collects a variety of data including student work, science attitude surveys, interviews with students and teachers, video, as well as science content knowledge. The students find themselves enjoying science and are deeply impacted by the presence of an actual scientist in their classroom. As PISCES enters its fifth year, it is evident that the combination of continuous support inside and outside of the classroom is successful in developing teacher engagement in science instruction.

Partnerships in Education. Preparing Teachers for the Twenty-First Century.

ERIC Educational Resources Information Center

Reyhner, Jon, Ed.

This book offers a selection of 14 conference papers that present a variety of innovative partnerships for the preparation of teachers and school administrators. Part 1, "Teacher Preparation Partnerships," presents 4 papers: (1) "Ten Years of the Hawaii School/University Partnership" (J.P. Dolly, P.A. Whitesell, and A.P. Port); (2) "The Colton…

The Slippery Slope to Efficiency? An Australian Perspective on School/University Partnerships for Teacher Professional Learning

ERIC Educational Resources Information Center

Mockler, Nicole

2013-01-01

Large-scale school/university partnerships for the enhancement of teacher professionalism and teacher professional learning have been part of the teacher development landscape in Australia for the past two decades. This paper takes a historical perspective on Australian school/university partnerships through detailing three national projects over…

GLOBE at Night: Scientific Research outside of the Classroom

NASA Astrophysics Data System (ADS)

Henderson, S.; Walker, C. E.; Geary, E.; Pompea, S. M.

2005-12-01

Increased and robust understanding of our environment requires learning opportunities that take place outside of the traditional K-12 classroom and beyond the confines of the school day. GLOBE at Night is a new event within The GLOBE Program that provides a mechanism for a nontraditional learning activity involving teachers, students, and their families taking observations of the night sky around the world and reporting their observations via a central data base for analysis. To support activities centered on authentic research experiences such as GLOBE at Night, The GLOBE Program has changed its approach to professional development (PD). The new focus of GLOBE PD efforts is centered on teachers being able to facilitate student research in and out of the classroom reflective of authentic scientific research experiences. It has been recognized that there is a critical need for effective teacher professional development programs that support teacher involvement in meaningful scientific research that encourages partnerships between scientists, teachers, and students. Partnerships promoting scientific research for K-12 audiences provides the foundation for The GLOBE Program, an international inquiry-based program designed to engage teachers with their students in partnership with research scientists to better understand the environment at local, regional, and global scales. GLOBE is an ongoing international science and education program that unites students, teachers, and scientists in the study of the Earth System. Students participating in GLOBE engage in hands-on activities, including the collection, analysis, and sharing of research quality scientific data with their peers around the world. Students interact with members of the science community who use the data collected from locations around the world in their research - data that would often not be available otherwise. As of September 2005, over 30,000 teachers representing over 16,000 schools worldwide have participated in GLOBE workshops resulting in over 13 million environmental measurements reported by students to the GLOBE Web site. GLOBE at Night will utilize the GLOBE infrastructure and network to promote a week of night observations (February 2006) by teachers and students. The quality of the night sky for stellar observations is impacted by several factors, including human influences. GLOBE at Night will help scientists assess how the quality of the night sky varies around the world. The data that is collected will be accessible via the GLOBE Web site by scientists studying light pollution and will be available for use by teachers and students worldwide. GLOBE at Night is a collaborative effort of the NASA-sponsored GLOBE Program and the National Optical Astronomy Observatory (NOAO).

Design and Delivery of Professional Development Through Partnerships: Long-Term, Short-Term, and Everything In-Between

NASA Astrophysics Data System (ADS)

Urquhart, M. L.; Curry, B.; Hairston, M. R.

2009-12-01

Professional development for teachers can take a variety of forms, each with unique challenges and needs. At the University of Texas at Dallas (UTD), we have leveraged partnerships between multiple groups including the Masters of Arts in Teaching program in Science Education, the joint US Air Force/NASA CINDI mission, an ionospheric explorer built at UTD, and the UTD Regional Collaborative for Excellence in Science Teaching. Each effort models, and in the case of the later two has created, inquiry-based lessons around Earth-systems science. A space science mission, currently in low Earth orbit aboard the Air Force satellite C/NOFS, provides real world connections to classroom science, scientific data and visualizations, and funding to support delivery of professional development in short courses and workshops at teacher conferences. Workshops and short course in turn often serve to recruit teachers into our longer-term programs. Long-term professional development programs such as the Collaborative provide opportunities to test curriculum and teacher learning, an interface to high-quality sustained efforts within talented communities of teachers, and much more. From the birth of our CINDI Educational Outreach program to the Collaborative project that produced geoscience kit-based modules and associated professional development adopted throughout the state of Texas, we will share highlights of our major professional development initiatives and how our partnerships have enabled us to better serve the needs of K-12 teachers expected to deliver geoscience and space science content in their classrooms.

Ambivalent Partners: Power, Trust, and Partnership in Relationships between Mothers and Teachers in a Full-Time Child Care Center

ERIC Educational Resources Information Center

McGrath, Wendy Hobbins

2007-01-01

Background/Context: There is much rhetoric regarding "parents and teachers as partners" despite little evidence that such partnerships, as described in the early childhood education literature, actually develop. The literature on parent-teacher partnerships does not examine parents' and teachers' interactions or what those interactions mean to…

University-School Partnerships: Pre-Service and In-Service Teachers Working Together to Teach Primary Science

ERIC Educational Resources Information Center

Kenny, John Daniel

2012-01-01

This paper reports on a partnership approach preparing pre-service primary teachers to teach science. Partnerships involving pre-service teachers and volunteer in-service colleagues were formed to teach science in the classroom of the colleague, with support from the science education lecturer. Each pre-service teacher collaboratively planned and…

School-University-Community Pathways to Higher Education: Teacher Perceptions, School Culture and Partnership Building

ERIC Educational Resources Information Center

Alemán, Enrique, Jr.; Freire, Juan A.; McKinney, Ashley; Delgado Bernal, Dolores

2017-01-01

This article provides a snapshot in time of teacher perceptions, school culture, and partnership building. We delineate how teachers perceive our partnership's purpose and its role in transforming school culture. Second, we describe how teachers express the life expectations they have and the possibilities they hope for their students and the…

Changes in student teachers' agency beliefs during a teacher education year, and relationships with observed classroom quality, and day-to-day experiences.

PubMed

Malmberg, Lars-Erik; Hagger, Hazel

2009-12-01

Conceptualizations of teachers' agency beliefs converge around domains of support and instruction. We investigated changes in student teachers' agency beliefs during a 1 year teacher education course, and related these to observed classroom quality and day-to-day experiences in partnership schools during the practicum. Out of a sample of 66 student teachers who had responded to at least two out of four times to a questionnaire (18 men 48 women; mean age 26.4 years), 30 were observed during teaching, and 20 completed a 4-day short form diary. Confirmatory factor analysis validated two agency belief constructs. Multi-level models for change investigated individual differences in change over time. Multi-level path models related observation and diary responses to agency beliefs. Supportive agency belief was high and stable across time. Instructional agency belief increased over time, suggesting a beneficial effect of teacher education. This increase was predicted by observed classroom quality (emotional support and student engagement) and daily positive affect and agency beliefs. Teacher education is successful in creating a context in which student teachers' supportive agency beliefs can be maintained and instructional agency beliefs can increase during the course.

Increasing the Diversity of Teachers in Mathematics and Science Partnerships

ERIC Educational Resources Information Center

Moyer-Packenham, Patricia S.; Parker, Jana L.; Kitsantas, Anastasia; Bolyard, Johnna J.; Huie, Faye

2009-01-01

This study examines teacher diversity in a federally-funded mathematics and science partnership program. Each of the partnerships in the program provided preservice and/or inservice education for teachers in mathematics, science, or both. Researchers used qualitative and quantitative methods to examine the effect of strategies implemented by the…

Collaborative Partnerships: A Model for Science Teacher Education and Professional Development

ERIC Educational Resources Information Center

Jones, Mellita M.

2008-01-01

This paper proposes a collaborative partnership between practicing and pre-service teachers as a model for implementing science teacher education and professional development. This model provides a structure within which partnerships will work collaboratively to plan, implement and reflect on a series of Science lessons in cycles of…

Teacher-Scientist-Communicator-Learner Partnerships: Reimagining Scientists in the Classroom.

NASA Astrophysics Data System (ADS)

Noel-Storr, Jacob; Terwilliger, Michael; InsightSTEM Teacher-Scientist-Communicator-Learner Partnerships Team

2016-01-01

We present results of our work to reimagine Teacher-Scientist partnerships to improve relationships and outcomes. We describe our work in implementing Teacher-Scientist partnerships that are expanded to include a communicator, and the learners themselves, as genuine members of the partnership. Often times in Teacher-Scientist partnerships, the scientist can often become more easily described as a special guest into the classroom, rather than a genuine partner in the learning experience. We design programs that take the expertise of the teacher and the scientist fully into account to develop practical and meaningful partnerships, that are further enhanced by using an expert in communications to develop rich experiences for and with the learners. The communications expert may be from a broad base of backgrounds depending on the needs and desires of the partners -- the communicators include, for example: public speaking gurus; journalists; web and graphic designers; and American Sign Language interpreters. Our partnership programs provide online support and professional development for all parties. Outcomes of the program are evaluated in terms of not only learning outcomes for the students, but also attitude, behavior, and relationship outcomes for the teachers, scientists, communicators and learners alike.

University-School Teacher Education Partnerships in North Carolina

ERIC Educational Resources Information Center

Edelfelt, Roy; Coble, Charles

2004-01-01

Prospective teachers spending a year in classrooms... Teachers and professors studying problems that teachers face every day... Teachers co-teaching methods courses with university professors... These are some of the exciting outcomes of university-school teacher education partnerships in North Carolina. Current interest in university-school…

Partnership in Teacher Education--A Research Mapping

ERIC Educational Resources Information Center

Lillejord, Sølvi; Børte, Kristin

2016-01-01

This mapping of research on partnership in teacher education provides an overview of themes and analyses problems identified in the studies that were included. The mapping gives a status of research in the field; identifies knowledge gaps and suggests improvements in partnership models. Studies included describe partnerships as complex and…

Tensions in Home-School Partnerships: The Different Perspectives of Teachers and Parents of Students with Learning Barriers

ERIC Educational Resources Information Center

Ludicke, Penelope; Kortman, Wendy

2012-01-01

This paper presents the findings of a qualitative study of learning partnerships between teachers and parents of students with learning barriers. The aim was to investigate the beliefs and understandings of parents and teacher participants around roles in partnerships, so as to identify operational processes that support effective collaboration.…

University-School Partnerships: Student Teachers' Evaluations across Nine Partnerships in Israel

ERIC Educational Resources Information Center

Maskit, Ditza; Orland-Barak, Lily

2015-01-01

This article presents and discusses the findings of a study which focused on student teachers' evaluation of their practice teaching in the context of a university-school partnership model integrated for the first time into the academic programme of a university teacher education department in Israel. A questionnaire was developed to examine the…

Student Perspectives on Intercultural Learning from an Online Teacher Education Partnership

ERIC Educational Resources Information Center

Sauro, Shannon

2016-01-01

This study reports on intercultural learning during telecollaboration from the perspective of student participants in a five-country online teacher education partnership. The student perspectives reported here were drawn from one intact class in the partnership, five students who completed this partnership as part of a sociolinguistics course in a…

34 CFR 611.21 - What are the program's selection criteria for pre-applications?

Code of Federal Regulations, 2012 CFR

2012-07-01

... design. (2) In determining the quality of the project goals and objectives, the Secretary considers the following factors: (i) The extent to which the partnership's vision will produce significant and sustainable... preparing new teachers, the Secretary considers the extent to which— (i) Specific activities are designed...

34 CFR 611.21 - What are the program's selection criteria for pre-applications?

Code of Federal Regulations, 2011 CFR

2011-07-01

... design. (2) In determining the quality of the project goals and objectives, the Secretary considers the following factors: (i) The extent to which the partnership's vision will produce significant and sustainable... preparing new teachers, the Secretary considers the extent to which— (i) Specific activities are designed...

34 CFR 611.21 - What are the program's selection criteria for pre-applications?

Code of Federal Regulations, 2014 CFR

2014-07-01

... design. (2) In determining the quality of the project goals and objectives, the Secretary considers the following factors: (i) The extent to which the partnership's vision will produce significant and sustainable... preparing new teachers, the Secretary considers the extent to which— (i) Specific activities are designed...

34 CFR 611.21 - What are the program's selection criteria for pre-applications?

Code of Federal Regulations, 2013 CFR

2013-07-01

... design. (2) In determining the quality of the project goals and objectives, the Secretary considers the following factors: (i) The extent to which the partnership's vision will produce significant and sustainable... preparing new teachers, the Secretary considers the extent to which— (i) Specific activities are designed...

34 CFR 611.23 - What are the program's general selection criteria for full applications?

Code of Federal Regulations, 2010 CFR

2010-07-01

... full applications? 611.23 Section 611.23 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION TEACHER QUALITY ENHANCEMENT.... (v) The strength of linkages within the partnership between higher education and high-need schools or...

34 CFR 611.23 - What are the program's general selection criteria for full applications?

Code of Federal Regulations, 2011 CFR

2011-07-01

... full applications? 611.23 Section 611.23 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION TEACHER QUALITY ENHANCEMENT.... (v) The strength of linkages within the partnership between higher education and high-need schools or...

Science Education and Teachers' Training: Research in Partnership

ERIC Educational Resources Information Center

Pilo, Miranda; Gavio, Brigitte; Grosso, Daniele; Mantero, Alfonso

2012-01-01

International researchers put to evidence a worrying decrease in science disciplines' role in many countries, especially in the European Community and a poor quality in scientific competences, as issues of TIMMS (trends in international mathematics and science study) and PISA (programme for international student assessment) have proved, together…

Resources for Science Learning: Tools, Tasks, and Environment

ERIC Educational Resources Information Center

Hewson, Peter W.

2004-01-01

This article addresses the question of how science learning can be improved. It recognizes that, while learners themselves are responsible for their own learning, the quality of this learning is greatly influenced when appropriate resources are available to learners. These resources are provided through a partnership between teachers and learners.…

Fostering Research Engagement in Partnership Schools: Networking and Value Creation

ERIC Educational Resources Information Center

Cornelissen, Frank; McLellan, Ros W.; Schofield, Jan

2017-01-01

The call for teachers and schools to become more research-engaged is resonating stronger than ever with government efforts to improve research impact and educational quality in the United Kingdom (UK) and many other countries. In these endeavors strengthening the social network structure and collegial relationships that enable collaborative…

Forging School-Scientist Partnerships: A Case of Easier Said than Done?

NASA Astrophysics Data System (ADS)

Falloon, Garry

2013-12-01

Since the early 1980s, a number of initiatives have been undertaken worldwide which have involved scientists and teachers working together in projects designed to support the science learning of students. Many of these have attempted to establish school-scientist partnerships. In these, scientists, teachers, and students formed teams engaged in mutually beneficial science-based activities founded on principles such as equal recognition and input, and shared vision, responsibility and risk. This article uses two partnership programmes run by a New Zealand Science Research Institute, to illustrate the challenges faced by scientists and teachers as they attempted to forge meaningful and effective partnerships. It argues that achieving the theorised position of a shared partnership space at the intersection of the worlds of scientists and teachers is problematic, and that scientists must instead be prepared to penetrate deeply into the world of the classroom when undertaking any such interactions. Findings indicate epistemological differences, curriculum and school systems and issues, and teacher efficacy and science knowledge significantly affect the process of partnership formation. Furthermore, it is argued that a re-thinking of partnerships is needed to reflect present economic and education environments, which are very different to those in which they were originally conceived nearly 30 years ago. It suggests that technology has an important role to play in future partnership interactions.

Evaluating the Teacher-Intern-Professor Model in a Professional Development School Partnership Setting Using a Bayesian Approach to Mix Methods

ERIC Educational Resources Information Center

Ogletree, August E.

2009-01-01

Two needs of Georgia State University Professional Development School Partnerships are to show increases in both student academic achievement and teacher efficacy. The Teacher-Intern-Professor (TIP) Model was designed to address these needs. The TIP model focuses on using the university and school partnership to support Georgia State University…

Reimagining and Re-Creating Educational Partnerships

ERIC Educational Resources Information Center

Glass, Ronald David

2010-01-01

Teachers and teacher educators who are seeking to (1) enact the kinds of innovative and transformative partnerships needed to bring out the best in teachers and students and (2) enable the rich connections possible among parents, teachers, student teachers, faculty members, and community members have no choice but to interrupt the old forms of…

Perspective Consciousness and Cultural Relevancy: Partnership Considerations for the Re-Conceptualization of Music Teacher Preparation

ERIC Educational Resources Information Center

Burton, Suzanne L.

2011-01-01

Strong school-university partnerships yield effective music teachers. However, music teacher preparation curriculum has undergone little reform over the years, resulting in a homogeneous P-12 curriculum. Encouraging preservice music teachers to consider cultural and pedagogical differences holds promise for changing music teacher preparation and…

Initiating New Science Partnerships in Rural Education (INSPIRE): Enhancing Scientific Communication by Bringing STEM Research into the Classroom

NASA Astrophysics Data System (ADS)

Pierce, D.; Radencic, S.; Funderburk, W. K.; Walker, R. M.; Jackson, B. S.; Dawkins, K. S.; Schmitz, D.; Bruce, L. M.; McNeal, K.

2014-12-01

INSPIRE, a five-year partnership between Mississippi State University and three local school districts, is designed to strengthen the communication skills of graduate Fellows in geosciences, physics, astronomy, chemistry, and engineering as they incorporate their research into inquiry-based lessons in 7th - 12th grade science and math classrooms. All lesson plans designed and taught by the graduate Fellows must include one or more connections to their research, and these connections must be demonstrated to the students during the lessons. International research partnerships with Australia, the Bahamas, England, and Poland provide valuable opportunities for graduate Fellows to conduct field work abroad and allow our partner teachers to have authentic research experiences that they can bring back to their classrooms. Program effectiveness has been examined using pre- and post-year attitudinal surveys, formal lesson plan documents, Fellow and teacher journals, focus group meetings with a project evaluator, and direct observation of Fellow-led classroom activities. Analyses of data gathered during the past four years of the partnership will be presented that examine the diversity in approaches taken by Fellows to communicate big ideas, changes in the ability of Fellows to find connections between their research and classroom lessons while keeping them aligned with state and national standards, and the quality of the mentorship provided to the Fellows by our partner teachers. INSPIRE is funded by the Graduate K-12 (GK-12) STEM Fellowship Program of the National Science Foundation (Award No. DGE-0947419).

Teacher/Intern Partnerships in Isolated Areas: A Project Overview.

ERIC Educational Resources Information Center

Yarrow, Allan; Ballantyne, Roy; Hansford, Brian; Herschell, Paul; Millwater, Jan

1998-01-01

Describes a collaborative project designed to better prepare Australian preservice teachers for teaching in remote schools through six-week rural mentorship programs and joint preservice and inservice professional development. Discusses how development of partnerships among cooperating institutions and between teachers, student teachers, and the…

Strengthening Partnerships between Special Education Teacher Educators and Schools. Induction Insights. Supporting Special Education Teachers-Policymakers [PII-3

ERIC Educational Resources Information Center

National Center to Inform Policy and Practice in Special Education Professional Development, 2010

2010-01-01

Partnerships among institutions of higher education and school districts are desirable. Partnerships enable organizations to leverage their resources as well as expand and enhance their capabilities. They also provide opportunities for personnel with specialized areas of expertise to address shared challenges. Partnerships take considerable time,…

Early-Years Teachers' Professional Upgrading in Science: a Long-Term Programme

NASA Astrophysics Data System (ADS)

Kallery, Maria

2017-04-01

In this paper, we present a professional development/upgrading programme in science for early-years teachers and investigate its impact on the teachers' competencies in relation to their knowledge and teaching of science. The basic idea of the programme was to motivate the teachers by making them members of an action research group aimed at developing and implementing curriculum activities to which they would contribute and thus meaningfully engaging them in their own learning. The programme used a `collaborative partnership' model for the development of the activities. In this model, the collaborative notion is defined as an act of `shared creation': partners share a goal and members bring their expertise to the partnership. Within this context, the partners were a researcher in science education with a background in physics, who also served as a facilitator, and six in-service early-years teachers with a background in early-years pedagogy and developmental sciences, who had many years of experience (classroom experts). These teachers participated in the programme as co-designers, but were involved to a significantly lesser degree than the researcher. The programme procedures comprised group work and individual teachers' class work. Data sources included teachers' essays, field-notes, lesson recordings and group-work records. Data were qualitatively analysed. The main results indicate improvement of teachers' `transformed' knowledge of the subject matter, development/improvement of knowledge of instructional strategies, including factors related to quality of implementation of the activities, knowledge of the pupils and improvement of the teachers' efficacy.

Teacher Learning in a School-University Partnership: Exploring the Role of Social Trust and Teaching Efficacy Beliefs

ERIC Educational Resources Information Center

Fisler, Jennifer L.; Firestone, William A.

2006-01-01

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…

Teacher Educators' and Student Teachers' Beliefs about Preparation for Working with Families Including Those from Diverse Socioeconomic and Cultural Backgrounds

ERIC Educational Resources Information Center

D'Haem, Jeanne; Griswold, Peter

2017-01-01

This mixed-methods study examined teacher preparation for developing family partnerships. The attitudes and practices of teacher educators and the attitudes and experiences of student teachers were explored in focus groups, documents, and a survey instrument. Results indicated that although partnerships were considered important by faculty and…

Enhancing the STEM Ecosystem through Teacher-Researcher Partnerships

ERIC Educational Resources Information Center

Tapprich, William; Grandgenett, Neal; Leas, Heather; Rodie, Steve; Shuster, Robert; Schaben, Chris; Cutucache, Christine

2016-01-01

STEM faculty at the University of Nebraska at Omaha (UNO) have partnered with teachers and administrators in the Omaha Public Schools (OPS) to implement a Teacher-Researcher Partnership Program. This program establishes resources and infrastructure that engage K-12 science teachers in scientific research experiences. In the first implementation of…

Gatekeeper or Lynchpin? The Role of the Principal in School-University Partnerships

ERIC Educational Resources Information Center

Nettleton, Kimberely Fletcher; Barnett, David

2016-01-01

Teacher education programs are always evolving. To provide opportunities for pre-service teachers to combine pedagogy with practical experience, many programs are developing school-university partnerships. The pairing of pre-service teachers with experienced mentor teachers offers enriched field experience opportunities. The effect of the…

Science Teacher Education Partnerships with Schools (STEPS): Partnerships in Science Teacher Education

ERIC Educational Resources Information Center

Kenny, John Daniel; Hobbs, Linda; Herbert, Sandra; Chittleborough, Gail; Campbell, Coral; Jones, Mellita; Gilbert, Andrew; Redman, Christine

2014-01-01

This paper reports on the STEPS project which addressed international concerns about primary teachers' lack of confidence to teach science, and on-going questions about the effectiveness of teacher education. The five universities involved had each independently established a science education program incorporating school-based partnerships…

Translating Current Science into Materials for High School via a Scientist-Teacher Partnership

ERIC Educational Resources Information Center

Brown, Julie C.; Bokor, Julie R.; Crippen, Kent J.; Koroly, Mary Jo

2014-01-01

Scientist-teacher partnerships are a unique form of professional development that can assist teachers in translating current science into classroom instruction by involving them in meaningful collaborations with university researchers. However, few reported models aim to directly alter science teachers' practices by supporting them in the…

Helping English Language Learners Succeed in Middle and High Schools. Collaborative Partnerships between ESL and Classroom Teachers Series

ERIC Educational Resources Information Center

Pawan, Faridah, Ed.; Sietman, Ginger, Ed.

2007-01-01

This volume of Collaborative Partnerships between ESL and Classroom Teachers gives emphasis to collaborative partnerships in the middle and high school levels. Editors Faridah Pawan and Ginger Sietman gather expert authors who present us with models of classroom-based and school-based collaborative partnerships from middle and high schools across…

A Businessman's Guide to the Education Reform Debate. The Backgrounder No. 801.

ERIC Educational Resources Information Center

Allen, Jeanne; McLaughlin, Michael J.

Angered by the continued worsening of public school quality despite 1980s reform efforts and growing business-education partnerships, many American business leaders claim that money and concern are not enough. Boosting teacher salaries and reducing class size have yielded poor results. Business's general dismay with public school performance has…

A Case Study of the Land of Enchantment Teacher Quality Partnership for Aspiring School Administrators

ERIC Educational Resources Information Center

Mizell, Kimberly

2013-01-01

What are the considerations required to developing a leadership preparation program, and a professional development plan that bridges the theoretical perspective to the practitioners' perspective? An inquiry was conducted to gain insight into the individual perspectives of three diverse women administrators who participated in the Land of…

Planting the Seeds of Partnership: Parents as Instructors in Teacher Education

ERIC Educational Resources Information Center

Brown, Colleen; Cianca, Marie; Gladstone-Brown, Wendy; Wischnowski, Michael; Yingling, Jacalyn

2009-01-01

Brenda and Bob have told their family's story many times to professionals as they have navigated through the sometimes precarious waters of education and medicine in search of quality services for their son, Jonathan. Sometimes, along the way, especially when experiencing miscommunication and fragmentation, they've wondered to each other: Is…

Educator Effectiveness Research Alliance: Using Research and Data to Understand and Improve Educator Preparation and Evaluation

ERIC Educational Resources Information Center

Regional Educational Laboratory Southwest, 2018

2018-01-01

Research shows that teachers affect student learning more than any other factor. The Educator Effectiveness Research Alliance, a collaborative partnership of educators, policymakers, and researchers, seeks to improve educator quality through research and analytic technical support. Initially focused on Texas, the alliance has expanded to include…

Teacher-Parent Partnerships. ERIC Digest.

ERIC Educational Resources Information Center

Swick, Kevin J.

Research provides insight into parent attributes that support partnerships with teachers. These attributes include warmth, sensitivity, nurturance, the ability to listen, consistency, positive self-image, personal competence, and effective interpersonal skills. Researchers have cited positive attitudes, continuous teacher training, involvement in…

Teachers' Professional Development through University-School Partnerships: Theoretical Standpoints and Evidence from Two Pilot Studies in Chile

ERIC Educational Resources Information Center

Grau, Valeska; Calcagni, Elisa; Preiss, David D.; Ortiz, Dominga

2017-01-01

This paper presents a teacher professional development programme, based on a university-schools partnership and a collective reflection model, addressing the needs of in-service teacher education in Chile. First, the main challenges faced by both teachers and teacher education in Chile are summarised. Then, the foundations of this model are…

I-LLINI Partnerships for 21st Century Teachers

NASA Astrophysics Data System (ADS)

Read, K.; Wong, K.; Charlevoix, D. J.; Tomkin, J.; Hug, B.; Williams, M.; Pianfetti, E.

2008-12-01

I-LLINI Partnerships is two-year State funded program to initiate enhance communication between the faculty at University of Illinois and K-12 teachers in the surrounding communities. The program focuses on math and science with a particular emphasis on the use of technology to teaching math and science to middle-school aged children. The Partnership provides participating teachers with a suite of technology including a computer, digital camera, and software, as well as a small stipend. University partners include representatives from the Departments of Mathematics as well as the Department of Atmospheric Sciences and the Department of Geology. The Atmospheric Sciences and Geology faculty have partnered to provide content using an Earth Systems Science approach to presenting content to the teachers. Additionally, teachers provide feedback to university faculty with relation to how they might better prepare future science teachers. Teacher participants are required to attend a series of workshops during the academic year as well as a summer workshop. The first workshop was held June 2008 on the University of Illinois campus. Our poster will highlight the first workshop providing a discussion and photographs of the activities, an analysis of the benefits and challenges - both to the university representatives as well as the teachers ­ and a summary of future changes planned for the 2009 summer workshop. During the second morning of the workshop, the science teachers participated in an EcoBlitz via a field trip to a collect data from a stream near campus. During the EcoBlitz, math teachers attended tutorial sessions on campus on statistical analysis software. The EcoBliz teachers were provided with instruments and equipment necessary to collect data on the weather conditions and water quality of the stream. Instruments included a temperature probe, turbidity sensor, dissolved oxygen sensor and a hand held weather instrument. Data was recorded with Vernier LabQuest data loggers. The participants also took pictures with the digital cameras provided through the partnership. During the afternoon session, water and air data was analyzed using TinkerPlots. The science teachers helped the math teachers understand the process of data collection, the physical environment where data was collected and the limitations of the instruments. The math teachers helped the science teachers to use the TinkerPlots software and find statistical representations of the data. A group discussion ensued with regard to the meaning of various statistical measures such as average and median and what they really mean when using real data. Feedback from the teachers was overwhelmingly positive, in particular the modeling of using science data to understand mathematical concepts. Several teachers planned to borrow the instruments and conduct similar activities in their science and math classrooms. Future work include conduct workshops for the participating teachers throughout the academic year to solicit from in-service teachers how university level science classes can be better tailored to pre-service teacher needs.

Preparing Pre-Service Teachers for Professional Engagement through Place/Community Pedagogies and Partnerships

ERIC Educational Resources Information Center

Green, Monica M.

2016-01-01

There is an expectation that Australian teachers engage professionally in all aspects of teaching and learning, including engagement with teaching networks and broader communities. This paper reports on a partnership between a teacher educator and an environmental educator who set out to expand pre-service teachers' professional knowledge,…

Science Teachers Accelerated Programme Model: A Joint Partnership in the Pacific Region

ERIC Educational Resources Information Center

Sharma, Bibhya; Lauano, Faatamali'i Jenny; Narayan, Swasti; Anzeg, Afshana; Kumar, Bijeta; Raj, Jai

2018-01-01

The paper heralds a new pedagogical model known as the Science Teachers Accelerated Programme as a platform to upgrade the qualifications of secondary school science teachers throughout the Pacific region. Based on a tripartite partnership between a higher education provider, a regional government and a cohort of science teachers, the model offers…

Report on the Partnership for Excellence in Teacher Education: An NSF Funded Project (NSF DUE-9343612).

ERIC Educational Resources Information Center

Blake, Sally; Tchoshanov, Mourat; Della-Piana, Connie Kubo; Pacheco, Arturo; Brady, Tom

2001-01-01

Reports on the Partnership for Excellence in Teacher Education (PETE), an NSF-funded project to promote reform in mathematics and science teacher preparation that features the redesign of teacher preparation to reflect current research on learning and teaching. Concludes that new tools of technology have the potential for enhancing education but…

Helping Students Make Meaning of Authentic Investigations: Findings from a Student-Teacher-Scientist Partnership

ERIC Educational Resources Information Center

Peker, Deniz; Dolan, Erin

2012-01-01

As student-teacher-scientist partnerships become more widespread, there is a need for research to understand the roles assumed by scientists and teachers as they interact with students in general and in inquiry learning environments in particular. Although teacher roles during inquiry learning have been studied, there is a paucity of research…

Los Pactos entre Padres y Maestros (Teacher-Parent Partnerships). ERIC Digest.

ERIC Educational Resources Information Center

Swick, Kevin J.

Research provides insight into parent attributes that support partnerships with teachers. These attributes include warmth, sensitivity, nurturance, the ability to listen, consistency, positive self-image, personal competence, and effective interpersonal skills. Researchers have cited positive attitudes, continuous teacher training, involvement in…

JiaoShi-JiaZhang De HeZuo (Teacher-Parent Partnerships). ERIC Digest.

ERIC Educational Resources Information Center

Swick, Kevin J.

Research provides insight into parent attributes that support partnerships with teachers. These attributes include warmth, sensitivity, nurturance, the ability to listen, consistency, positive self-image, personal competence, and effective interpersonal skills. Researchers have cited positive attitudes, continuous teacher training, involvement in…

Power-sharing Partnerships: Teachers' Experiences of Participatory Methodology.

PubMed

Ferreira, Ronél; Ebersöhn, Liesel; Mbongwe, Bathsheba B

2015-01-01

This article reports on the experiences of teachers as coresearchers in a long-term partnership with university researchers, who participated in an asset-based intervention project known as Supportive Teachers, Assets and Resilience (STAR). In an attempt to inform participatory research methodology, the study investigated how coresearchers (teachers) experienced power relations. We utilized Gaventa's power cube as a theoretical framework and participatory research as our methodologic paradigm. Ten teachers of a primary school in the Eastern Cape and five teachers of a secondary school in a remote area in the Mpumalanga Province in South Africa participated (n=15). We employed multiple data generation techniques, namely Participatory Reflection and Action (PRA) activities, observation, focus group discussions, and semistructured interviews, using thematic analysis and categorical aggregation for data analysis. We identified three themes, related to the (1) nature of power in participatory partnerships, (2) coreasearchers' meaning making of power and partnerships, and their (3) role in taking agency. Based on these findings, we developed a framework of power sharing partnerships to extend Gaventa's power cube theory. This framework, and its five interrelated elements (leadership as power, identifying vision and mission, synergy, interdependent role of partners, and determination), provide insight into the way coresearchers shared their experiences of participatory research methodology. We theorise power-sharing partnerships as a complimentary platform hosting partners' shared strengths, skills, and experience, creating synergy in collaborative projects.

Offering an Anatomy and Physiology Course through a High School-University Partnership: The Minnesota Model

ERIC Educational Resources Information Center

Jensen, Murray; Mattheis, Allison; Loyle, Anne

2013-01-01

This article describes a one-semester anatomy and physiology course that is currently offered through the concurrent enrollment program at the University of Minnesota. The article explains how high school teachers are prepared to teach the course and describes efforts to promote program quality, student inquiry, and experiential learning.…

Designing a curriculum on Internet health resources for deaf high school students.

PubMed

Gregg, Amy L; Wozar, Jody A; Wessel, Charles B; Epstein, Barbara A

2002-10-01

This paper examines the integration of instruction about quality health resources on the Internet into the health curriculum of a specialized high school for students with hearing disabilities. The Health Sciences Library System (HSLS) at the University of Pittsburgh has formed a partnership with the Western Pennsylvania School for the Deaf (WPSD). This project was partially funded through a subcontract with the National Library of Medicine. As one component of its Health Information for the Public project, HSLS formed a partnership with the WPSD. This partnership allowed for a librarian to provide instruction to health education and learning center teachers and students at WPSD about health resources on the Internet. This paper describes the planning process, curriculum development, and challenges encountered. These challenges include student knowledge of English as a second language, the need for a sign language interpreter, students' third-to-fourth-grade reading levels, and the need for appropriate visual presentations to accompany the audio counterpart. The partnership formed between HSLS and WPSD improved deaf high school students' ability to locate quality health information on the Internet. A pre-class survey and post-class survey were used to determine the impact of the instruction.

Perceptions of Parents of Children with Autism Spectrum Disorders towards Their Partnerships with Teachers

ERIC Educational Resources Information Center

Hsiao, Yun-Ju

2016-01-01

The purpose of this study was to investigate the parent perceptions of partnerships between parents of children with autism spectrum disorders (ASD) and teachers who provided services. The instrument used in this study was the "Beach Center Family-Professional Partnership Scale" ("Family Version"). The results showed that…

Promoting School-University Partnerships: Professional Development of Teachers through the Collaborative School Improvement Program.

ERIC Educational Resources Information Center

Hackmann, Donald G.; Schmitt, Donna M.

One method of training principals and teachers to lead substantive change initiatives lies in partnership activities between schools and the local university. The Collaborative School Improvement Program (C-SIP) is a successful school-university partnership that focuses upon collaborative relationships between Eastern Michigan University and area…

SWEEP: Sciencing with Watersheds, Environmental Education and Partnerships. Instructor's Guide to Implementation and Summer Institute Participant Notebook.

ERIC Educational Resources Information Center

Bainer, Deb; Barron, Pat; Cantrell, Diane

Sciencing with Watersheds, Environmental Education, and Partnerships (SWEEP) is a professional development program designed to help elementary teachers improve the way they teach science using partnerships among teachers and resource professionals. SWEEP follows a thematic approach using watersheds as the core concept of an integrated elementary…

Teachers Exploring Partnership Education and Ways to Transform the K-12 Educational System

ERIC Educational Resources Information Center

Cerda, Marisela Galvan

2012-01-01

The purpose of this study was to engage middle school science teachers in collaborative dialogue to understand the implications of partnership values and principles in the classroom to transform their educational practice. Participants investigated issues which prevent partnership relationships in schools and ways to help transform education and…

Developing Partnerships between Higher Education Faculty, K-12 Science Teachers, and School Administrators via MSP initiatives: The RITES Model

NASA Astrophysics Data System (ADS)

Caulkins, J. L.; Kortz, K. M.; Murray, D. P.

2011-12-01

The Rhode Island Technology Enhanced Science Project (RITES) is a NSF-funded Math and Science Partnership (MSP) project that seeks to improve science education. RITES is, at its core, a unique partnership that fosters relationships between middle and high school science teachers, district and school administrators, higher education (HE) faculty members, and science education researchers. Their common goal is to enhance scientific inquiry, increase classroom technology usage, and improve state level science test scores. In one of the more visible examples of this partnership, middle and high school science teachers work closely with HE science faculty partners to design and teach professional development (PD) workshops. The PD sessions focus on technology-enhanced scientific investigations (e.g. use of probes, online simulations, etc.), exemplify inquiry-based instruction, and relate expert content knowledge. Teachers from these sessions express substantial satisfaction in the program, report increased comfort levels in teaching the presented materials (both via post-workshop surveys), and show significant gains in content knowledge (via pre-post assessments). Other benefits to this kind of partnership, in which K-12 and HE teachers are considered equals, include: 1) K-12 teachers are empowered through interactions with HE faculty and other science teachers in the state; 2) HE instructors become more informed not only about good pedagogical practices, but also practical aspects of teaching science such as engaging students; and 3) the PD sessions tend to be much stronger than ones designed and presented solely by HE scientists, for while HE instructors provide content expertise, K-12 teachers provide expertise in K-12 classroom practice and implementation. Lastly, the partnership is mutually beneficial for the partners involved because both sides learn practical ways to teach science and inquiry at different levels. In addition to HE faculty and K-12 science teacher interactions, RITES gives district-level administrators, HE faculty and teacher-leaders the opportunity to meet and set mutual teaching goals, enhancing the partnership and a sense of ownership within it.

Strengthening Communication and Scientific Reasoning Skills of Graduate Students Through the INSPIRE Program

NASA Astrophysics Data System (ADS)

Pierce, Donna M.; McNeal, K. S.; Radencic, S. P.; Schmitz, D. W.; Cartwright, J.; Hare, D.; Bruce, L. M.

2012-10-01

Initiating New Science Partnerships in Rural Education (INSPIRE) is a five-year partnership between Mississippi State University and three nearby school districts. The primary goal of the program is to strengthen the communication and scientific reasoning skills of graduate students in geosciences, physics, chemistry, and engineering by placing them in area middle school and high school science and mathematics classrooms for ten hours a week for an entire academic year as they continue to conduct their thesis or dissertation research. Additional impacts include increased content knowledge for our partner teachers and improvement in the quality of classroom instruction using hands-on inquiry-based activities that incorporate ideas used in the research conducted by the graduate students. Current technologies, such as Google Earth, GIS, Celestia, benchtop SEM and GCMS, are incorporated into many of the lessons. Now in the third year of our program, we will present the results of our program to date, including an overview of documented graduate student, teacher, and secondary student achievements, the kinds of activities the graduate students and participating teachers have developed for classroom instruction, and the accomplishments resulting from our four international partnerships. INSPIRE is funded by the Graduate K-12 (GK-12) STEM Fellowship Program (Award No. DGE-0947419), which is part of the Division for Graduate Education of the National Science Foundation.

Teachers' Transformation as Learning: Teaching Cantonese Opera in Hong Kong Schools with a Teacher-Artist Partnership

ERIC Educational Resources Information Center

Leung, Bo Wah

2014-01-01

The Hong Kong Government has advocated teaching Cantonese opera in the school music curriculum to promote Chinese culture education. This longitudinal study aims to examine how and why teachers transform within 3 years in learning and teaching Cantonese opera with a teacher-artist partnership approach in schools. Five primary and two secondary…

The Cosmic Ray Observatory Project: Results of a Summer High-School Student, Teacher, University Scientist Partnership Using a Capstone Research Experience

ERIC Educational Resources Information Center

Shell, Duane F.; Snow, Gregory R.; Claes, Daniel R.

2011-01-01

This paper reports results from evaluation of the Cosmic Ray Observatory Project (CROP), a student, teacher, scientist partnership to engage high-school students and teachers in school based cosmic ray research. Specifically, this study examined whether an intensive summer workshop experience could effectively prepare teacher-student teams to…

Parent-Teacher Conflict Related to Student Abilities: The Impact on Students and the Family-School Partnership

ERIC Educational Resources Information Center

Lasater, Kara

2016-01-01

Family-school partnerships have a positive impact on both students and schools, yet they remain challenging to establish and maintain, particularly in the presence of parent-teacher conflict. The purpose of this qualitative study was to examine the experiences of parents, teachers, and students when parents and teachers disagreed about a student's…

Link Schools: An Evaluation of an Innovatory Scheme in Teacher Education.

ERIC Educational Resources Information Center

Boydell, Deanne

1990-01-01

The first year of an innovative British partnership between elementary schools, the school district, the teacher training institution, and teacher trainees is evaluated. The program integrates the needs of institutions, students, and professionals. Guiding principles relevant to the development of such partnerships and evaluation issues are…

Piloting Teacher Education Practicum Partnerships: Teaching Alliances for Professional Practice (TAPP)

ERIC Educational Resources Information Center

Kertesz, John Leslie; Downing, Jill

2016-01-01

This paper reports on a practicum partnerships pilot project between local schools and a teacher preparation program in a medium sized regional university. Whilst addressing recent governmental recommendations for improvements in the teacher education practicum, the project also sought greater suitability by connecting the professional skills of…

School-University Partnership: Perceptions of the Teachers

ERIC Educational Resources Information Center

Gilles, Carol; Wilson, Jennifer; Elias, Martille

2009-01-01

We investigated how and to what extent a school-university partnership might influence the teachers and the teaching in one school, Parkland. We interviewed 23 novice and veteran teachers, the principals, and the university liaison. The data suggest that the university structures (i.e., the practicum, the student teaching internship, the Senior…

Advancing and Sustaining a Clinical Teacher Preparation Partnership: An Exploratory Qualitative Case Study

ERIC Educational Resources Information Center

Garrido, Melissa Downey

2012-01-01

The national call to "turn [teacher education] upside down" (National Council for Accreditation of Teacher Education, Report of the Blue Ribbon Panel on Clinical Preparation and Partnerships for Improved Student Learning [NCATE], 2010, p. ii) and states' subsequent commitments to pilot recommendations necessitates study of successful…

Concerning Collaboration: Teachers' Perspectives on Working in Partnerships to Develop Teaching Practices

ERIC Educational Resources Information Center

Lofthouse, Rachel; Thomas, Ulrike

2017-01-01

Teachers are often encouraged to work in partnerships to support their professional development. In this article we focus on three forms of working partnerships based in English secondary schools. Each has an intended function of developing teaching practices. The cases of mentoring, coaching and an adapted lesson study come from both initial…

Professionals Ready for Educational Partnerships (PREP): The Development, Implementation, and Evaluation of a Multimedia Distance Education Course on Collaboration.

ERIC Educational Resources Information Center

Welch, Marshall

Professionals Ready for Educational Partnerships (PREP) is a multimedia telecourse developed at the University of Utah to help preservice teachers, graduate students in education, and practicing teachers to understand collaboration. Using an ecological perspective, participants learn how to forge partnerships in the school, home, and community.…

The Story of a Unique Collaborative Partnership Focused on Preparing Effective Teachers to Be Successful in High-Poverty/High-Minority Schools

ERIC Educational Resources Information Center

Richman, Laila J.; Wittmann, Cheryl; Madden, Maggie

2014-01-01

This article describes an innovative partnership between a state department of education, local school systems, and institutions of higher education aimed at increasing the number of effective teachers for high-poverty/ high-minority schools through collaborative partnerships, rigorous coursework, ongoing professional development, intensive…

Deepening Teacher Knowledge of Multicultural Literature through a University-Schools Partnership

ERIC Educational Resources Information Center

Athanases, Steven Z.

2006-01-01

The purpose of this study is to strengthen teachers' knowledge of multicultural literature for use with high school students in a highly diverse, high needs urban school district through a university-schools partnership. A core English group of 15-20 members of a university-schools partnership met in monthly department-based and periodic…

Influences of the Industrial Culture on a Partnership Program, Teachers, and Curriculum.

ERIC Educational Resources Information Center

Zuga, Karen F.

As schools begin to form partnerships with industry, many of the differences in the cultural values of each institution have not been explored or considered within the partnership agreements. A lack of knowledge and preparation about cultural differences between the partners can lead to unintended consequences. As teachers begin to work in…

University-School Partnerships for Clinical Experiences: Design, Implementation, Assessment, and Data Collection

ERIC Educational Resources Information Center

Sivakumaran, Thillainatarajan; Holland, Glenda; Clark, Leonard; Heyning, Katharina; Wishart, William; Flowers-Gibson, Beverly

2011-01-01

University teacher education programs establish partnerships with P-12 schools, in part to place their teacher education candidates in a learning environment that allows candidates to work with a diverse population of learners. The purpose of this study was to examine three universities in regard to the partnerships utilized for field and clinical…

Helping students make meaning of authentic investigations: findings from a student-teacher-scientist partnership

NASA Astrophysics Data System (ADS)

Peker, Deniz; Dolan, Erin

2012-03-01

As student-teacher-scientist partnerships become more widespread, there is a need for research to understand the roles assumed by scientists and teachers as they interact with students in general and in inquiry learning environments in particular. Although teacher roles during inquiry learning have been studied, there is a paucity of research about the roles that scientists assume in their interactions with students. Socio-cultural perspectives on learning emphasize social interaction as a means for students to make meaning of scientific ideas. Thus, this naturalistic study of classroom discourse aims to explore the ways scientists and teachers help high school students make meaning during authentic inquiry investigations. Conversational analysis is conducted of video recordings of discussions between students and teachers and students and scientists from two instances of a student-teacher-scientist partnership program. A social semiotic analytic framework is used to interpret the actions of scientists and teachers. The results indicate a range of common and distinct roles for scientists and teachers with respect to the conceptual, social, pedagogical, and epistemological aspects of meaning making. While scientists provided conceptual and epistemological support related to their scientific expertise, such as explaining scientific phenomena or aspects of the nature of science, teachers played a critical role in ensuring students' access to this knowledge. The results have implications for managing the division of labor between scientists and teachers in partnership programs.

Helping students make meaning of authentic investigations: findings from a student-teacher-scientist partnership.

PubMed

Peker, Deniz; Dolan, Erin

2012-03-01

As student-teacher-scientist partnerships become more widespread, there is a need for research to understand the roles assumed by scientists and teachers as they interact with students in general and in inquiry learning environments in particular. Although teacher roles during inquiry learning have been studied, there is a paucity of research about the roles that scientists assume in their interactions with students. Socio-cultural perspectives on learning emphasize social interaction as a means for students to make meaning of scientific ideas. Thus, this naturalistic study of classroom discourse aims to explore the ways scientists and teachers help high school students make meaning during authentic inquiry investigations. Conversational analysis is conducted of video recordings of discussions between students and teachers and students and scientists from two instances of a student-teacher-scientist partnership program. A social semiotic analytic framework is used to interpret the actions of scientists and teachers. The results indicate a range of common and distinct roles for scientists and teachers with respect to the conceptual, social, pedagogical, and epistemological aspects of meaning making. While scientists provided conceptual and epistemological support related to their scientific expertise, such as explaining scientific phenomena or aspects of the nature of science, teachers played a critical role in ensuring students' access to this knowledge. The results have implications for managing the division of labor between scientists and teachers in partnership programs.

Critical Elements of Scientist-Teacher Partnerships and Lessons Learned About Partnership Program Design

NASA Astrophysics Data System (ADS)

Walker, B.; Hall, M. K.; Regens, N. L.

2006-05-01

Partnerships between scientists and K-12 teachers have the potential for long-term impacts, but there are many barriers to forming sustainable relationships between these two work environment cultures. By analyzing data from an NSF GK-12 program that pairs graduate and undergraduate students (fellows) with K-12 teachers, we identified several key attributes of effective partnerships. Our data indicate that communicating openly about goals, roles, and dissatisfaction is the foundation of successful partnership evolution. Although it was possible to develop strong communication, goals, and roles over time, partnership pairs that achieved these elements through deliberate and early action experienced less frustration than those who did not. Undefined goals and roles represented major barriers to partnership formation. Often, dissatisfaction was related to one partner perceiving the other as being uninvested in the relationship. Direct communication about dissatisfaction was rare, but the majority of fellows and teachers who discussed their frustrations benefited. Communicating openly demonstrated partners' desire and commitment to collaborate and led to increased planning time, a shared division of labor, the exchange of scientific and pedagogical resources, and the development of new knowledge and skills. Program design is an influential factor in developing sustainable partnerships as well. We will give examples of how the GK-12 program studied has been modified over the last five years to promote the partnership characteristics that we identified. We will also discuss program elements that facilitate communication, goal setting, role definition, and planning time.

Translating Current Science into Materials for High School via a Scientist-Teacher Partnership

NASA Astrophysics Data System (ADS)

Brown, Julie C.; Bokor, Julie R.; Crippen, Kent J.; Koroly, Mary Jo

2014-04-01

Scientist-teacher partnerships are a unique form of professional development that can assist teachers in translating current science into classroom instruction by involving them in meaningful collaborations with university researchers. However, few reported models aim to directly alter science teachers' practices by supporting them in the development of curriculum materials. This article reports on a multiple case study of seven high school science teachers who attended an ongoing scientist-teacher partnership professional development program at a major Southeastern research university. Our interest was to understand the capacity of this professional development program for supporting teachers in the transfer of personal learning experiences with advanced science content and skills into curriculum materials for high school students. Findings indicate that, regardless of their ultimate success constructing curriculum materials, all cases considered the research grounded professional development supports beneficial to their professional growth with the exception of collective participation. Additionally, the cases also described how supports such as professional recognition and transferability served as affordances to the process of constructing these materials. However, teachers identified multiple constraints, including personal learning barriers, their classroom context, and the cost associated with implementing some of their curriculum ideas. Results have direct implications for future research and the purposeful design of professional development experiences through scientist-teacher partnerships.

Impact of a Student-Teacher-Scientist Partnership on Students' and Teachers' Content Knowledge, Attitudes toward Science, and Pedagogical Practices

ERIC Educational Resources Information Center

Houseal, Ana K.; Abd-El-Khalick, Fouad; Destefano, Lizanne

2014-01-01

Engaging K-12 students in science-based inquiry is at the center of current science education reform efforts. Inquiry can best be taught through experiential, authentic science experiences, such as those provided by Student-Teacher-Scientist Partnerships (STSPs). However, very little is known about the impact of STSPs on teachers' and…

Restructuring Teacher Education with the Help of Classroom Teachers.

ERIC Educational Resources Information Center

Staudt, Denise; Mahbubani, Trace

As part of a departmental restructuring to improve the preservice training of teachers through early and frequent field-based experiences, Our Lady of the Lake University (Texas) has developed partnerships with both public and private schools in San Antonio (Texas). One of the most successful partnerships has been the development and…

Navigating the Terrain of Third Space: Tensions with/in Relationships in School-University Partnerships

ERIC Educational Resources Information Center

Martin, Susan D.; Snow, Jennifer L.; Franklin Torrez, Cheryl A.

2011-01-01

Using theoretical conceptions of third space and hybrid teacher education, the authors engaged in a collaborative self-study of their practices as university-based teacher educators working in student teaching partnership settings. The authors sought to understand ways in which hybrid teacher educators foster and mediate relationships to work…

Our Quest for Mutualism in University-School Partnerships

ERIC Educational Resources Information Center

Chorzempa, Barbara Fink; Isabelle, Aaron D.; de Groot, Cornelis

2010-01-01

If a university-school partnership is to be viewed as a mutualistic relationship, benefits should be provided not only to the preservice teachers, but to the members of the school environment as well. As a means of exemplifying how to connect the learning of students, in-service and preservice teachers, and teacher educators, this article…

Improving Middle Grades STEM Teacher Content Knowledge and Pedagogical Practices through a School-University Partnership

ERIC Educational Resources Information Center

McCollough, Cherie; Jeffery, Tonya; Moore, Kim; Champion, Joe

2016-01-01

This paper outlines a University-School District partnership with the intent to increase the number of middle grades mathematics and science teachers. This externally funded initiative includes onsite, authentically situated professional development for pre- and in-service teachers at three different urban, low-socioeconomic schools with a…

Whose Expertise?: An Analysis of Advice Giving in Early Childhood Parent-Teacher Conferences

ERIC Educational Resources Information Center

Cheatham, Gregory A.; Ostrosky, Michaelene M.

2011-01-01

Early childhood and early childhood special education programs have a focus on parent-educator partnerships. Parent-teacher conferences are a context for these partnerships, and advice giving is one type of exchange occurring within conferences. Parent-teacher conference advice was investigated through participant interviews and the methodology of…

Discouraging Partnerships? Teachers' Perspectives on Immigration-Related Barriers to Family-School Collaboration

ERIC Educational Resources Information Center

Soutullo, Olivia R.; Smith-Bonahue, Tina M.; Sanders-Smith, Stephanie C.; Navia, Laura E.

2016-01-01

This study investigates barriers to facilitating family-school partnerships with immigrant families as identified by teachers in an urban school district with high rates of immigration. Participants consisted of 18 elementary teachers who identified predominantly as Hispanic (38.9%) or non-Hispanic White (33.3%), were frequently bilingual (55.6%),…

Benefits of 25 Years of School District-University Partnerships to Improve Teacher Preparation and Advance School Renewal

ERIC Educational Resources Information Center

Holen, Michael C.; Yunk, Dan C.

2014-01-01

Generalizing about school district-teacher education program relationships across the long history and broad landscape of teacher preparation in America can prove challenging. However, if partnerships imply stable, long-term, mutually beneficial arrangements characterized by shared decision-making and resources, even a relatively cursory scan…

Quality Education and the Role of the Teacher in Fiji: Mobilising Global and Local Values

ERIC Educational Resources Information Center

Crossley, Michael; Koya Vaka'uta, Cresantia Frances; Lagi, Rosiana; McGrath, Simon; Thaman, Konai Helu; Waqailiti, Ledua

2017-01-01

This article reports on the findings of original field research carried out in the small island developing state of Fiji, in the South Pacific. A North-South research partnership was built upon previous collaboration between team members and, in so doing, pioneered the blending of Pacific and Western research approaches sensitive to a postcolonial…

The Texas Youth Fitness Study: Looking at School Policies as They Relate to Physical Fitness and Academic Variables. Program Results Report

ERIC Educational Resources Information Center

Feiden, Karyn

2011-01-01

In partnership with three universities, the Cooper Institute, Dallas, completed the Texas Youth Fitness Study from 2008 to 2009. The study explored three key questions: (1) Is physical fitness associated with academic performance?; (2) Can physical education teachers collect high-quality information on student fitness?; and (3) Are school policies…

The Birth of a South African Child Development Center for 2- to 6-Year-Olds: An International Partnership

ERIC Educational Resources Information Center

DeMarie, Darlene; Cherian, Lily

2012-01-01

Providing high-quality education and care for young children at a historically Black university in rural South Africa was a challenging task. But despite many obstacles, two teacher educators (an American and a South African) worked together, partnered with a surprising collection of others, seized every possible opportunity, and persisted, seeing…

Getting the Word Out: Teaching Middle-School Children about Cardiovascular Disease

PubMed Central

Toepperwein, Mary Anne; Pruski, Linda A.; Blalock, Cheryl L.; Lemelle, Olivia R.; Lichtenstein, Michael J.

2008-01-01

Cardiovascular disease (CVD) has roots in childhood; since CVD begins early, a clear strong case for early education focused on CVD primary prevention exists. Scientists are not traditionally involved in disseminating health knowledge into public education. Similarly, public school teachers typically do not have access to biomedical research that may increase their students’ health science literacy. One way to bridge the ‘cultural’ gap between researchers and school teachers is to form science education partnerships. In order for such partnerships to be successful, teams of scientists and teachers must ‘translate’ biomedical research into plain language appropriate for students. In this article, we briefly review the need for improving health literacy, especially through school-based programs, and describe work with one model scientist/teacher partnership, the Teacher Enrichment Initiatives. Examples of cardiovascular research ‘translated’ into plain language lessons for middle school students are provided and practical considerations for researchers pursuing a science education partnership are delineated. PMID:19122871

A Retrospective Study of a Scientist in the Classroom Partnership Program

ERIC Educational Resources Information Center

Ufnar, Jennifer A.; Bolger, Molly; Shepherd, Virginia L.

2017-01-01

The Scientist in the Classroom Partnership (SCP) is a unique, long-term program that partners STEM fellows with K-12 teachers. The SCP was adapted from the original NSF GK-12 model, with fellows and teachers working in the summer and academic year to build their partnership and design and coteach inquiry-based STEM curricula. The current study is…

Embedding Culture in a Field Experience Seminar: Lessons Learned about Promoting Preservice Teacher Critical Consciousness in an Urban School Partnership

ERIC Educational Resources Information Center

Jacobs, Jennifer; Casciola, Vanessa; Arndt, Katie; Mallory, Mashainah

2015-01-01

This article reports the research findings of teacher educator inquiry using qualitative methods examining how incorporating the topic of culture into the field seminar component of a newly developed urban school-university partnership influenced preservice teachers' abilities to become critically conscious. After analyzing preservice teacher…

Developing and Sustaining an Educative Mentoring Model of STEM Teacher Professional Development through Collaborative Partnership

ERIC Educational Resources Information Center

Richmond, Gail; Dershimer, R. Charles; Ferreira, Maria; Maylone, Nelson; Kubitskey, Beth; Meriweather, Alycia

2017-01-01

In this paper, we present details of a partnership undertaken by four universities with field-based, alternative STEM teacher preparation programs and a large urban school district to provide ongoing professional support for teachers serving as mentors for individuals preparing for careers in high-poverty schools. We also present key findings…

Inquiry into the Influence of a Partnership on the Beliefs and Practice of Preservice Teachers

ERIC Educational Resources Information Center

Bolick, Margaret E.; Fry, Jane

2004-01-01

This article examine a new partnership with a high-needs predominantly Hispanic American elementary school and their practice as teacher educators and researchers amid the reflections of the preservice teachers (PST) and their classroom teachings. The PSTs report becoming more confident in their teaching but are concerned with classroom management…

Tutor and Teacher Timescapes: Lessons from a Home-School Partnership

ERIC Educational Resources Information Center

Coco, Angela; Goos, Merrilyn; Kostogriz, Alex

2007-01-01

A partnership project was developed in which parents volunteered to support teachers in training years 1-3 children in computer skills at a primary school in a small, low socio-economic community. This article identifies the ways teachers and the "tutors" (as the volunteers were called) understood the value of the project. "Being a…

Urban Middle-School Science Teachers Beliefs about the Influence of Their Astronomer-Educator Partnerships on Students' Astronomy Learner Characteristics

ERIC Educational Resources Information Center

Miranda, Rommel J.

2012-01-01

This qualitative study investigates the extent to which urban middle-school science teachers' beliefs about their students' astronomy learner characteristics were influenced by their partnership with an astronomer in their classroom. Twelve urban middle-school science teachers were interviewed after their participation in Project ASTRO during the…

A "Quiet Revolution"? The Impact of Training Schools on Initial Teacher Training Partnerships

ERIC Educational Resources Information Center

Brooks, Val

2006-01-01

This paper discusses the impact on initial teacher training of a new policy initiative in England: the introduction of Training Schools. First, the Training School project is set in context by exploring the evolution of a partnership approach to initial teacher training in England. Ways in which Training Schools represent a break with established…

Talk about a Racial Eclipse: Narratives of Institutional Evasion in an Urban School-University Partnership

ERIC Educational Resources Information Center

Phelps Moultrie, Jada; Magee, Paula A.; Paredes Scribner, Samantha M.

2017-01-01

During a student teaching experience, teacher education candidates affiliated with an urban School of Education school-university partnership witnessed a disturbing interaction between an early career White male teacher and a first-grade Black male student at an assigned elementary school. The subsequent interactions among the teacher, principal,…

Partnerships in Teacher Education--Going beyond the Rhetoric, with Reference to the Norwegian Context

ERIC Educational Resources Information Center

Smith, Kari

2016-01-01

Teacher education plays a central role in education and relates to various stakeholders of education. Currently, teacher education is not perceived as the sole responsibility of higher education institutions, and they are expected to work closely together with other partners. In this paper, the concept of "partnership" is defined and…

Quality Science Teacher Professional Development and Student Achievement

NASA Astrophysics Data System (ADS)

Dubner, J.

2007-12-01

Studies show that socio-economic background and parental education accounts for 50-60 percent of a child's achievement in school. School, and other influences, account for the remaining 40-50 percent. In contrast to most other professions, schools require no real apprenticeship training of science teachers. Overall, only 38 percent of United States teachers have had any on-the-job training in their first teaching position, and in some cases this consisted of a few meetings over the course of a year between the beginning teacher and the assigned mentor or master teacher. Since individual teachers determine the bulk of a student's school experiences, interventions focused on teachers have the greatest likelihood of affecting students. To address this deficiency, partnerships between scientists and K-12 teachers are increasingly recognized as an excellent method for improving teacher preparedness and the quality of science education. Columbia University's Summer Research Program for Science Teachers' (founded in 1990) basic premise is simple: teachers cannot effectively teach science if they have no firsthand experience doing science, hence the Program's motto, "Practice what you teach." Columbia University's Summer Research Program for Science Teachers provides strong evidence that a teacher research program is a very effective form of professional development for secondary school science teachers and has a direct correlation to increased student achievement in science. The author will present the methodology of the program's evaluation citing statistically significant data. The author will also show the economic benefits of teacher participation in this form of professional development.

Initiatives in US Science Education to Enhance Partnerships

NASA Astrophysics Data System (ADS)

Hu, Sophia

This presentation examines some successful examples in partnerships between science teachers, industries, business and scientists to promote science education locally and nationally. Star night VIII is a cooperative project conducted by high school teachers and elementary teachers for elementary students and their families. Service-learning strategy is applied to high school students. Summary of the past eight years' activities will be presented. Partnership is established between industry/ business and schools to promote science education. Several local industries such as Hawaii Electric Company and Atlantis submarine have sponsored various projects for schools in Hawaii. Students' activities will be presented. DataStreme project is a National Science Foundation-supported teacher enhancement program conducted by the American Meteorological Society in cooperation with the U.S. National Weather Service and the State University of New York at Brockport. K-12 teachers have the opportunities to study the principles of meteorology based on the simultaneous delivery of real-time environmental data and learning activities which can be used in the classroom. Details of the partnership between teachers and scientists will be shown by brochures and websites. For 5 years, meteorologists at NWS and at UH, with one high school science teacher have formed a Local Implementation Team (LIT) to mentor k-12 teachers. More than 40 teachers from Hawaii and three from Micronesia have successfully completed this weather course.

Information Literacy: Partnerships for Power.

ERIC Educational Resources Information Center

Breivik, Patricia Senn; Senn, J. A.

1993-01-01

Describes the partnerships between teacher-librarians and principals, teachers, community members, public librarians, and businesses that school children need to gain information literacy skills. Descriptions, which are adapted from the forthcoming book "Information Literacy: Resources for Elementary School Leaders," include the…

Exploring the impact of an industrial volunteer/school science partnership on elementary teaching strategies and attitudes about future science study: A case study

NASA Astrophysics Data System (ADS)

White, Michael Robert

This study reports the results of research designed to explore the impact of industrial volunteer/school partnerships on elementary science teaching behaviors and students' attitudes about future science study. Since these partnerships involved teachers and students in hands-on or laboratory-type science experiences, the study will add an elementary school component to a series of other studies conducted through the Science Education Program at Temple University that have addressed how to improve the learning outcomes from these experiences. Three suburban elementary schools were randomly selected by a single school district's science supervisor to be involved in this study. Two of the buildings were designated as the experimental schools and teachers worked directly with the researcher as an industrial partner. The third school served as a control with no organized industrial partner. An additional school building in a second suburban school district was selected to serve as a comparison school and a second scientist participated as an industrial volunteer. Unlike the researcher, this scientist had no formal training in science education. Each phase of the study included instruments piloted and reviewed by experienced elementary teachers for appropriateness or by objective experts in the field of education. A student attitude survey and selected tasks from the Inventory of Piagetian Developmental Tasks were administered to all students involved in the study. Empirical data collected through videotaped analysis using the validated Modified-Revised Vickery Science Teacher Behavior Inventory led to the development of a pattern of the most frequently used behaviors during elementary science instruction. A profile of each participating teacher was developed through the use of a validated attitude survey, notes taken during classroom interactions and from information collected during ethnographic interviews. A major conclusion drawn from this study is that neither type of partnership influenced the types of teaching behaviors used by elementary teachers during science instruction. Especially significant is that neither questioning wait-time nor level of questions asked was affected by the partnership experience. Furthermore, the partnership did not lead to teachers exhibiting a more constructivist-oriented approach to science instruction. However, teacher members of both partnerships expressed a strong wish for the partnership activities to continue.

Scientist-Teacher Partnerships as Professional Development: An Action Research Study

DOE Office of Scientific and Technical Information (OSTI.GOV)

Willcuts, Meredith H.

The overall purpose of this action research study was to explore the experiences of ten middle school science teachers involved in a three-year partnership program between scientists and teachers at a Department of Energy national laboratory, including the impact of the program on their professional development, and to improve the partnership program by developing a set of recommendations based on the study’s findings. This action research study relied on qualitative data including field notes recorded at the summer academies and data from two focus groups with teachers and scientists. Additionally, the participating teachers submitted written reflections in science notebooks, participatedmore » in open-ended telephone interviews that were transcribed verbatim, and wrote journal summaries to the Department of Energy at the end of the summer academy. The analysis of the data, collaboratively examined by the teachers, the scientists, and the science education specialist acting as co-researchers on the project, revealed five elements critical to the success of the professional development of science teachers. First, scientist-teacher partnerships are a unique contribution to the professional development of teachers of science that is not replicated in other forms of teacher training. Second, the role of the science education specialist as a bridge between the scientists and teachers is a unique and vital one, impacting all aspects of the professional development. Third, there is a paradox for classroom teachers as they view the professional development experience from two different lenses – that of learner and that of teacher. Fourth, learning for science teachers must be designed to be constructivist in nature. Fifth, the principles of the nature of science must be explicitly showcased to be seen and understood by the classroom teacher.« less

School-Parent-Community Partnerships: The Experience of Teachers Who Received the Queen Rania Award for Excellence in Education in the Hashemite Kingdom of Jordan

ERIC Educational Resources Information Center

Obeidat, Osamha M.; Al-Hassan, Suha M.

2009-01-01

The purpose of this study is to examine and understand the school-parents-community partnerships created by teachers who received the Queen Rania Award for Excellence in Education. This study analyzes the applications of the 28 teachers who received the Award in 2007 and addresses three questions: How do teachers who received the Queen Rania Award…

Designing a curriculum on Internet health resources for deaf high school students*

PubMed Central

Gregg, Amy L.; Wozar, Jody A.; Wessel, Charles B.; Epstein, Barbara A.

2002-01-01

Purpose: This paper examines the integration of instruction about quality health resources on the Internet into the health curriculum of a specialized high school for students with hearing disabilities. Setting/Participants/Resources: The Health Sciences Library System (HSLS) at the University of Pittsburgh has formed a partnership with the Western Pennsylvania School for the Deaf (WPSD). Brief Description: This project was partially funded through a subcontract with the National Library of Medicine. As one component of its Health Information for the Public project, HSLS formed a partnership with the WPSD. This partnership allowed for a librarian to provide instruction to health education and learning center teachers and students at WPSD about health resources on the Internet. This paper describes the planning process, curriculum development, and challenges encountered. These challenges include student knowledge of English as a second language, the need for a sign language interpreter, students' third-to-fourth-grade reading levels, and the need for appropriate visual presentations to accompany the audio counterpart. Results/Outcome: The partnership formed between HSLS and WPSD improved deaf high school students' ability to locate quality health information on the Internet. Evaluation Method: A pre-class survey and post-class survey were used to determine the impact of the instruction. PMID:12398249

A Graduate Student's Experience and Perspective on a Student-Teacher-Researcher Partnership

NASA Astrophysics Data System (ADS)

Bostic, J.; Stylinski, C.; Doty, C.

2017-12-01

Teachers and their K-12 students lack firsthand experience in science research and often harbor misconceptions about science practices and the nature of science. To address this challenge, the NOAA-funded Student-Teacher-Researcher (STAR) partnership that provides rural high school students with authentic research experiences investigating the amount and sources of nitrate in schoolyard runoff. Teachers received training, guiding curricular materials aligned with NGSS and in-classroom support. With a focus on evidence-based reasoning skills, students actively participate in the research process through sample collection, data analysis, and an in-person discussion of conclusions and implications with our scientist team. As a member of this team, I assisted with refining the study design, analyzing nitrate isotope runoff samples, and sharing insights and feedback with students during the in-person discussion session. Assessment results indicate student gained an understanding of nitrate pollution and of science practices. As a graduate student, young scientist, and possessor of a B.S. in Science Education, I already recognized the value of involving K-12 students and teachers in authentic research experiences, as these experiences expose students to the nature of science while also improving content knowledge. During the STAR partnership, I learned firsthand some of the obstacles presented during outreach involving partnerships between a research institution and schools, such as inflexibility of school scheduling and the need for flexibility with research questions requiring complex lab analysis. Additionally, I discovered the challenge of working systemically across a school district, which can have broad impact but limit student experiences. Highlights of my experience included interactions with students and teachers, especially when students have unexpected answers to my questions, providing novel explanations for patterns observed in the data. Despite the challenges of these partnerships and balancing of outreach with traditional graduate school requirements, I believe student-teacher-researcher partnerships are beneficial endeavors that deepen K-12 students and teachers understanding of the nature of science, while expanding young public engagement skills.

Making the Difference with Active Parenting; Forming Educational Partnerships between Parents and Schools

ERIC Educational Resources Information Center

Oostdam, Ron; Hooge, Edith

2013-01-01

Although parental involvement is often a priority on the quality agenda of schools for primary and secondary education, it is still not usual to involve parents as an educational partner in the actual learning process of their child. Rather than adopting an open approach, teachers tend to tell parents what they should do or keep them at a safe…

An Investigation of Pre-Service Teachers' Learning in Physical Education Teacher Education: Schools and University in Partnership

ERIC Educational Resources Information Center

Herold, Frank; Waring, Michael

2018-01-01

This study explores the role of school and university partnership teams in the professional development of physical education (PE) pre-service teachers (PSTs) during their one year Postgraduate Certificate in Education course in England. The paper focuses on the key influences and processes that impacted on PST subject knowledge development. An…

The Learning and Practice of Preservice Teachers in an Urban School-University Partnership: The Struggle to Enact Culturally Responsive Pedagogy

ERIC Educational Resources Information Center

Stairs, Andrea J.

2010-01-01

This paper reports on an interpretive, collective case study that examined preservice teacher learning and practice in an urban school-university partnership. Multiple data sources were collected from 55 predominantly White middle-class preservice teachers at a predominantly Black and Latino high school, including pre- and post-surveys,…

Generating a Networked Improvement Community to Improve Secondary Mathematics Teacher Preparation: Network Leadership, Organization, and Operation

ERIC Educational Resources Information Center

Martin, W. Gary; Gobstein, Howard

2015-01-01

The Mathematics Teacher Education Partnership (MTE-Partnership) was formed to address the undersupply of new secondary mathematics teachers who are well prepared to help their students attain the goals of the Common Core State Standards and other college- and career-ready standards. This national consortium of more than 90 universities and 100…

Helping students make meaning of authentic investigations: findings from a student–teacher–scientist partnership

PubMed Central

Dolan, Erin

2013-01-01

As student–teacher–scientist partnerships become more widespread, there is a need for research to understand the roles assumed by scientists and teachers as they interact with students in general and in inquiry learning environments in particular. Although teacher roles during inquiry learning have been studied, there is a paucity of research about the roles that scientists assume in their interactions with students. Socio-cultural perspectives on learning emphasize social interaction as a means for students to make meaning of scientific ideas. Thus, this naturalistic study of classroom discourse aims to explore the ways scientists and teachers help high school students make meaning during authentic inquiry investigations. Conversational analysis is conducted of video recordings of discussions between students and teachers and students and scientists from two instances of a student–teacher–scientist partnership program. A social semiotic analytic framework is used to interpret the actions of scientists and teachers. The results indicate a range of common and distinct roles for scientists and teachers with respect to the conceptual, social, pedagogical, and epistemological aspects of meaning making. While scientists provided conceptual and epistemological support related to their scientific expertise, such as explaining scientific phenomena or aspects of the nature of science, teachers played a critical role in ensuring students' access to this knowledge. The results have implications for managing the division of labor between scientists and teachers in partnership programs. PMID:23828722

Technology-Enhanced Science Partnership Initiative: Impact on Secondary Science Teachers

NASA Astrophysics Data System (ADS)

Ng, Wan; Fergusson, Jennifer

2017-07-01

The issue of student disengagement in school science continues to pose a threat to lifting the participation rates of students undertaking STEM courses and careers in Australia and other countries globally. In Australia, several science initiatives to reverse the problem have been funded over the last two decades. Many of these initiatives involve partnerships with scientists, science educators and with industries, as is the case in this paper. The research in this paper investigated a recent partnership initiative between secondary science teachers, scientists and an educational technology company to produce science e-modules on adaptive learning platforms, enabling students to engage in personalised, inquiry-based learning and the investigation of real-world problems. One of the objectives of the partnership project was to build theoretical and pedagogical skills in teachers to deliver science by exposing them to new ways of engaging students with new digital tools, for example analytics. Using a mixed methods approach, the research investigated science teachers' pedagogical involvement in the partnership project and their perceptions of the project's impact on their teaching and students' learning. The findings indicate that the teachers believed that new technology could enhance their teaching and students' learning and that while their students were motivated by the online modules, there was still a need for scaffolding for many of the students. The effectiveness of this would depend on the teachers' ability to internalise the new technological and content knowledge resulting from the partnership and realign them with their existing pedagogical framework. The research is significant in identifying elements for successful partnership projects as well as challenges that need to be considered. It is significant in facilitating continuous discourse about new evidence-based pedagogical approaches to science education in engaging students to learn STEM subjects in a twenty-first century digitally connected future that is focused on learning at a personal level.

Introducing a partnership doctor-patient communication guide for teachers in the culturally hierarchical context of Indonesia.

PubMed

Claramita, Mora; Susilo, Astrid Pratidina; Kharismayekti, Manik; van Dalen, Jan; van der Vleuten, Cees

2013-01-01

A guide for a partnership style of doctor-patient communication tailored to a Southeast Asian culture was previously developed and validated. We introduced the guide to clinical teachers in Indonesia through a participatory approach. Evaluation was based on teachers' demonstrated comprehension and ability to teach the guide. Three junior researchers invited twelve senior clinical teachers to learn about the guide by writing a chapter on doctor-patient communication using their clinical expertise, reflections on the guide, and the international literature. A participatory study comprised of two cycles (producing first and second drafts of the chapters) was conducted over 18 months with guidance from researchers and written feedback from an expert in communication skills. Qualitative content-analysis was used to assess the content of the submitted chapters. The clinical teachers understood the concept of partnership style doctor-patient communication but demonstrated limited reflection on the Southeast Asian culture. Teachers had difficulty translating the guide into a written learning guide. However, teachers proposed an adapted guide with a simpler structure, tailored to their clinical environment characterized by high patient load and limited time for doctor-patient communications. The adapted guide was proof of the teachers' willingness to learn about a partnership style of doctor-patient communications. However, the process of introducing the guide was hindered by the wide power distance between participants throughout all aspects of the study, including communication between senior teachers and more junior researchers.

An Information Literacy Partnership.

ERIC Educational Resources Information Center

Bielich, Paul; Page, Frederick

2002-01-01

Describes a pilot partnership formed by a science teacher and a science library media specialist between Detroit's Northwestern High School and the David Adamany Undergraduate Library at Wayne State University to develop student information literacy in high school. Discusses activities; teacher attitudes; introduction of the Big6 Skills; and…

Contracting with Teacher Partnerships.

ERIC Educational Resources Information Center

Shaten, Jessica; Kolderie, Ted

This monograph describes the concept of school district contracts with teacher partnerships for educational services; taking the view of education as an industry, the document analyzes advantages, obstacles, and strategies of such a change. Section 1, "The Challenge," suggests that societal changes make an education industry outside the…

Characteristics of Enduring Partnerships.

ERIC Educational Resources Information Center

Jenkins, Deborah Bainer

Why do some educational partnerships endure while others soon meet their demise? Leaders of partnerships (N=62), teachers and resource professionals participating in Partnering for Elementary Environmental Science (PEES) and Sciencing with Watersheds, Environmental Education, and Partnerships (SWEEP), reported perceived reasons for their team's…

The TRUST Project: A Formal-Informal Teacher Education Partnership for the Promotion of Earth Science Teacher Certification

NASA Astrophysics Data System (ADS)

Sloan, H.; Miele, E.; Powell, W.; MacDonald, M.

2004-12-01

The American Museum of Natural History (AMNH) in partnership with Lehman and Brooklyn Colleges of the City University of New York (CUNY) has initiated The Teacher Renewal for Urban Science Teaching (TRUST) project. TRUST combines informal and formal teacher education in a four-year initiative to enhance professional development and masters of science education programs, grades K-8 at Brooklyn College and 7-12 at Lehman College. This NSF-funded partnership brings together the resources of AMNH, CUNY, New York City school districts, New York City Department of Education-Museum Partnerships, and the expertise of scientists and teachers with research experiences. Following an initial planning year, TRUST will recruit and sustain 90 teachers over a period of 3 years as well as engage 30 school administrators in support of Earth science instruction. Program components include two new formal Earth systems science courses, intensive informal summer institutes, and a lecture and workshop series during which participants gain new Earth science content knowledge, develop action plans, and present their work on the local and national level. In addition, participants have access to ongoing resource and material support to enhance their learning and instruction. Continuous documentation and data collection by project investigators are being used to address questions regarding the impact various aspects of the TRUST participant experience on classroom instruction and learning, the acquisition of scientific knowledge in the new courses and institutes, and to examine the nature of the Museum experience in meeting certification goals. External formative and summative evaluation of the project is addressing issues surrounding the value of the program as a model for formal-informal partnership in urban Earth science teacher education and certification, analysis of policies that facilitate partnership arrangements, and how socialization of novices with experts affects retention and renewal. Details of the program's structure and preliminary results from the first two years will be presented.

Expect the unexpected: A look at teacher-researcher partnerships over the long-term

NASA Astrophysics Data System (ADS)

Warburton, J.; Bartholow, S.; Larson, A.

2016-02-01

For over ten years, the Arctic Research Consortium of the United States (ARCUS) has developed and implemented PolarTREC-Teachers and Researchers Exploring and Collaborating (PolarTREC). This unique program has brought K-12 educators and polar researchers together through an innovative teacher research experience model. Utilizing field-based experiences in the polar regions, PolarTREC provide teachers the content knowledge, pedagogical tools, confidence, understanding of science in the broader society, and experiences with scientific inquiry they need to promote authentic scientific research in their classroom. PolarTREC has the potential to transform the nature of STEM education. In this presentation, we will share how the PolarTREC model has led to teachers and researchers developing positive, professional relationships with the potential to grow into long-term partnerships. And, how these partnerships have led to both unexpected and amazing outcomes.

An Analysis of Teacher Investment in the Context of a Family-School Intervention for Children with ADHD.

PubMed

Power, Thomas J; Soffer, Stephen L; Mautone, Jennifer A; Costigan, Tracy E; Jones, Heather A; Clarke, Angela T; Marshall, Stephen A

2009-09-01

Intervention researchers have often failed to assess treatment integrity; when integrity is examined, the focus is typically on whether the steps of intervention have been applied and not on quality of implementation. In the few studies that have investigated intervention quality, the emphasis has been on how intervention is delivered and not how it is received or the degree of participant engagement. This study was designed to examine participant engagement, specifically teacher investment, in the context of family interventions for children with attention-deficit/hyperactivity disorder (ADHD) that were linked with the school. The interventions included Family-School Success (FSS), a program that engages families and schools in a problem solving partnership, and Coping with ADHD through Relationships and Education (CARE), a program designed to provide education and support to families. Participants included the families and teachers of children in grades 2 through 6; 45 sets of families and teachers participated in FSS and 48 were in CARE. The Teacher Investment Questionnaire (TIQ) was designed to assess teacher engagement in intervention. The TIQ is a rating scale for clinicians to be completed during and after treatment. The findings provided support for the reliability and validity of the TIQ. Level of teacher involvement was demonstrated to decline with advancing grade level for FSS, but not CARE. Parent ratings of the quality of the family-school relationship as well as the level of teacher support for homework, assessed at baseline, were shown to be significantly related to clinician ratings of teacher investment post intervention. The findings highlight the importance of assessing participant engagement in intervention. Strategies to refine the assessment of teacher investment were discussed.

An Analysis of Teacher Investment in the Context of a Family-School Intervention for Children with ADHD

PubMed Central

Power, Thomas J.; Soffer, Stephen L.; Mautone, Jennifer A.; Costigan, Tracy E.; Jones, Heather A.; Clarke, Angela T.; Marshall, Stephen A.

2009-01-01

Intervention researchers have often failed to assess treatment integrity; when integrity is examined, the focus is typically on whether the steps of intervention have been applied and not on quality of implementation. In the few studies that have investigated intervention quality, the emphasis has been on how intervention is delivered and not how it is received or the degree of participant engagement. This study was designed to examine participant engagement, specifically teacher investment, in the context of family interventions for children with attention-deficit/hyperactivity disorder (ADHD) that were linked with the school. The interventions included Family-School Success (FSS), a program that engages families and schools in a problem solving partnership, and Coping with ADHD through Relationships and Education (CARE), a program designed to provide education and support to families. Participants included the families and teachers of children in grades 2 through 6; 45 sets of families and teachers participated in FSS and 48 were in CARE. The Teacher Investment Questionnaire (TIQ) was designed to assess teacher engagement in intervention. The TIQ is a rating scale for clinicians to be completed during and after treatment. The findings provided support for the reliability and validity of the TIQ. Level of teacher involvement was demonstrated to decline with advancing grade level for FSS, but not CARE. Parent ratings of the quality of the family-school relationship as well as the level of teacher support for homework, assessed at baseline, were shown to be significantly related to clinician ratings of teacher investment post intervention. The findings highlight the importance of assessing participant engagement in intervention. Strategies to refine the assessment of teacher investment were discussed. PMID:20011679

Translational Research in South Africa: Evaluating Implementation Quality Using a Factorial Design

PubMed Central

Smith, Edward A.; Collins, Linda M.; Graham, John W.; Lai, Mary; Wegner, Lisa; Vergnani, Tania; Matthews, Catherine; Jacobs, Joachim

2012-01-01

Background HealthWise South Africa: Life Skills for Adolescents (HW) is an evidence-based substance use and sexual risk prevention program that emphasizes the positive use of leisure time. Since 2000, this program has evolved from pilot testing through an efficacy trial involving over 7,000 youth in the Cape Town area. Beginning in 2011, through 2015, we are undertaking a new study that expands HW to all schools in the Metro South Education District. Objective This paper describes a research study designed in partnership with our South African collaborators that examines three factors hypothesized to affect the quality and fidelity of HW implementation: enhanced teacher training; teacher support, structure and supervision; and enhanced school environment. Methods Teachers and students from 56 schools in the Cape Town area will participate in this study. Teacher observations are the primary means of collecting data on factors affecting implementation quality. These factors address the practical concerns of teachers and schools related to likelihood of use and cost-effectiveness, and are hypothesized to be “active ingredients” related to high-quality program implementation in real-world settings. An innovative factorial experimental design was chosen to enable estimation of the individual effect of each of the three factors. Results Because this paper describes the conceptualization of our study, results are not yet available. Conclusions The results of this study may have both substantive and methodological implications for advancing Type 2 translational research. PMID:22707870

Reciprocity: The Key Ingredient in Humane Education Partnerships.

ERIC Educational Resources Information Center

Savesky, Kathy

1985-01-01

Central California Society for the Prevention of Cruelty to Animals (SPCA) and Fresno Unified School District cooperate to promote teacher education and use of SPCA materials in the classrooms. Timing, key persons, building/maintaining contact, teacher involvement, and mutual understanding, which have been important in this productive partnership,…

Channeling Your Inner Entomologist

ERIC Educational Resources Information Center

Bell, Tara C.; McGill, Tara A. W.

2014-01-01

The lesson described herein is the result of a partnership between a teacher and an entomologist brought together by a National Science Foundation (NSF)-funded grant that paired teachers and researchers to impact K-12 STEM education through partnership and innovation. This collaboration resulted in five lessons featuring live insects such as…

Trailblazing Partnerships: Professional Development Schools in Partnership with Emporia State University

ERIC Educational Resources Information Center

Jones, Jill; Schwerdtfeger, Sara; Roop, Teddy; Long, Jennie L.

2016-01-01

Emporia State University is committed to preparing future elementary education teachers through the collaborative efforts and ongoing reflective practice between the university and school districts. The Professional Development School is the vehicle behind the structured involvement in the process of immersing student-teacher in a clinical model…

Strengthening Partnerships: How Communication and Collaboration Contribute to School Improvement

ERIC Educational Resources Information Center

Rubinstein, Saul A.

2014-01-01

For most of the past decade, this author has studied union-management efforts to improve public education, and has witnessed extraordinary examples of teachers, union leaders, and administrators working together to improve teaching and learning. In this article, seven case studies on collaborative partnerships between teachers' unions and…

Innovation Abstracts: Volume XII, Numbers 1-30, 1990.

ERIC Educational Resources Information Center

Roueche, Susanne D., Ed.

1990-01-01

This series of one- to two-page abstracts highlights a variety of innovative approaches to teaching and learning in the community college. Topics covered in the abstracts include: (1) academic partnerships pairing "high-risk" students with a concerned faculty member, counselor, or administrator; (2) teacher-to-teacher learning partnerships; (3)…

Leading through Partnership: Enhancing the Teach First Leadership Programme

ERIC Educational Resources Information Center

Blandford, Sonia

2014-01-01

Teach First works in partnership with government, business organisations, higher education institutions (providers of Initial Teacher Training, ITT) and schools to offer a two-year integrated Qualified Teacher Status (QTS) Leadership Development Programme; the first cohort of students were accepted in 2003. Its delivery of an integrated…

Reaching American Indian Special/Elementary Educators through a Partnership with a Navajo Nation School District.

ERIC Educational Resources Information Center

Heimbecker, Connie; Medina, Catherine; Peterson, Patricia; Redsteer, Denise; Prater, Greg

2002-01-01

This article describes the Reaching American Indian Special/Elementary Educators (RAISE) program, a community-based native teacher education program located on the Navajo reservation in Kayenta, Arizona. The preservice teacher preparation partnership program is designed for uncertified Navajo special and elementary education preservice students…

Secondary Teacher and University Partnerships: Does Being in a Partnership Create Teacher Partners?

NASA Astrophysics Data System (ADS)

Burrows, Andrea C.

The purpose of this research was to understand how individuals, specifically secondary teachers and graduate engineering students, developed a working relationship in a grant funded project. I investigated three interrelated research questions about partnerships including: 1) What is the meaning of partnership to each individual? 2) How do the individuals negotiate the work in their partnership? and 3) Do the individual conceptions of partnership change as a result of their interactions? I used a qualitative descriptive case study methodology. I conducted nine interviews, four focus groups, 33 classroom field note observations, and collected emails. I detailed each of the three cases, and I conducted a cross case analysis of the three schools. I compared the similarities and differences between the cases in order to understand the partnership themes that defined a specific case and those that were generalized to several cases. Using grounded theory, my overall findings showed that each case generated six themes. These themes included product, perspective, expectations, decision making, relationships, and habit. I explored all six themes in current literature, and five of the six themes were prevalent there. In my study, habit was the core phenomenon but was not as common in the literature. It was related to the socio-cognitive theory of knowledge construction and Bourdieu's habitus. Additionally, it was connected to the concept of change in partnerships.

Providing School-Based Learning in Elementary School Mathematics: The Case of a Professional Development School Partnership

ERIC Educational Resources Information Center

Polly, Drew

2017-01-01

School-university partnerships also known as professional development school (PDS) partnerships provide potential for universities and schools to establish partnerships that can benefit university faculty, school teachers, university students, and school students. This study examines the impact of a PDS partnership in which the author served as a…

International Partnership on the American Continent: U.S. Educators and Students Working with Children and Teachers in Bolivia

ERIC Educational Resources Information Center

Gonzales, Lizzie; Szecsi, Tunde

2006-01-01

In an effort to prepare future educators to function effectively through interdependence in the global community, teacher education programs provide students and faculty members with experiences that foster the development of intercultural understanding. This article reports on an international educational partnership developed by the senior…

Mardela Middle and High School and Salisbury University PDS Partnership

ERIC Educational Resources Information Center

Siers, Ron, Jr.; Elburn, Sara; Gasior, Paul; Briggs, Rick; Ramey, Cathy

2015-01-01

Salisbury University (SU) has been preparing teachers since 1925 and has earned a stellar reputation in teacher preparation, especially through its work with PDS. In 2009, SU was honored with the NAPDS "Spirit of Partnership" award for its contributions to the annual national conference. SU and Worcester County Public Schools earned the…

Inclusive, Democratic Family-Professional Partnerships: (Re)Conceptualizing Culture and Language in Teacher Preparation

ERIC Educational Resources Information Center

Beneke, Margaret R.; Cheatham, Gregory A.

2016-01-01

Family-professional partnerships are vital to the provision of appropriate and effective special education services for young children. Despite the recognized need, teacher educators in early childhood and early childhood special education have faced challenges in preparing their students to partner with families from diverse cultural and…

Forging School-Scientist Partnerships: A Case of Easier Said than Done?

ERIC Educational Resources Information Center

Falloon, Garry

2013-01-01

Since the early 1980s, a number of initiatives have been undertaken worldwide which have involved scientists and teachers working together in projects designed to support the science learning of students. Many of these have attempted to establish school-scientist partnerships. In these, scientists, teachers, and students formed teams engaged in…

Jumping into the Deep End: Developing Culturally Responsive Urban Teachers through Community-Immersive Partnerships

ERIC Educational Resources Information Center

Mustian, April L.; Lee, Robert E.; Nelson, Carlos; Gamboa-Turner, Valentina; Roule, Lisa

2017-01-01

Preparing special educators for the highest-need schools remains an ongoing challenge in urban districts across the United States. One university's collaborative community-based immersive partnership model, with emphasis on service learning, has demonstrated promising levels of impact on candidates' preparation as preservice teachers learning how…

Perspectives, Partnerships, and Values in Science Education: A University and Public Elementary School Collaboration.

ERIC Educational Resources Information Center

Herwitz, Stanley R.; Guerra, Marion

1996-01-01

Describes a course teaching planetary science to elementary school students in collaboration with a university. Chronicles how a partnership between an elementary school teacher and a university-based research scientist effectively shaped the teacher's understanding of values and attitudes inherent in science education. Presents a model for…

School-University Partnerships and Teacher Leadership: Doing It Right

ERIC Educational Resources Information Center

Miller, Lynne

2015-01-01

Drawing on the author's experience as director of a long-lived school-university partnership, this essay describes how one such organization can "do it right" and enhance the development of teacher leadership in schools. It also provides a cautionary tale about how that same organization can "do it wrong" and achieve the…

Reframing Service-Learning as Learning and Participation with Urban Youth

ERIC Educational Resources Information Center

Kinloch, Valerie; Nemeth, Emily; Patterson, Ashley

2015-01-01

This article describes a critical service-learning project that resulted from an educational partnership among a national teachers' union, a local teachers' union, and a major research university. The partnership-funded by a grant from the Corporation for National and Community Service, Learn and Serve program--focused on professional development…

In It for the Long Haul: Parent-Teacher Partnerships for Addressing Preschool Children's Challenging Behaviors

ERIC Educational Resources Information Center

Kuhn, Miriam; Marvin, Christine A.; Knoche, Lisa L.

2017-01-01

The "Getting Ready" intervention aims to strengthen parent-teacher partnerships to promote positive child outcomes. This study focused on the team process and social validity of the intervention when young children displayed challenging behaviors. Qualitative analysis yielded seven themes that provided a rich description of the preschool…

Educational Partnerships: Connecting Schools, Families, and the Community

ERIC Educational Resources Information Center

Cox-Petersen, Amy

2010-01-01

This comprehensive text helps prepare pre-service and in-service teachers to build and sustain family, school, and community partnerships that are vital to student success. Focusing on grades preK-8, and with a particular emphasis on diverse families and learners, this book helps teachers to overcome barriers, create action plans, and sustain…

Developing School-Scientist Partnerships: Lessons for Scientists from Forests-of-Life

NASA Astrophysics Data System (ADS)

Falloon, Garry; Trewern, Ann

2013-02-01

The concept of partnerships between schools and practicing scientists came to prominence in the United States in the mid 1980s. The call by government for greater private sector involvement in education to raise standards in science achievement saw a variety of programmes developed, ranging from short-term sponsorships through to longer-term, project-based interactions. Recently, school-scientist partnerships (SSPs) have been rekindled as a means of assisting schools to motivate and inspire students in science, improve levels of teachers' science knowledge, and increase awareness of the type and variety of career opportunities available in the sciences (Rennie and Howitt, 2009). This article summarises research that used an interpretive case study method to examine the performance of a two-year SSP pilot between a government-owned science research institute, and 200 students from two Intermediate (years 7 and 8) schools in New Zealand. It explored the experiences of scientists involved in the partnerships, and revealed difficulties in bridging the void that existed between the outcomes-driven, commercially-focused world of research scientists, and the more process-oriented, tightly structured, and conservative world of teachers and schools. Findings highlight the pragmatic realities of establishing partnerships, from the perspective of scientists. These include acute awareness of the nature of school systems, conventions and environments; the science, technological and pedagogical knowledge of teachers; teacher workload issues and pressures, curriculum priorities and access to science resources. The article identifies areas where time and effort should be invested to ensure successful partnership outcomes.

Teacher Involvement in Pre-Service Teacher Education

ERIC Educational Resources Information Center

Mason, Kevin O.

2013-01-01

Many researchers in the field of teacher education have proposed the formation of partnerships between teachers and teacher educators, without explicitly stating what additional roles teachers might play in the teacher preparation process. This article describes how some pre-service teacher education programmes have increased the involvement of…

Achieving Successful School-University Collaboration.

ERIC Educational Resources Information Center

Borthwick, Arlene C.; Stirling, Terry; Nauman, April D.; Cook, Dale L.

2003-01-01

Investigated essential elements required to establish and maintain successful school-university partnerships as reported by principals, teachers, and university coordinators involved in both voluntary and mandated partnerships. Results identified five factors representing different perspectives on key elements for successful partnerships, with…

Alcohol Pharmacology Education Partnership: Using Chemistry and Biology Concepts to Educate High School Students about Alcohol

ERIC Educational Resources Information Center

Godin, Elizabeth A.; Kwiek, Nicole; Sikes, Suzanne S.; Halpin, Myra J.; Weinbaum, Carolyn A.; Burgette, Lane F.; Reiter, Jerome P.; Schwartz-Bloom, Rochelle D.

2014-01-01

We developed the Alcohol Pharmacology Education Partnership (APEP), a set of modules designed to integrate a topic of interest (alcohol) with concepts in chemistry and biology for high school students. Chemistry and biology teachers (n = 156) were recruited nationally to field-test APEP in a controlled study. Teachers obtained professional…

Kaleidoscope Feature. Experiencing a Learning Community: Lessons from Interns Learning to Teach in a Yearlong Professional Development School Internship

ERIC Educational Resources Information Center

Mule, Lucy

2005-01-01

University-school partnerships are increasingly being viewed as optimal contexts for preparing future teachers. Professional Development School partnerships have especially been extolled or creating learning communities in which preservice teachers learn to teach. The reform literature, however, does not adequately address how interns understand,…

T.E.M.P.: Teacher Education Model of Partnership--A Year-Long Competency-Based Urban Elementary Teaching Internship.

ERIC Educational Resources Information Center

Concordia Coll., St. Paul, Minn.

The Teacher Education Model of Partnership (TEMP) features joint ownership, joint support, and a partner relationship between a college and a school district in planning and implementing a professional program, designed specifically for teaching in the urban classroom. A planning committee was formed, composed of representatives from the public…

Improving Geometric and Trigonometric Knowledge and Skill for High School Mathematics Teachers: A Professional Development Partnership

ERIC Educational Resources Information Center

Merrill, Chris; Devine, Kevin L.; Brown, Joshua W.; Brown, Ryan A.

2010-01-01

In the summer of 2009, a professional development partnership was established between the Peoria Public School District (PPSD), a local education agency (LEA), and Illinois State University (ISU) to improve geometric and trigonometric knowledge and skill for high school mathematics teachers as part of the Illinois Mathematics and Science…

An Online Writing Partnership: Transforming Classroom Writing Instruction

ERIC Educational Resources Information Center

Townsend, Jane S.; Nail, Allan; Cheveallier, Jennifer; Browning, Angela

2013-01-01

The four authors of this article have each at different times over a ten-year period helped develop versions of the Online Writing Partnership between future English teachers learning to teach writing and high school students learning to write better. The authors have been striving to help future English teachers learn how to help high school…

Science-On Line: Partnership Approach for the Creation of Internet-based Classroom Resources.

ERIC Educational Resources Information Center

Hawkins, Isabel; Battle, Robyn

Research has been conducted which develops case studies on how to engage scientists in partnerships with teachers. Studies have focused on the Internet and the World Wide Web as potential conduits of research results to the classroom, particularly if scientists and teachers were involved in joint creation of Internet-based curriculum and lesson…

Learning to Take an Inquiry Stance in Teacher Research: An Exploration of Unstructured Thought-Partner Spaces

ERIC Educational Resources Information Center

Lawton-Sticklor, Nastasia; Bodamer, Scott F.

2016-01-01

This article explores a research partnership between a university-based researcher and a middle school science teacher. Our partnership began with project-based inquiry and continued with unstructured thought-partner spaces: meetings with no agenda where we wrestled with problems of practice. Framed as incubation periods, these meetings allowed us…

Professional Development Schools and Transformative Partnerships

ERIC Educational Resources Information Center

Polly, Drew, Ed.; Heafner, Tina, Ed.; Chapman, Marvin, Ed.; Spooner, Melba, Ed.

2015-01-01

School-university partnerships have the potential to greatly benefit teaching and learning in PK-12 environments, as well as educator preparation programs. This collaboration is advantageous to teachers, counselors, and administrators. "Professional Development Schools and Transformative Partnerships" provides a comprehensive look at the…

In Search of Signature Pedagogy for PDS Teacher Education: A Review of Articles Published in "School-University Partnerships"

ERIC Educational Resources Information Center

Yendol-Hoppey, Diane; Franco, Yvonne

2014-01-01

''In Search of Signature Pedagogy for PDS Teacher Education'' is a review of articles published in "School-University Partnerships" which emerged in response to Shulman's critique that we do not possess powerful, consistent models of practice that we can define and have deeply studied. To these ends, we searched for Signature Pedagogy…

Perceptions of California Middle School AVID and Non-AVID Teachers regarding Their Partnership and AVID Program Implementation

ERIC Educational Resources Information Center

Pagano, Paul Gregory

2009-01-01

Purpose. The purposes of this study were to compare the perceptions of public middle school AVID and Non-AVID teachers regarding (a) their partnership in the AVID program, (b) the effectiveness of AVID program implementation, and (c) the factors that impede or facilitate AVID program implementation. Methodology. A descriptive, ex post facto…

Creating a "Third Space" in the Context of a University-School Partnership: Supporting Teacher Action Research and the Research Preparation of Doctoral Students

ERIC Educational Resources Information Center

Arhar, Joanne; Niesz, Tricia; Brossmann, Jeanette; Koebley, Sarah; O'Brien, Katherine; Loe, David; Black, Felicia

2013-01-01

The focus of the Education Works Personalization Project was to facilitate teams of teacher action researchers whose goal was to personalize their teaching with the support of university partners including doctoral students in education. The subsequent apprentice-like research experience within this university-school partnership provided an…

How Are School Leaders and Teachers Allocating Their Time in the Intensive Partnership Sites? Working Paper WR-1041-1-BMGF

ERIC Educational Resources Information Center

Chambers, Jay; de los Reyes, Iliana Brodziak; Wang, Antonia; O'Neil, Caitlin

2014-01-01

The goal of the Intensive Partnership (IP) initiative is to improve student success by transforming how teachers are recruited, developed, assigned, rewarded, and retained. RAND and American Institutes for Research (AIR) have been studying the seven IP sites (including three districts and four charter management organizations--CMOs) since the…

Building Capacity for Oman's Online Teacher Training: Making an International Partnership Work

ERIC Educational Resources Information Center

Sales, Gregory C.; Al-Rahbi, Fathiya

2008-01-01

The Sultanate of Oman recently investigated the viability of online teacher training through a joint project funded by the U.S. Middle East Partnership Initiative and the Oman Ministry of Education. One aspect of the project was to build sufficient capacity within the Ministry to enable Oman to produce online training in the future. This article…

Harmonising the Efforts of School Nurses and Teachers in Health Promotion in Schools

ERIC Educational Resources Information Center

Kwatubana, Siphokazi

2018-01-01

A vital facet that adds value to schools is the partnership between the departments of education and health at national level. At the heart of making this partnership effective in order to achieve its potential is the need for synchronisation of the roles of school nurses and teachers to mitigate sustainability risks. In order to investigate the…

Industry-Education Partnerships: Massachusetts Case Studies.

ERIC Educational Resources Information Center

Massachusetts State Dept. of Education, Quincy. Office of Community Education.

This document consists largely of descriptions of 15 industry-education partnerships in Massachusetts, selected on the basis of their creativity; the range of partnership organizations and activity they represent; the diversity of students, teachers, businesses, and communities they affect; and their innovative and efficient coordination and…

Multilevel Boundary Crossing in a Professional Development School Partnership

ERIC Educational Resources Information Center

Akkerman, Sanne; Bruining, Ton

2016-01-01

This study aims to understand the recurrent challenges of professional development school (PDS) partnerships experienced by many countries. It does so by conceptualizing PDS partnerships as endeavors to cross institutionally and epistemologically developed boundaries between teacher education, schooling, and academic research. After introducing…

Inservice Program for Math/Science Teachers.

ERIC Educational Resources Information Center

Kinsley, Carol W.; Sweet, Helaine D.

1986-01-01

A school-business partnership between Monsanto Company and the Springfield Public Schools, Massachusetts, focuses on inservice teacher education. Seminar series equip teachers with current information on the technological revolution. (CJH)

The Ohio Partnership for the Far East Region Science Teachers

NASA Astrophysics Data System (ADS)

Beiersdorfer, Raymond; Sturrus, W. Gregg

2008-03-01

The Ohio Partnership for Far East Region Science Teachers (OPFERST) is a three-year project funded by Federal Math Science Partnership Funds through a grant to the Ohio Dept. of Education. OPFERST is a partnership (opferst.ysu.edu) of Youngstown State University science and education faculty, trained facilitators and the county and city science consultants. Every (47) school district in the region signed on and during the first year 32 districts participated. During the first two years, 198 teachers representing Ashtabula, Columbiana, Mahoning and Trumbull Counties, as well as Warren City and Youngstown City schools have participated. The vision of OPFERST is to improve the teaching and learning of the Ohio Science Academic Content Standards. Project goals are: 1) Increase science content knowledge of teachers; 2) Implement effective instructional practices; 3) Improve students performance in science; and 4) Develop professional learning communities which will lead to programmatic changes within districts. Goals one through three are met by modeling inquiry-based methods for teaching science content standards. Goal four is met by ongoing meetings through-out the school year, classroom visits by YSU faculty and fieldtrips to the YSU Campus by classes led by OPFERST teachers. Evaluation of OPFERST includes demographic and classroom practice data, pre- and post-tests of participants, journals, homework and the administration of evaluation instruments with some OPFERST participants' students.

Development and Sustainability of School-University Partnerships in Special Education Teacher Preparation: A Critical Review of the Literature. NCIPP Document Number RS-3

ERIC Educational Resources Information Center

Rosenberg, Michael S.; Brownell, Mary; McCray, Erica D.; deBettencourt, Laurie U.; Leko, Melinda; Long, Suzanne

2009-01-01

Local school systems, Local Education Agencies [LEAs], and universities, Institutions of Higher Education [IHEs], work together in a variety of ways in the initial preparation and ongoing professional development of teachers, although it is difficult to ascertain the number of LEA/IHE partnerships. These relationships typically allow for a…

Parents and Schools: Success through Partnership. A Presentation Guide for School Administration & Teachers = Arriba los padres y las escuelas: una asociacion critica. Guia para padres hispanos.

ERIC Educational Resources Information Center

Baron, Augustine, Jr.; Vasquez, Melba J. T.

These two documents pertain to the "Parents and Schools: Success through Partnership" program. The presentation guide for school administrators and Teachers" is intended to help school personnel present the program and its associated video, which addresses common culturally-based causes of misunderstandings between Hispanic American parents and…

An Evaluation of Partnerships for Early Childhood Mental Health

ERIC Educational Resources Information Center

Shamblin, Sherry R.

2013-01-01

Early Childhood Mental Health Consultation (ECMHC) has been linked to increased teacher competence and efficacy, as well as increased social skills and decreased challenging behaviors for participating children (Green, 2009). Partnerships for Early Childhood Mental Health ("Partnerships") is an ECMHC program in Southeastern Ohio. This…

School Partnerships and Clinical Preparation at the Middle Level

ERIC Educational Resources Information Center

Howell, Penny B.; Carpenter, Jan; Jones, Jeanneine P.

2013-01-01

This article describes how three universities approach middle level teacher preparation through partnerships and clinical experiences. The authors share the structures of their programs and the role of their partnerships in the clinical preparation of their candidates. They also discuss the challenges and opportunities presented by…

Fund Education, Shape the Future: Case for Investment. Replenishment 2020

ERIC Educational Resources Information Center

Global Partnership for Education, 2017

2017-01-01

The Global Partnership for Education (GPE) is the only multilateral partnership and fund dedicated exclusively to education in the world's poorest countries. The partnership includes developing country partners, donor countries, multilateral agencies, civil society, teachers, philanthropic foundations and the private sector. GPE brings together…

Teachers and Testing: Mentor Teachers Share Experiences

ERIC Educational Resources Information Center

Franklin, Cheryl A.; Snow-Gerono, Jennifer

2005-01-01

This article reports research conducted to describe the perceptions of mentor teachers in elementary schools who work with preservice teachers in local school-university partnerships. Teachers shared how their lives in elementary schools/classrooms have changed as a result of new standardized testing requirements. Results focus on how…

Science Education Partnerships. Manual for Scientists and K-12 Teachers.

ERIC Educational Resources Information Center

Sussman, Art, Ed.

Many involved in science education reform agree that one ingredient of future science education programs should be effective partnerships. Partnerships often will embrace people and organizations who traditionally have not been involved in science education. This book offers "how to" guidelines for forming effective science education…

Student/Scientist Partnerships: A Teacher's Guide To Evaluating the Critical Components.

ERIC Educational Resources Information Center

Evans, Celia A.; Abrams, Eleanor D.; Rock, Barret N.; Spencer, Shannon L.

2001-01-01

Presents a guide to the critical components of partnerships in Students/Scientist Partnerships (SSPs), a project-based instruction. Uses examples from the Forest Watch (FW) program to support the ideas. Focuses on access to experts, workshops, training sessions, student congresses, support materials and research protocols, science education…

Responding to Children's Fears: A Partnership Approach.

ERIC Educational Resources Information Center

Sorin, Reesa

2002-01-01

Describes a study into children's fears and suggests that forging partnerships between parents, children, and teachers is one positive step toward addressing fear in young children. Defines partnerships and asserts that they can help in better recognizing fear displays in young children and in sharing ideas about best practice in responding to…

Engaging a Systemic Partnership to Increase College Access and Success

ERIC Educational Resources Information Center

Benson, Gwen; McClendon, Susan Crim

2008-01-01

Systemic, university-school-community partnerships characterize efforts by Georgia State University to enhance preparation of urban teachers and urban student success. A partnership with the Atlanta Housing Authority focuses on family education in mixed-income communities. Work with the National Parks Service's Martin Luther King, Jr., Center…

Kansas State University Professional Development School Partnership: Improvement for All

ERIC Educational Resources Information Center

Shroyer, M. Gail; Yahnke, Sally

2012-01-01

The vision of this large, well-established partnership is to collaboratively improve the College of Education's teacher preparation program while simultaneously reforming K-12 education for all students and educators within the partnership. This article describes this vision and the comprehensive mission of the intellectual engagement and…

Arts Education Partnerships: Informing Policy through the Development of Culture and Creativity within a Collaborative Project Approach

ERIC Educational Resources Information Center

Carlisle, Katie

2011-01-01

Arts education partnerships have become an important means for developing and sustaining school arts programs that engage students, teachers, and communities. Tapping into additional perspectives, resources, and support from arts agencies and postsecondary institutions, arts education partnerships strengthen arts education infrastructure within…

Social Partnership: The Wider Context

ERIC Educational Resources Information Center

Bangs, John

2006-01-01

The Department for Education and Skills refers consistently to the Social Partnership Agreement (SPA) with unions representing teachers and support staff in education. Those inside the partnership will have their own perspectives on its operation. This article does not seek to describe, therefore, the day to day relationships of unions, Government…

In Search of the Active Site of PMMO Enzyme: Partnership between a K-12 Teacher, a Graduate K-12 Teaching Fellow, and a Research Mentor

ERIC Educational Resources Information Center

Bearden, Katherine K.; Mainardi, Daniela S.; Culligan, Tanya

2009-01-01

The partnership between a K-12 teacher (Culligan), an NSF GK-12 Teaching Fellow graduate student (Bearden), and a Louisiana Tech faculty member (Mainardi) collaborating in a research and education project is described in this work. The unique grouping of these three researchers allows for maximum dissemination of developed modules. By the end of…

Where Will Urban High School Teachers for the 21st Century Come From?

ERIC Educational Resources Information Center

Follo, Eric; Hoerr, Bill; Vorheis-Sargent, Ann

2002-01-01

Describes urban teacher supply problem in Oakland County, Michigan. Reviews literature on urban teacher supply problem nationally. Describes Michigan's alternative teacher-certification program and Oakland University's partnership with the Pontiac School District to prepare teachers for teaching in urban schools. (Contains 50 references.) (PKP)

Montessori Early Childhood Teacher Perceptions of Family Priorities and Stressors

ERIC Educational Resources Information Center

Epstein, Ann

2015-01-01

Teachers of young children work closely with families. One component of teacher-family partnerships is teachers' understanding of family priorities and stressors. This study examines Montessori Early Childhood (ages three through six) teacher perceptions of family priorities and stressors through an analysis of responses to two parallel surveys.…

Urban School Connections: A University-K-8 Partnership

ERIC Educational Resources Information Center

Borrero, Noah

2010-01-01

This paper describes a partnership between an alliance of nine urban Catholic schools and an urban university in San Francisco, California. The development of the partnership is described in part, but the details of the actual collaboration and involvement of university faculty with school leaders and teachers are the central foci. This…

Excellence Through Partnerships: School of Education, East Carolina University. 1997-98 Progress Report.

ERIC Educational Resources Information Center

Peakins, Warren

This report focuses on partnership activities and projects at the School of Education, East Carolina University (North Carolina). Highlighted is the first year of funding of two initiatives: the BellSouth Reinvention Grant, a restructuring effort; and the university School Teacher Education Partnership. Following an introduction by the school's…

SongMakers: An Industry-Led Approach to Arts Partnerships in Education

ERIC Educational Resources Information Center

Hunter, Mary Ann; Broad, Tina; Jeanneret, Neryl

2018-01-01

Reported benefits of arts partnerships with schools range from improvements in students' motivation and engagement in learning to teachers' increased confidence in teaching the arts, and strengthened school and community relationships. Yet, in the scholarship on arts partnerships to date, limited critical attention has been given to the impact of…

Successful Alternative Teacher Preparation University Partnerships: What Works?

ERIC Educational Resources Information Center

Fridhi, Amy L. S.

2017-01-01

Educational partnerships surged in the 1980s, and saw an equally substantive increase in research about these relationships. However, not all aspects of these partnerships have been examined and as a result there are gaps in the literature. A thorough literature review confirmed that in fact there was no research specifically about partnerships…

Young People and the Learning Partnerships Program: Shifting Negative Attitudes to Help-Seeking

ERIC Educational Resources Information Center

Cahill, Helen; Coffey, Julia

2013-01-01

This article discusses research which explored the impact of the Learning Partnerships program on young people's attitudes to help-seeking. The Learning Partnerships program brings classes of high school students into universities to teach pre-service teachers and doctors how to communicate effectively with adolescents about sensitive issues such…

A Partnership Approach to Improving Student Attitudes about Sharks and Scientists

ERIC Educational Resources Information Center

Duncan Seraphin, Kanesa

2010-01-01

This article describes the methods and impact of a student-teacher-scientist research partnership on student attitudes. The partnership objective was to teach students about the diverse roles of sharks in the marine environment while personally connecting students with scientific study. Students (N = 229) participated in lessons about shark…

Put on Your Dancing Shoes! Choreographing Positive Partnerships with Parents of Gifted Children.

ERIC Educational Resources Information Center

Riley, Tracy L.

1999-01-01

Uses the analogy of dance to discuss development of positive relationships between teachers and parents of gifted children. Emphasis is on providing parents with necessary information, overcoming barriers to true partnerships, and rules of thumb for implementing the partnership on an ongoing basis, such as following the golden rule in…

Field Responsive, Center Specific: A Model for Collaborative Partnerships.

ERIC Educational Resources Information Center

Hawkes, Richard R.; Stahlhut, Richard G.

A description is given of the Regional Partnership Program, a field-responsive, center-specific model established at the University of Northern Iowa (UNI) designed to oversee clinical field experiences for student teachers. This cooperative partnership calls for a resident tenure track professor to be placed in a geographic area away from the main…

Crossing the Boundaries: Solidarity, Identity, and Mutual Learning in a K-20 Partnership

ERIC Educational Resources Information Center

Olitsky, Stacy

2017-01-01

This study investigates possibilities for faculty members and teachers to overcome status and professional culture barriers as they engage in partnership work aimed at promoting inquiry-based instruction. It compares the processes and outcomes of several types of professional learning opportunities within a Math and Science Partnership based on…

A Case for Expanded School-Community Partnerships in Support of Positive Youth Development

ERIC Educational Resources Information Center

Anderson-Butcher, Dawn; Stetler, E. Gwyn; Midle, Theresa

2006-01-01

This article discusses the results of two studies exploring the status of partnerships between schools and community organizations. In the first study, 90 teachers, administrators, and support service staff reported that the most common type of partnership involved youth development organizations, mental health providers, parents and residents,…

A program to enhance k-12 science education in ten rural New York school districts.

PubMed

Goodell, E; Visco, R; Pollock, P

1999-04-01

The Rural Partnership for Science Education, designed by educators and scientists in 1991 with funding from the National Institutes of Health, works in two rural New York State counties with students and their teachers from kindergarten through grade 12 to improve pre-college science education. The Partnership is an alliance among ten rural New York school districts and several New York State institutions (e.g., a regional academic medical center; the New York Academy of Sciences; and others), and has activities that involve around 4,800 students and 240 teachers each year. The authors describe the program's activities (e.g., summer workshops for teachers; science exploration camps for elementary and middle-school students; enrichment activities for high school students). A certified science education specialist directs classroom demonstrations throughout the academic year to support teachers' efforts to integrate hands-on activities into the science curriculum. A variety of evaluations over the years provides strong evidence of the program's effectiveness in promoting students' and teachers' interest in science. The long-term goal of the Partnership is to inspire more rural students to work hard, learn science, and enter the medical professions.

Dialectical dividends: fostering hybridity of new pedagogical practices and partnerships in science education and outreach

NASA Astrophysics Data System (ADS)

Martins Gomes, Diogo; McCauley, Veronica

2016-09-01

Science literacy has become socially and economically very important. European countries stress that science graduates are fundamental for economic growth. Nevertheless, there is a declining student participation in science. In response, there has been a call to change the way science is taught in schools, which focuses on inquiry methods rooted in constructivism. Universities and other organisations have responded by developing outreach programmes to improve student engagement in science. Given this context, there is a necessity for research to ascertain if this new relationship between outreach and education is worthwhile. This study examines and compares primary teachers and outreach practitioners understanding and perceptions of constructivist science pedagogy, in an effort to understand the potential of a teacher-outreach partnership. For this, qualitative and quantitative methods were employed, taking a dialectic pragmatic stance. Contradicting the recurrent view, teachers and outreach providers revealed favourable views in relation to constructivism, despite recognising barriers to its implementation. These results support a partnership between teachers and outreach practitioners and the realisation of the hybrid role of each participant. The results also reveal an important dynamic in outreach access to schools. Specifically, the outreach connected teachers acted as gatekeepers by negotiating access into their colleagues classrooms.

Meanings teachers make of teaching science outdoors as they explore citizen science

NASA Astrophysics Data System (ADS)

Benavides, Aerin Benavides

This descriptive case study examined the meanings public elementary school teachers (N = 13) made of learning to enact citizen science projects in their schoolyards in partnership with a local Arboretum. Utilizing Engestrom's (2001) framework of cultural-historical activity theory (CHAT), the Arboretum's outreach program for area Title 1 schools was viewed as an activity system composed of and acting in partnership with the teachers. The major finding was that teachers designed and mastered new ways of teaching (expansive learning) and transformed their citizen science activity to facilitate student engagement and learning. I highlight four important themes in teachers' expansive learning: (a) discussion, (b) inclusion, (c) integration, and (d) collaboration. Teacher learning communities formed when colleagues shared responsibilities, formed mentor/mentee relationships, and included student teachers and interns in the activity. This program could serve as a model for elementary school citizen science education, as well as a model for professional development for teachers to learn to teach science and Environmental Education outdoors.

The Impact of Teacher Preparation on Student Achievement in Algebra in a "Hard-to-Staff" Urban PreK-12-University Partnership

ERIC Educational Resources Information Center

Gimbert, Belinda G.; Cristol, Dean; Sene, Abdou Marty

2007-01-01

Debate about teacher supply, demand, retention, and attrition has been renewed in recent years by an increased concern about the reduced numbers of prospective teachers entering teacher education programs, the high attrition rate of beginning teachers, and the resulting teacher shortages. U.S. schools are experiencing teacher shortages, especially…

An Astrobiology Microbes Exhibit and Education Module

NASA Technical Reports Server (NTRS)

Lindstrom, Marilyn M.; Allen, Jaclyn S.; Stocco, Karen; Tobola, Kay; Olendzenski, Lorraine

2001-01-01

Telling the story of NASA-sponsored scientific research to the public in exhibits is best done by partnerships of scientists and museum professionals. Likewise, preparing classroom activities and training teachers to use them should be done by teams of teachers and scientists. Here we describe how we used such partnerships to develop a new astrobiology augmentation to the Microbes! traveling exhibit and a companion education module. "Additional information is contained in the original extended abstract."

Teacher Residencies: Redefining Preparation through Partnerships

ERIC Educational Resources Information Center

Coffman, Ann Nutter; Patterson, Richelle

2014-01-01

Teacher preparation plays a critical role in ensuring that teachers are prepared to lead and impact student learning from the first day they are responsible for student learning. The best way to ensure that every teacher is "profession-ready" from their first day as a teacher-of-record is for preparation programs to incorporate teacher…

Intern Programs

Science.gov Websites

International Partnership) thumbnail For Italian physics & engineering grads PST - Pre-Service Teacher Internship (No longer active) thumbnail For STEM pre-service teachers Fermi National Accelerator Laboratory

Partnership in Learning between University and School: Evidence from a Researcher-in-Residence

ERIC Educational Resources Information Center

Young, Ann-Marie; O'Neill, Amy; Mooney Simmie, Geraldine

2015-01-01

The status of school placement in the Republic of Ireland has recently been elevated in importance within a reconceptualisation of initial teacher education (ITE). This paper shares the findings from one case study of a school--university partnership enacted in this regard. The partnership involved a researcher-in-residence at the school…

The PaCT: Parents, Children and Teacher Partnership in Developing ESL Literacy

ERIC Educational Resources Information Center

Harji, Madhubala Bava; Balakrishnan, Kavitha; Letchumanan, Krishnanveni

2017-01-01

Malaysia government has called for schools and parents to collaborate in nurturing the culture of reading among children, as there is no formalised programme for a more active involvement of parents in academic matters. Based on the positive results of school-home partnership of past studies, this study proposed a formalised partnership, i.e. the…

Overcoming Constraints of Building Successful Partnerships Incorporating STEM Research Into K-12 Classrooms

NASA Astrophysics Data System (ADS)

Radencic, S.; McNeal, K. S.; Pierce, D.; Hare, D.

2011-12-01

The Initiating New Science Partnerships in Rural Education (INSPIRE) program at Mississippi State University (MSU), funded by the NSF Graduate STEM Fellows in K-12 Education (GK12) program, focuses on the advancement of Earth and Space science education in K-12 classrooms. INSPIRE is currently in its second year of partnering ten graduate students from the STEM fields of Geosciences, Engineering and Chemistry at MSU with five teachers from local, rural school districts. The five year project serves to increase inquiry and technology experiences in science and math while enhancing graduate student's communication skills as they create interactive lessons linking their STEM research focus to the state and national standards covered in the classrooms. Each graduate student is responsible for the development of two lessons each month of the school year that are then published on the INSPIRE project webpage, www.gk12.msstate.edu, where they are a free resource for any K-12 classroom teacher seeking innovative activities for their classrooms. Many of the participating teachers and graduate students share activities developed with non-participating teachers, expanding INSPIRE's outreach throughout the local community. Numerous challenges were met during the formation of the program as well as throughout the first year in which the project management team worked together to find solutions ensuring that INSPIRE maintained successful partnerships for all involved. Proposed solutions of the following key components were identified by INSPIRE through the development, implementation, and continuous evaluation (internal and external) of the first year of the program as areas that can pose challenges to the construction of strong relationships between STEM research and K-12 classrooms: initializing the partnerships with the K-12 classrooms and STEM graduate fields at the university; maintaining strong partnerships; providing appropriate training and support; developing sound resources involving STEM research, inquiry, and technology; implementing STEM graduate research into the classroom; clarifying potential benefits for all involved partners (school districts, teacher, university departments, graduate students and K-12 students); improving management methods; and planning for sustainability of partnerships and resources developed including synergy with other university outreach projects.

Cultural Brokers and Student Teachers: A Partnership We Need for Teacher Education in Urban Schools

ERIC Educational Resources Information Center

Lane, Paula J.

2017-01-01

Paula Lane, who has supervised student teachers at a university in the suburban wine country of northern California for the past 12 years, describes a field experience with a group of new student teachers in an urban school. Like the majority of teacher candidates in education programs, the pre-service teacher education students were White and…

Cooperative Teaching: A Model for Teacher Collaboration.

ERIC Educational Resources Information Center

Bohlmann, Natalie L.

1998-01-01

A third grade teacher examines the effects of cooperative teaching in a two-teacher classroom. After discussing teacher roles in such classrooms, the paper describes how the advantages of such a system greatly outweigh the disadvantages. The paper presents keys to a successful teaching partnership and describes several models for lesson…

Critical Dialogues about the Reading Process with In-Service Teachers and Children

ERIC Educational Resources Information Center

Kim, Koomi; Liwanag, Maria Perpetua; Henderson, Violet; Duckett, Peter

2014-01-01

This article investigates how teacher educators and teachers collaborate via dialogic interactions to support the development of elementary students' reading strategies. By implementing comprehension-centered reading tools such as the Burke reading interview and strategy rulers in partnership with in-service teachers, we are able to sustain…

Yale National Initiative Models Teacher Training

ERIC Educational Resources Information Center

Adam, Michelle

2011-01-01

In 1978, James Vivian established the Yale-New Haven Teachers Institute, a collaborative program between Yale faculty and New Haven public schools designed to improve teacher effectiveness. The program stemmed from work Vivian had begun while director of a history education project that promoted faculty partnerships with public school teachers.…

Comprehensive Teacher Education: A Handbook of Knowledge.

ERIC Educational Resources Information Center

American Association of Colleges for Teacher Education, Washington, DC.

Since 1992, AACTE and the DeWitt Wallace-Reader's Digest Fund have worked in partnership to advance the knowledge base of comprehensive teacher education. The AACTE/DeWitt Wallace-Reader's Digest Fund's Comprehensive Teacher Education National Demonstration Project is grounded in the mutual belief that preparation of classroom teachers must…

A Teacher-Scientist Partnership as a Vehicle to Incorporate Climate Data in Secondary Science Curriculum

NASA Astrophysics Data System (ADS)

Hatheway, B.

2013-12-01

After three years of running a climate science professional development program for secondary teachers, project staff from UCAR and UNC-Greeley have learned the benefits of ample time for interaction between teachers and scientists, informal educators, and their peers. This program gave us the opportunity to develop and refine strategies that leverage teacher-scientist partnerships to improve teachers' ability to teach climate change. First, we prepared both teachers and scientists to work together. Each cohort of teachers took an online course that emphasized climate change content and pedagogy and built a learning community. Scientists were recruited based on their enthusiasm for working with teachers and coached to present materials in an accessible way. Second, the teachers and scientists collaborated during a four-week summer workshop at UCAR. During the workshop, teachers met with a wide range of climate and atmospheric scientists to learn about research, selected a specific scientist's research they would like to adapt for their classrooms, and developed and refined activities based on that research. The program includes strong mentoring from a team of science educators, structured peer feedback, and ample opportunity to interact with the scientists by asking questions, accessing data, or checking resources. This new model of professional development fosters teacher-scientist partnerships. By the end of the four-week workshop, the teachers have built customized activities based on the cutting-edge research being conducted by participating scientists, developed plans to implement and assess those activities, and further strengthened the learning-community that they will rely on for support during the following academic year. This session will provide information about how this model, which differs from the more common model of engaging teachers in research under the direction of scientists, was successful and accomplished positive outcomes for both the teachers and scientists who participated. Lessons learned that will improve this model will also be discussed.

The School-Community Integrated Learning Pathway: Exploring a New Way to Prepare and Induct Final-Year Preservice Teachers

ERIC Educational Resources Information Center

Hudson, Suzanne; Hudson, Peter; Adie, Lenore

2015-01-01

Universities and teacher employment bodies seek new, cost-effective ways for graduating classroom-ready teachers. This study involved 32 final-year preservice teachers in an innovative school--university partnership teacher education programme titled, the School-Community Integrated Learning (SCIL) pathway. Data were collected using a five-part…

Taking a Return to School: Using Self-Study to Learn about Teacher Educator Practice

ERIC Educational Resources Information Center

McDonough, Sharon

2017-01-01

The work of teacher educators is complex and multifaceted and requires knowledge of pedagogy and practice in both schools and teacher education institutions. This complexity, combined with calls for teacher educators to work in close partnership with schools, sees some in teacher education working in hybrid roles and across the boundaries of…

"New Partnerships for Learning": Teachers and Teaching Assistants Working Together in Schools--The Way Forward

ERIC Educational Resources Information Center

Wilson, Elizabeth; Bedford, Dorothy

2008-01-01

This paper describes a three-year research partnership between Roehampton University in London and VT Four S Ltd, providers of school support services in Surrey, a county in the south east of England. The project, named "New Partnerships for Learning" (NPfL), was centred on the delivery of a professional development programme to equip…

Improving Student Achievement in Math and Science

NASA Technical Reports Server (NTRS)

Sullivan, Nancy G.; Hamsa, Irene Schulz; Heath, Panagiota; Perry, Robert; White, Stacy J.

1998-01-01

As the new millennium approaches, a long anticipated reckoning for the education system of the United States is forthcoming, Years of school reform initiatives have not yielded the anticipated results. A particularly perplexing problem involves the lack of significant improvement of student achievement in math and science. Three "Partnership" projects represent collaborative efforts between Xavier University (XU) of Louisiana, Southern University of New Orleans (SUNO), Mississippi Valley State University (MVSU), and the National Aeronautics and Space Administration (NASA), Stennis Space Center (SSC), to enhance student achievement in math and science. These "Partnerships" are focused on students and teachers in federally designated rural and urban empowerment zones and enterprise communities. The major goals of the "Partnerships" include: (1) The identification and dissemination of key indices of success that account for high performance in math and science; (2) The education of pre-service and in-service secondary teachers in knowledge, skills, and competencies that enhance the instruction of high school math and science; (3) The development of faculty to enhance the quality of math and science courses in institutions of higher education; and (4) The incorporation of technology-based instruction in institutions of higher education. These goals will be achieved by the accomplishment of the following objectives: (1) Delineate significant ?best practices? that are responsible for enhancing student outcomes in math and science; (2) Recruit and retain pre-service teachers with undergraduate degrees in Biology, Math, Chemistry, or Physics in a graduate program, culminating with a Master of Arts in Curriculum and Instruction; (3) Provide faculty workshops and opportunities for travel to professional meetings for dissemination of NASA resources information; (4) Implement methodologies and assessment procedures utilizing performance-based applications of higher order thinking via the incorporation of Global Learning Observations To Benefit the Environment (GLOBE), Mission to Planet Earth and the use of Geographic Imaging Systems into the K-12th grade curriculum.

Creating Science Education Specialists and Scientific Literacy in Students through a Successful Partnership among Scientists, Science Teachers, and Education Researchers

NASA Astrophysics Data System (ADS)

Metoyer, S.; Prouhet, T.; Radencic, S.

2007-12-01

The nature of science and the nature of learning are often assumed to have little practical relationship to each other. Scientists conduct research and science teachers teach. Rarely do the scientist and the science teacher have an opportunity to learn from each other. Here we describe results from a program funded by NSF, the Information Technology in Science (ITS) Center for Teaching and Learning. The ITS Center provided the support and structure necessary for successful long-term collaboration among scientists, science teachers, and education researchers that has resulted in the creation of new science education specialists. These specialists are not only among the science teachers, but also include avid recruits to science education from the scientists themselves. Science teachers returned to their classrooms armed with new knowledge of content, inquiry, and ideas for technology tools that could support and enhance students' scientific literacy. Teachers developed and implemented action research plans as a means of exploring educational outcomes of their use and understanding of new technologies and inquiry applied to the classroom. In other words, they tried something different in the class related to authentic inquiry and technology. They then assessed the students' to determine if there was an impact to the students in some way. Many of the scientists, on the other hand, report that they have modified their instructional practices for undergraduate courses based on their experiences with the teachers and the ITS Center. Some joined other collaborative projects pairing scientists and educators. And, many of the scientists continue on-going communication with the science teachers serving as mentors, collaborators, and as an "expert" source for the students to ask questions to. In order to convey the success of this partnership, we illustrate and discuss four interdependent components. First, costs and benefits to the science teacher are discussed through case studies, survey results, and descriptive categories. Costs and benefits to the scientist are discussed through the use of case studies, surveys, and observations. Third, student learning outcomes from a case study are presented. It is argued that the partnership created the opportunity for the integration of imaginative tools of science (specifically GIS in the case study) and authentic science inquiry. The last component is the discussion of the various tools of science utilized by the scientists for their research, taught to the science teachers by the scientists, and then taught to the students by the science teachers. At each step the technology was modified to fit the levels and applications of the specific science teacher, the grade level taught, and the content area taught. Examples of imaginative tools utilized include Geographic Information System (GIS), Global Positioning System (GPS), Google Earth, time-lapse photography, digital microscopy, and Excel. In summary, by examining this collaborative partnership through the lens of the scientists, the science teachers, and the science teachers' students it is evident that this partnership has created new science education specialists and can ultimately improve scientific literacy in K-12 students. Reference: NRC (2005). How Students Learn. The National Academies Press. Washington D.C.

Sexual Function Is Correlated With Body Image and Partnership Quality in Female University Students.

PubMed

Wallwiener, Stephanie; Strohmaier, Jana; Wallwiener, Lisa-Maria; Schönfisch, Birgitt; Zipfel, Stephan; Brucker, Sara Y; Rietschel, Marcella; Wallwiener, Christian W

2016-10-01

According to the World Health Organization definition, sexual health is more than mere physical sexual function; it also encompasses emotional, mental, and social well-being in relation to sexuality and is not merely the absence of dysfunction or disease. In line with this definition, various studies have reported that female sexual function is associated with partnership quality, body image, and body self-acceptance. To investigate whether female sexual function is influenced by (i) body self-acceptance and (ii) partnership quality, as important factors in psychosocial well-being, and (iii) whether the effects of body self-acceptance are moderated by partnership quality. In total, 2,685 female medical students no older than 35 years from Germany, Austria, and Switzerland completed an anonymous online questionnaire comprising the Female Sexual Function Index (FSFI) and the Self-Acceptance of the Body Scale. Respondents were asked to state whether they had been in a steady partnership in the preceding 6 months. When present, the quality of the partnership status was rated (enamoredness, love, friendship, or conflicted). To determine correlations, group differences, and moderating effects among body self-acceptance, partnership quality, and sexual function, the data were analyzed using Spearman correlations, Kruskal-Wallis tests, and analyses of variance. Female sexual function (FSFI total score). (i) In sexually active women, higher FSFI scores were significantly associated with greater body self-acceptance and a steady partnership during the preceding 6 months. (ii) Total FSFI scores were highest in women who described their partnership as enamored (29.45) or loving (28.55). Lower scores were observed in single women (26.71) and in women who described their partnerships as friendship (25.76) or as emotionally conflicted (23.41). (iii) Total FSFI score was affected by an interaction between body self-acceptance and partnership quality. Body self- acceptance was positively associated with FSFI total scores, particularly in single women and women in emotionally conflicted partnerships. Our findings suggest that in young women, body self-acceptance and partnership quality are positively associated with better sexual function, and that high body self-acceptance might buffer the negative impact on sexual function of partnership quality. The present data suggest that psychological interventions to improve the body image of younger women can positively affect sexual function and thereby improve sexual health. Copyright © 2016 International Society for Sexual Medicine. Published by Elsevier Inc. All rights reserved.

Reflective Dialog Journals: A Tool for Developing Professional Competence in Novice Teachers

ERIC Educational Resources Information Center

Gut, Dianne M.; Wan, Guofang; Beam, Pamela C.; Burgess, Lawrence

2016-01-01

This study focuses on the use of a mentoring protocol, the reflective dialogue journal, to develop professional competencies for pre-service teachers within a school-university partnership. To examine the effectiveness of the reflective dialogue journal protocol and the processes employed by mentor teachers to assist pre-service teachers with…

Secondary Teachers' Reflections from a Year of Professional Learning Related to Academic Language

ERIC Educational Resources Information Center

Carter, Hannah; Crowley, Kimberly; Townsend, Dianna R.; Barone, Diane

2016-01-01

This article explores the changing beliefs and practices of 25 secondary teachers participating in a yearlong professional learning (PL) partnership. To demonstrate differences in teachers' approaches to and understandings resulting from that PL, the authors looked more closely at three teachers and found that their ideas about academic language…

Examining the Instructional Design of a Technology Enhanced Course for New Mentor Teachers

ERIC Educational Resources Information Center

Schneider, Rebecca M.

2009-01-01

To be effective, teacher education programs need to engage teachers in learning as professionals. This includes learning experiences grounded in classroom practice and guidance to develop as professionals so teachers can take on roles of leaders and mentors in their classrooms and in partnerships with universities. New web-based communication…

Cultivating Teacher Leadership for School Improvement.

ERIC Educational Resources Information Center

Bauer, Scott C.; Haydel, Juanita; Cody, Caroline

The state of Louisiana has commissioned several pilot projects to design, implement, and evaluate a teacher leader curriculum leading to eligibility for the new teacher leader certificate. The purpose of this paper is to describe one of these pilots, the St. Charles Teacher Leader Institute (TLI), which was implemented as a partnership between the…

Preservice Teachers' Inquiry in a Professional Development School Context: Implications for the Practicum

ERIC Educational Resources Information Center

Mule, Lucy

2006-01-01

Professional development school (PDS) contexts are increasingly being viewed as powerful sites for the preparation of future teachers in the USA. One of their documented strengths is in the fostering of preservice teachers' inquiry within collaborative frameworks that result from the partnerships between university teacher education programmes and…

Finding a Third Space in Teacher Education: Creating an Urban Teacher Residency

ERIC Educational Resources Information Center

Klein, Emily J.; Taylor, Monica; Onore, Cynthia; Strom, Kathryn; Abrams, Linda

2013-01-01

This paper describes an urban teacher residency program, the Newark Montclair Urban Teacher Residency, a collaborative endeavor between the Newark, New Jersey Public Schools and Montclair State University, built on a decades-long partnership. The authors see the conceptual work of developing this program as creating a "third space" in…

Inquiry Resources Collection as a Boundary Object Supporting Meaningful Collaboration in a Wiki-Based Scientist-Teacher Community

ERIC Educational Resources Information Center

Kim, Hye Jeong; Herbert, Bruce

2012-01-01

Different interpretations of scientific inquiry exist between the two different communities of scientists and science teachers. Thus, in order to achieve a successful partnership between science teachers and scientists in establishing effective communities of practice, the framework for instructional practice in teacher professional development…

Conflicts and Contradictions: Conceptions of Empathy and the Work of Good-Intentioned Early Career White Female Teachers

ERIC Educational Resources Information Center

Warren, Chezare A.

2015-01-01

Empathy is theorized to help teachers build strategic student--teacher relationships, develop productive parent partnerships, and acquire professionally informed social and cultural perspectives of students and families. However, this literature offers little empirical evidence regarding how practicing teachers conceive of and enact empathy in…

Partnering Principal and Teacher Candidates: Exploring a Virtual Coaching Model in Teacher Education

ERIC Educational Resources Information Center

Stapleton, Joy; Tschida, Christina; Cuthrell, Kristen

2017-01-01

Colleges of education are constantly searching for innovations to develop stronger graduates. This paper describes and shares findings from a study of a virtual coaching partnership model that links a principal candidate with a teacher candidate. Through the use of existing virtual coaching software, this model provides teacher candidates with…

Preschoolers: Questions and Answers. Psychoanalytic Consultations with Parents, Teachers, and Caregivers.

ERIC Educational Resources Information Center

Furman, Erna, Ed.

This collection of essays is written for parents, professional teachers, and caregivers to enlighten the readers about preschool children's development, the role of parent and teacher, and the nature of the parent-caregiver partnership. The essays emphasize how to observe, to understand, and to intervene with preschoolers, teachers, and parents,…

Web 2.0 Technologies: The Best-Fit Model for Preservice Teachers

ERIC Educational Resources Information Center

Amundson, Lisa

2017-01-01

Web 2.0 technologies facilitate teacher partnerships in today's diverse classrooms. Teacher preparation programs are seeking the factors to support their students desire to use these technologies. A total of 590 preservice teachers reported the factors that lead to their behavioral intentions to use Web 2.0 technologies. Using the theoretical…

Roles of Urban Indigenous Community Members in Collaborative Field-Based Teacher Preparation

ERIC Educational Resources Information Center

Lees, Anna

2016-01-01

This qualitative case study explored a community-university partnership for teacher preparation with an urban Indigenous community organization. The study examined the roles of Indigenous community partners as co-teacher educators working to better prepare teachers for the needs of urban Indigenous children and communities. The author collected…

Teacher Evaluation in Practice: Understanding Evaluator Reliability and Teacher Engagement in Chicago Public Schools

ERIC Educational Resources Information Center

Sporte, Susan E.; Jiang, Jennie Y.; Luppescu, Stuart

2014-01-01

Starting in 2012-13, researchers have worked in partnership with Chicago Public Schools (CPS) and the Chicago Teachers Union (CTU) to study implementation of Chicago's new teacher evaluation system: Recognizing Educators Advancing Chicago's Students (REACH). This paper presents findings as well as experiences from the collaboration with CPS and…

The School Librarian as Teacher: What Kind of Teacher Are You?

ERIC Educational Resources Information Center

Hamilton, Buffy J.

2011-01-01

In this article, the author discusses the role of school librarians as teachers in our learning ecosystems. In the author's partnership as an embedded librarian with English teacher Susan Lester at Creekview High School, they have sought in their Media 21 learning initiative to engage student participation, creating and sustaining conversations…

The Workplace Experiences of Beginning Teachers in Three Countries: A Message for Initial Teacher Education from the Field

ERIC Educational Resources Information Center

du Plessis, Anna Elizabeth; Sunde, Eva

2017-01-01

Previous research indicates that beginning teachers are not fully prepared for what awaits them in the workforce. This study highlights the value of partnerships among higher education providers, schools and employers and links the experiences of beginning teachers to initial teacher education (ITE). Real-life experiences from the field provide…

Bridging Communities: Culturing a Professional Learning Community that Supports Novice Teachers and Transfers Authentic Science and Mathematics to the Classroom

NASA Astrophysics Data System (ADS)

Herbert, B. E.; Miller, H. R.; Loving, C. L.; Pedersen, S.

2006-12-01

Professional Learning Community Model for Alternative Pathways (PLC-MAP) is a partnership of North Harris Montgomery Community Colleges, Texas A&M University, and 11 urban, suburban, and rural school districts in the Greater Houston area focused on developing a professional learning community that increases the retention and quality of middle and high school mathematics and science teachers who are being certified through the NHMCCD Alternative Certification Program. Improved quality in teaching refers to increased use of effective inquiry teaching strategies, including information technology where appropriate, that engage students to ask worthy scientific questions and to reason, judge, explain, defend, argue, reflect, revise, and/or disseminate findings. Novice teachers learning to adapt or designing authentic inquiry in their classrooms face two enormous problems. First, there are important issues surrounding the required knowledgebase, habit of mind, and pedagogical content knowledge of the teachers that impact the quality of their lesson plans and instructional sequences. Second, many ACP intern teachers teach under challenging conditions with limited resources, which impacts their ability to implement authentic inquiry in the classroom. Members of our professional learning community, including scientists, mathematicians and master teachers, supports novice teachers as they design lesson plans that engage their students in authentic inquiry. The purpose of this research was to determine factors that contribute to success or barriers that prevent ACP secondary science intern and induction year teachers from gaining knowledge and engaging in classroom inquiry as a result of an innovative professional development experience. A multi-case study design was used for this research. We adopted a two-tail design where cases from both extremes (good and poor gains) were deliberately chosen. Six science teachers were selected from a total of 40+ mathematics and science teachers. These six, on average, demonstrated either the highest gain in knowledge and/or engagement in inquiry-based teaching or the lowest gain among all the novice science teachers through the year of participation in the PLC-MAP program. Certain patterns emerged across all six cases, even when the other variables are acknowledged. The principal external factors were school climate—its culture, its mandates, its degree of teacher autonomy. The internal factors were teacher beliefs about learning through inquiry, about their own need for additional knowledge, and about managing inquiry--all tied to degrees of self-efficacy.

Teachers as Metacognitive Role Models

ERIC Educational Resources Information Center

Wall, Kate; Hall, Elaine

2016-01-01

This paper draws on data collected during a longitudinal collaborative project with teachers in England from schools and further education colleges. The project investigated "Learning to Learn" in partnership with teacher-researchers with a focus on how metacognitive awareness can be improved by enquiring into creative combinations of…

Models for Special Needs Students

ERIC Educational Resources Information Center

Treahy, Diana L.; Gurganus, Susan P.

2010-01-01

As teacher educators, the authors have had the advantage of interacting with and observing teachers from the preservice years through induction and into mentoring roles. They recommend that teacher-preparation programs, with their school partnerships, offer co-teaching experiences within the range of field experiences for preservice teacher…

Finding Common Ground

ERIC Educational Resources Information Center

Benson, Jeffrey

2017-01-01

Regular education teachers and special educators shouldn't view their jobs as mutually exclusive, writes Jeffrey Benson in this article. He argues that all students benefit when both teachers form collaborative partnerships. Drawing on his four decades of experience in schools, Benson details how regular education teachers can incorporate ideas…

Examining How Professional Development Impacted Teachers and Students of U.S. History Courses

ERIC Educational Resources Information Center

Duffield, Stacy; Wageman, Justin; Hodge, Angela

2013-01-01

A causal-comparative, mixed methods design was used to study a partnership between a university and school district formed with the goal of improving history teachers' United States history content knowledge to raise student engagement and achievement. Data were collected from middle and high school history teachers including teacher interviews,…

The Road from Paraprofessional to Certified Teacher: A State, School District, and University Partnership

ERIC Educational Resources Information Center

Winstead, Robert A.

2013-01-01

Over the past few decades thousands of special education teachers have been teaching students with disabilities on emergency or temporary certificates (Barnes, Crow, & Schaefer, 2007). The majority of these teachers entered the field of education with little to no preparation. Most of these under qualified teachers were hired in rural areas.…

A University-Community Partnership in Teacher Education from the Perspectives of Community-Based Teacher Educators

ERIC Educational Resources Information Center

Guillen, Lorena; Zeichner, Ken

2018-01-01

This article examines the experiences of a group of nine community-based mentors of teacher candidates who partnered for several years through a local, community-based organization with the graduate elementary and secondary teacher education programs at a research university in the Pacific Northwest. Following a brief discussion of the history of…

Re-Envisioning the Role of Universities in Early Childhood Teacher Education: Community Partnerships for 21st-Century Learning

ERIC Educational Resources Information Center

Kennedy, Adam S.; Heineke, Amy

2014-01-01

Despite contrasting views on the overlap of early childhood education and teacher education, opportunities abound for expanding the role of early childhood educators in broader teacher education discourse. University-based early childhood education and kindergarten-through-grade-12 teacher education share purposes, philosophies, and resources that…

A National Descriptive Survey of Teacher Residency Programs

ERIC Educational Resources Information Center

Wasburn-Moses, Leah

2017-01-01

Teacher Residencies have been highly touted as the next generation in teacher preparation, because they are applied programs that are predicated on strong partnerships and in-the-field mentoring. However, very little is known about this model as a whole. The goal of the current study is to report on the scope of teacher residencies, and compare…

Why Do Secondary School Chemistry Teachers Engage in Long-Term Outreach Partnership with a University?

ERIC Educational Resources Information Center

Glover, S. R.; Harrison, T. G.; Shallcross, D. E.

2016-01-01

While the effects of outreach with secondary school pupils has been researched the reasons teachers engage or the impacts on the teachers engaging in long-term relationships with a university department have not. Detailed interviews with chemistry teachers associated with outreach at Bristol ChemLabS have revealed many reasons for prolonged…

Reflections on Museums as Effective Field Sites for Teacher Candidates

ERIC Educational Resources Information Center

Clark, Megan; Ensminger, David; Incandela, Colleen; Moisan, Heidi

2016-01-01

A unique partnership among six museums and Loyola University Chicago's "Teaching Learning and Leading with Schools and Communities" teacher preparation program provided cross-disciplinary field sites for understanding and witnessing developmental and learning theories. Pre-service teacher candidates were able to identify constructs and…

A Best Practices Model for Preparation of Rural Special Education Teachers.

ERIC Educational Resources Information Center

Cegelka, Patricia A.; Alvarado, Jose Luis

2000-01-01

A district-university partnership program provides an alternative route to teacher certification for noncredentialed special education teachers working in a rural California desert region. The program features locally available courses, on-campus summer courses, an alternative internship credential, collaborative structure, a coach-of-coaches…

Productive Partnerships: Pilot Program Brings Teachers and SPCA Together.

ERIC Educational Resources Information Center

Kukulka, Judi; Soltow, Willow

1984-01-01

A pilot program providing a comprehensive humane education curriculum is described. Packets containing instructional material on animal classification, pet care, wildlife, animal communication, and human activism are provided to teachers. In addition, school visits make it possible to demonstrate the activities, and motivate teachers to make…

Opening the Classroom Door--A Survey of Middle Grades Teachers Who Mentor Preservice Teachers--Lessons from Clinical Partnerships and Implications for Practice

ERIC Educational Resources Information Center

Turner, Steven L.; Greene, Carie C.

2017-01-01

Middle school mentor teachers who participate in school-university clinical experiences have a unique opportunity to support preservice middle grades teachers' development and improve the schooling of young adolescents. This article investigates an early clinical experience and presents data from a survey of 38 middle school teachers who served as…

Beyond the Professional Development Academy: Teachers' Retention of Discipline-Specific Science Content Knowledge throughout a 3-Year Mathematics and Science Partnership

ERIC Educational Resources Information Center

Clary, Renee M.; Elder, Anastasia; Dunne, James; Saebo, Svein; Beard, Debbie; Wax, Charles; Tucker, Deborah L.

2018-01-01

The Teacher Academy in the Natural Sciences (TANS) provided middle school (U.S. Grades 6-8) teachers (N = 81) with intensive professional development (PD) in chemistry, geosciences, and physics, with teachers enrolled in one scientific discipline per year. Because some teachers were retained and rotated into different disciplines, the TANS program…

TRUST: A Successful Formal-Informal Teacher Education Partnership Designed to Improve and Promote Urban Earth Science Education

NASA Astrophysics Data System (ADS)

Sloan, H.; Drantch, K.; Steenhuis, J.

2006-12-01

We present an NSF-funded collaborative formal-informal partnership for urban Earth science teacher preparation and professional development. This model brings together The American Museum of Natural History (AMNH) and Brooklyn and Lehman College of the City University of New York (CUNY) to address science-impoverished classrooms that lack highly qualified teachers by focusing on Earth science teacher certification. Project design was based on identified needs in the local communities and schools, careful analysis of content knowledge mastery required for Earth science teacher certification, and existing impediments to certification. The problem-based approach required partners to push policy envelopes and to invent new ways of articulating content and pedagogy at both intra- and inter-institutional levels. One key element of the project is involvement of the local board of education, teachers, and administrators in initial design and ongoing assessment. Project components include formal Earth systems science courses, a summer institute primarily led and delivered by AMNH scientists through an informal series of lectures coupled to workshops led by AMNH educators, a mechanism for assigning course credit for informal experiences, development of new teaching approaches that include teacher action plans and an external program of evaluation. The principal research strand of this project focuses on the resulting model for formal-informal teacher education partnership, the project's impact on participating teachers, policy issues surrounding the model and the changes required for its development and implementation, and its potential for Earth science education reform. As the grant funded portion of the project draws to a close we begin to analyze data collected over the past 3 years. Third-year findings of the project's external evaluation indicate that the problem-based approach has been highly successful, particularly its impact on participating teachers. In addition to presenting these results, participating teachers from the 2004 and 2006 cohorts discuss their TRUST experiences and the subsequent impact the program has had on their respective Earth science teaching practices and professional lives.

Strange bedfellows in science teacher preparation: conflicting perspectives on social justice presented in a Teach For America—university partnership

NASA Astrophysics Data System (ADS)

McNew-Birren, Jill; Hildebrand, Tyra; Belknap, Gabrielle

2017-02-01

Teach For America (TFA), a widespread and well-known route into the teaching profession, frequently partners with university-based education programs to prepare and certify its corps members. However, university-based teacher education programs frequently emphasize very different understandings of socially just education and priorities for training teachers from those of TFA. Accordingly, science teachers trained through TFA-university partnerships encounter conflicting understandings of science education, justice, and urban communities as they are introduced to teaching practice. In this ethnographic case study we explored the experiences and reactions of a cohort of TFA corps members in a science methods course as they engaged with TFA's perspective focused primarily on enhancing students' social mobility and the methods course emphasizing democratic equality through scientific engagement. The study considers intersections between TFA's approach to teacher preparation and sociocultural perspectives on equitable science teaching. The study also lends insight into the contradictions and challenges through which TFA science teachers develop understandings about their role as science teachers, purposes and goals of science education, and identities of the students and communities they serve.

Lawyers and Teachers: A New Partnership

ERIC Educational Resources Information Center

Thomas, Donald

1976-01-01

Practicing lawyers are teaching teachers and their pupils to understand and appreciate the law, with the aim of developing responsible citizens who will use the law as a positive, constructive force in their lives. (JD)

NREL Partnership Develops Off-Grid Energy Access through Quality Assurance

Science.gov Websites

Framework for Mini-Grids | Integrated Energy Solutions | NREL Partnership Develops Off-Grid Energy Access through Quality Assurance Framework for Mini-Grids NREL Partnership Develops Off-Grid Energy Access through Quality Assurance Framework for Mini-Grids NREL has teamed with the Global Lighting

1997 NASA/MSFC Summer Teacher Enrichment Program

NASA Technical Reports Server (NTRS)

1999-01-01

This is a report on the follow-up activities conducted for the 1997 NASA Summer Teacher Enrichment Program (STEP), which was held at the George C. Marshall Space Flight Center (MSFC) for the seventh consecutive year. The program was conducted as a six-week session with 17 sixth through twelfth grade math and science teachers from a six-state region (Alabama, Arkansas, Iowa, Louisiana, Mississippi and Missouri). The program began on June 8, 1997, and ended on July 25, 1997. The long-term objectives of the program are to: increase the nation's scientific and technical talent pool with a special emphasis on underrepresented groups, improve the quality of pre-college math and science education, improve math and science literacy, and improve NASA's and pre-college education's understandings of each other's operating environments and needs. Short-term measurable objectives for the MSFC STEP are to: improve the teachers' content and pedagogy knowledge in science and/or mathematics, integrate applications from the teachers' STEP laboratory experiences into science and math curricula, increase the teachers' use of instructional technology, enhance the teachers' leadership skills by requiring them to present workshops and/or inservice programs for other teachers, require the support of the participating teacher(s) by the local school administration through a written commitment, and create networks and partnerships within the education community, both pre-college and college. The follow-up activities for the 1997 STEP included the following: academic-year questionnaire, site visits, academic-year workshop, verification of commitment of support, and additional NASA support.

Laser Focus on Content Strengthens Teacher Teams

ERIC Educational Resources Information Center

Slavit, David; Nelson, Tamara Holmlund; Kennedy, Anne

2010-01-01

The Partnership for Reform in Secondary Science and Mathematics (PRiSSM) is a three-year project that targeted mathematics and science teachers in middle and high schools from six districts in southwest Washington. Consistent with NSDC (2009) recommendations for professional development, PRiSSM involved collaborative teacher teams in reflecting on…

Disrupting Racialized Institutional Scripts: Toward Parent-Teacher Transformative Agency for Educational Justice

ERIC Educational Resources Information Center

Ishimaru, Ann M.; Takahashi, Sola

2017-01-01

Partnerships between teachers and parents from nondominant communities hold promise for reducing race- and class-based educational disparities, but the ways families and teachers work together often fall short of delivering systemic change. Racialized institutional scripts provide "taken-for-granted" norms, expectations, and assumptions…

The School-Based Activities Model: A Promising Alternative to Professional Development Schools

ERIC Educational Resources Information Center

Lachance, Andrea M.; Benton, Cynthia J.; Klein, Beth Shiner

2007-01-01

Partnerships, especially the Professional Development School (PDS) model, between institutions of higher education (IHE) and public schools (PS), have become, if not commonplace, a successful model for teacher education. PDS teacher education projects in which preservice teachers and higher education faculty participate in school-based instruction…

Excellence in Teacher Education: Options for a Federal Partnership.

ERIC Educational Resources Information Center

Florio, David H.

An overview of options available for Federal cooperation in the improvement of teacher education considers possible areas in which government support may be effective. These include: (1) recruitment of talented students; (2) financial support for prospective teachers; (3) improvement grants to schools of education; (4) grants supporting…

Fostering Technology-Rich Service-Learning Experiences between School Librarians and Teacher Education Programs

ERIC Educational Resources Information Center

Shepherd, Craig E.; Dousay, Tonia; Kvenild, Cassandra; Meredith, Tamara

2015-01-01

School libraries are untapped resources for fieldwork by preservice teachers. Many school librarians have expertise in pedagogy and standards-based curriculum development, both for information literacy and for technology integration. By forging partnerships with teacher-preparation programs, school librarians can provide fieldwork sites rich in…

Teacher Perceptions towards ICT Integration: Professional Development through Blended Learning

ERIC Educational Resources Information Center

Qasem, Arwa Ahmed Abdo; Viswanathappa, G.

2016-01-01

Integrating Information and Communication Technology (ICT) into teaching and learning is a growing area that has attracted many educators' attention in recent years. Teachers need to be involved in collaborative projects and development of intervention change strategies, which include teaching partnerships with ICT as a tool. Teacher perceptions…

Theorising On-Site Teacher Education: Philosophical Project Knowledge (PPK)

ERIC Educational Resources Information Center

Arnold, Julie; Edwards, Tony; Hooley, Neil; Williams, Jo

2012-01-01

Working within the general framework of Habermas and Shulman, the research reported here probes new directions of teacher education and school-university partnerships. The paper presents preliminary evidence of the theorising of teaching practice by pre-service teachers and university staff as they work together with the praxis inquiry protocol…

Teachers, Tasks, and Tensions: Lessons from a Research-Practice Partnership

ERIC Educational Resources Information Center

Johnson, Raymond; Severance, Samuel; Penuel, William R.; Leary, Heather

2016-01-01

How teachers make sense of new academic standards significantly shapes the implementation of those standards. Professional development organized around the analysis of mathematical tasks has potential to prepare teachers for standards implementation by helping them develop common understandings of standards and how to help students meet ambitious…

Comparative Models for Preparing Teachers of Minorities.

ERIC Educational Resources Information Center

Titus, Dale; Dolgos, Kathleen

This paper highlights three programs that prepare culturally sensitive teachers to meet the needs of minority students. The University of Hawaii's Preservice Education for Teachers of Minorities has a partnership with the Kamehameha Schools/Bishop Estate private school for children of Hawaiian ancestry. The school brings new culturally sensitive…

Hybridized Teacher Education Programs in NYC: A Missed Opportunity?

ERIC Educational Resources Information Center

Mungal, Angus Shiva

2015-01-01

This qualitative study describes the development of hybrid teacher preparation programs that emerged as a result of a "forced" partnership between university-based and alternative teacher preparation programs in New York City. This hybrid experiment was a short-lived, yet innovative by-product of a somewhat pragmatic arrangement between…

Building Pipelines for Information: Developing Partnerships Between Scientists, Educators, and Community Groups to Learn More About Hydraulic Fracturing in Colorado

NASA Astrophysics Data System (ADS)

Hafich, K. A.; Hannigan, M.; Martens, W.; McDonald, J. E.; Knight, D.; Gardiner, L. S.; Collier, A. M.; Fletcher, H.; Polmear, M.

2015-12-01

Hydraulic fracturing is a highly contentious issue, and trusted sources of information about the impacts and benefits are difficult to find. Scientific research is making strides to catch up with rapidly expanding unconventional oil and gas development, in part, to meet the need for information for policy, regulation, and public interest. A leader in hydraulic fracturing research, the AirWaterGas Sustainability Research Network is a multi-institution, multi-disciplinary team of researchers working to understand the environmental, economic, and social tradeoffs of oil and gas development. AirWaterGas recently restructured and implemented our education and outreach program around a partnership with the CU-Boulder Office for Outreach and Engagement that leverages existing campus infrastructure, networks, and expertise to disseminate research results and engage the public. The education and outreach team is working with formal and informal K-12 educators through several programs: a yearlong teacher professional development program, a rural classroom air quality monitoring program, and a community partnership grant program. Each program brings together scientists and educators in different environments such as the classroom, online learning, in-person workshops, and community lectures. We will present best practices for developing and implementing a viable outreach and education program through building and fostering mutually beneficial partnerships that bridge the gap between scientists and the public.

Beaming Your School into the 21st Century.

ERIC Educational Resources Information Center

Pfeifer, R. Scott; Robb, Rick

2001-01-01

Mindsurf Networks--a partnership involving a suburban Baltimore high school, Sylvan Ventures, and Aether Systems--provides a cutting-edge, reasonably priced, networked mobile computing platform for learning. Handheld computers help students solve problems and beam information to teachers and each other. Partnership initiation strategies for…

Charge Up Your Career

ERIC Educational Resources Information Center

Lartz, Paul

2005-01-01

This articles describes a partnership between the Quad Cities Chapter of the National Electrical Contractors Association (NECA), the International Brotherhood of Electrical Workers (IBEW), and the Minority Teacher Incentive Program (MTIP) of the Rock Island-Milan Public Schools. The purpose of this partnership is to provide information about…

Partnerships Across Organizations. [SITE 2002 Section].

ERIC Educational Resources Information Center

2002

This document contains the following papers on partnerships across organizations from the SITE (Society for Information Technology & Teacher Education) 2002 conference: (1) "Modeling Instruction with Modern Information and Communications Technology: The MIMIC Project" (Ronale J. Abate; Jim Meinke; Mary Jo Cherry; Pam Cook; Jennifer Merritt); (2)…

Intercultural Education in European Classrooms: Intercultural Education Partnership.

ERIC Educational Resources Information Center

Shaw, Susan, Ed.

This collection of papers demonstrates the role of the Intercultural Educational Partnership in the United Kingdom. It offers contributions from teachers, educationalists and academics in the field of second/additional language learning. The papers include: "Introduction: 'Learners' or 'Learned'" (Susan E. Shaw); "Second Language…

Expanding the Professional Development School Model: Developing Collaborative Partnerships with School Counselors

ERIC Educational Resources Information Center

Foust, Gretchen E.; Goslee, Patricia A.

2014-01-01

The Professional Development School (PDS) model, a successful collaborative partnership model between university teacher education programs and P-12 schools, focuses on ''preparing future educators, providing current educators with ongoing professional development, encouraging joint school-university faculty investigation of education-related…

Scientists Overnight

ERIC Educational Resources Information Center

Pike, Lisa

2017-01-01

In this article, the author describes how a partnership was established to bring science and education majors together with elementary school children in an after-school STEM program. This partnership allowed preservice teachers and science majors to have fun with science and to learn science informally, in a nonclassroom, low-stress…

Managing Movement as Partnership

ERIC Educational Resources Information Center

Kimbrell, Sinead

2011-01-01

The associate director of education at Hubbard Street Dance Chicago recounts her learning and teaching through managing the Movement as Partnership program. Included are detailed descriptions of encounters with teachers and students as they create choreography reflective of their inquiry into integrating dance and literacy arts curriculum in the…

Mentoring in Physical Education: Issues and Insights.

ERIC Educational Resources Information Center

Mawer, Mick, Ed.

These chapters describe partnerships and mentoring programs in the United Kingdom for initial teacher education. Part 1: The Context contains two chapters: "Partnerships in School-Based Training: The Implications for Physical Education" (Patricia Shenton and Elizabeth Murdoch); and "What Is Mentoring?" (Michael Taylor and Joan…

75 FR 6187 - Submission for OMB Review; Comment Request

Federal Register 2010, 2011, 2012, 2013, 2014

2010-02-08

.... Title: Mathematics and Science Partnerships Grant Programs Annual Performance Report. Frequency... Mathematics and Science Partnerships Grant program. Submission of the annual performance report (APR) via the... assessments of mathematics or science; (3) the percentage of students in classrooms of MSP teachers who score...

Helping Teachers Teach Plasma Physics

NASA Astrophysics Data System (ADS)

Correll, Donald

2008-11-01

Lawrence Livermore National Laboratory's E/O program in Fusion Science and Plasma Physics now includes both `pre-service' as well as `in-service' high school science teacher professional development activities. Teachers are instructed and mentored by `master teachers' and LLNL plasma researchers working in concert. The Fusion/Plasma E/O program exploits a unique science education partnership that exists between LLNL's Science Education Program and the UC Davis Edward Teller Education Center. For `in-service' teachers, the Fusion & Astrophysics Teacher Research Academy (TRA) has four levels of workshops that are designed to give in-service high school science teachers experience in promoting and conducting research, most notably in the filed of plasma spectroscopy. Participating teachers in all four TRA levels may earn up to ten units of graduate credit from Cal-State University East Bay, and may apply these units toward a Masters of Science in Education. For `pre-service' teachers, the Science Teacher and Researcher (STAR) program, as a partnership with the California State University System, includes attracting undergraduate science majors to teaching careers by allowing them to pursue professional identities as both a research scientist as well as a science teacher. Participating `pre-service' STAR students are provided research internships at LLNL and work closely with the `in-service' TRA teachers. Results from the continuum `pre-service' to `in-service' science teacher professional development programs will be presented.

Processes and Pathways: How Do Mathematics and Science Partnerships Measure and Promote Growth in Teacher Content Knowledge?

ERIC Educational Resources Information Center

Moyer-Packenham, Patricia S.; Westenskow, Arla

2012-01-01

Intense focus on student achievement results in mathematics and science has brought about claims that K-12 teachers should be better prepared to teach basic concepts in these disciplines. The focus on teachers' mathematics and science content knowledge has been met by efforts to increase teacher knowledge through funded national initiatives…

Roles of a Teacher and Researcher during in Situ Professional Development around the Implementation of Mathematical Modeling Tasks

ERIC Educational Resources Information Center

Jung, Hyunyi; Brady, Corey

2016-01-01

Partnership with teachers for professional development has been considered beneficial because of the potential of collaborative work in the teacher's own classroom to be relevant to practice. From this perspective, both teachers and researchers can draw on their own expertise and work as authentic partners. In this study, we address the need for…

Forming Effective Partnerships to Facilitate Inclusion of Students with Vision Impairments: Perceptions of a Regular Classroom Teacher and an Itinerant Teacher

ERIC Educational Resources Information Center

Sharma, Umesh; Moore, Dennis; Furlonger, Brett; King, Brian Smyth; Kaye, Linda; Constantinou, Olga

2010-01-01

This qualitative study reports on the perceptions of a regular classroom teacher and an itinerant teacher about the challenges they faced in including a student with vision impairment in regular school in New South Wales, Australia. Some of the common strategies employed by both these teachers to address these challenges are discussed. (Contains 1…

Framing K-12 partnerships in order to make a difference.

PubMed

Hamos, James E

2006-06-01

The Health Professions Partnership Initiative (HPPI) furthered the establishment of partnerships between academic health centers and K-12 school systems. The present article contends that partnerships in efforts such as the HPPI exist in varying degrees of depth with deeper partnerships being those based in a concept of mutuality even as partners continue to maintain institutional identity. In the context of K-12 schools, the article reinforces the view that K-12 students, teachers, and administrators can benefit through partnership contexts, but also suggests that institutions of higher education-including academic health centers-should enter into partnerships because they benefit when they commit as stakeholders in the outcomes, not principally as altruistic good neighbors to the schools. Partnerships can continue to grow when multiple stakeholders accept mutual dependence as a norm, with goals, processes, and outcomes impacting each partner.

An Earth System Scientist Network for Student and Scientist Partnerships

NASA Astrophysics Data System (ADS)

Ledley, T. S.

2001-05-01

Successful student and scientist partnerships require that there is a mutual benefit from the partnership. This means that the scientist needs to be able to see the advantage of having students work on his/her project, and the students and teachers need to see that the students contribute to the project and develop the skills in inquiry and the content knowledge in the geosciences that are desired. Through the Earth System Scientist Network (ESSN) for Student and Scientist Partnerships project we are working toward developing scientific research projects for the participation of high school students. When these research projects are developed they will be posted on the ESSN web site that will appear in the Digital Library for Earth System Education (DLESE). In DLESE teachers and students who are interested in participating in a research program will be able to examine the criteria for each project and select the one that matches their needs and situation. In this paper we will report on how the various ESSN research projects are currently being developed to assure that both the scientist and the students benefit from the partnership. The ESSN scientists are working with a team of scientists and educators to 1) completely define the research question that the students will be addressing, 2) determine what role the students will have in the project, 3) identify the data that the students and teachers will work with, 4) map out the scientific protocols that the students will follow, and 5) determine the background and support materials needed to facilitate students successfully participating in the project. Other issues that the team is addressing include 1) identifying the selection criteria for the schools, 2) identifying rewards and recognition for the students and teacher by the scientist, and 3) identifying issues in Earth system science, relevant to the scientists data, that the students and teachers could use as a guide help develop students investigative skills and content knowledge in the geosciences. The importance of fully developing each of these aspects of the ESSN research projects and how they can differ between projects will be discussed.

Parents, Participation, Partnership: Problematising New Zealand Early Childhood Education

ERIC Educational Resources Information Center

Chan, Angel; Ritchie, Jenny

2016-01-01

This article interrogates notions of teacher "partnership with parents" within early childhood care and education settings in the context of Aotearoa (New Zealand). "Te Whariki," the New Zealand early childhood curriculum, clearly positions children's learning and development as being fostered when their families' cultures and…

The Monmouth University Partnership: Redesigning Practice

ERIC Educational Resources Information Center

Henning, John E.; Bragen, Bernard F., Jr.; Mulvaney, Tracy; George, William O., III.; Duffy, Greg; Aldarelli, Edward; Grabowski, Christine; Harriott, Wendy; Riddle, Meredith; Falco, James; Heaney, Patricia; Earle, Corina; Foster, Linda; Borlan, Christine A.

2018-01-01

In this article, the Monmouth University partners describe our efforts to constantly explore new dimensions of learning, teaching, and teacher preparation. We begin by describing two recent initiatives developed by our partnership: the piloting and implementation of a yearlong clinical internship experience to replace traditional student teaching,…

Strategies for Developing Literacy-Focused Family-School Partnerships

ERIC Educational Resources Information Center

Wilkins, Julia; Terlitsky, Amy B.

2016-01-01

Student achievement increases when parents are involved in their child's education. This article describes the benefits of building partnerships with parents around child literacy activities. Tips for teachers provide ideas for sustaining communication with parents, involving parents in the school community, and conducting home visits along with…

Fostering Family-Teacher Partnerships: Principles in Practice

ERIC Educational Resources Information Center

Knight-McKenna, Mary; Hollingsworth, Heidi L.

2016-01-01

Twenty-first century educators of young children need skills and dispositions for building partnerships with the families of all their students. Educators worldwide frequently teach children from families whose backgrounds, including socioeconomic status and home language, are different from their own. This article introduces 12 principles for…

GLOBE Mission Earth: The evaluation of the first year's implementation.

NASA Astrophysics Data System (ADS)

Adaktylou, N. E.; Hedley, M. L.; Darche, S.; Harris-Stefanakis, E.; Silberglitt, M. D.; Struble, J.; Bingham, P.; Czajkowski, K.

2017-12-01

Here we present the evaluation findings for the first year of implementation of the `Mission Earth' Program.`Mission Earth' proposes the systematic embedding of GLOBE (Global Learning and Observations to Benefit the Environment) resources and NASA assets into the curricula of schools along the K-12 continuum, leveraging existing partnerships and networks. The main goal of the program is to create developmentally appropriate, vertically-integrated K-12 materials and activities,, supported by high quality professional development and ongoing support, engaging teachers from all grades. Its team consists of 5 geographically distributed universities and research institutions that have developed a curriculum progression following research-based best practices, have conducted the year's trainings for selected cohorts of teachers. The evaluation is a continuous process over the program's five year duration to examine implementation and opportunities for improvement. A broad set of data collection tools include a diagnostic component (needs assessment for teachers, capacity assessment for the school environment) and an assessment of implementation component (surveys for teachers and trainers, pre- and post tests for students, classroom observations, teacher interviews, portfolios). The tools used are validated instruments or ones modified to serve the program needs. The patterns emerging from the data provided information on: i) the quality of the intervention as to its design and content, ii) the alignment with the needs of the participants, iii) the implementation phase, iii) changes in the content knowledge of the students and their attitudes toward science, iv) changes in the facility of teachers to teach science in their classrooms after the professional development and materials provided, v) challenges and facilitators of implementation. Based on findings the program evaluation identifies additions/adjustments to be adopted in the following year.

The Cosmic Ray Observatory Project: Results of a Summer High-School Student, Teacher, University Scientist Partnership Using a Capstone Research Experience

NASA Astrophysics Data System (ADS)

Shell, Duane F.; Snow, Gregory R.; Claes, Daniel R.

2011-04-01

This paper reports results from evaluation of the Cosmic Ray Observatory Project (CROP), a student, teacher, scientist partnership to engage high-school students and teachers in school based cosmic ray research. Specifically, this study examined whether an intensive summer workshop experience could effectively prepare teacher—student teams to engage in cutting edge high-energy physics research. Results showed that teachers and students could acquire enough knowledge about cosmic ray physics and self-efficacy for conducting cosmic ray research during a summer workshop to be full participants in an SSP conducting research in their schools, and a capstone anchoring approach using an authentic research activity was effective for motivating student engagement in didactic classroom learning. CROP demonstrated "proof of concept" that setting up cosmic ray detector arrays in schools run by teachers and students was feasible, but found that set-up and operation in a high-school was technically difficult.

The GLOBE Program: Partnerships in Action

NASA Astrophysics Data System (ADS)

Henderson, S.; Kennedy, T.; Lemone, M.; Blurton, C.

2004-12-01

The GLOBE Program is a worldwide science and education partnership endeavor designed to increase scientific understanding of Earth as a system, support improved student achievement in science and math, and enhance environmental awareness through inquiry-based learning activities. GLOBE began on the premise that teachers and their students would partner with scientists to collect and analyze environmental data using specific protocols in five study areas - atmosphere, soils, hydrology, land cover, and phenology. As the GLOBE network grew, additional partnerships flourished making GLOBE an unprecedented collaboration of individuals worldwide - primary, secondary, and tertiary students, teachers and teacher educators, scientists, government officials, and others - to improve K-12 education. Since its inception in 1994, more than one million students in over 14,000 schools around the world have taken part in The GLOBE Program. The GLOBE Web site (http://www.globe.gov) is the repository for over 11 million student-collected data measurements easily accessible to students and scientists worldwide. Utilizing the advantages of the Internet for information sharing and communication, GLOBE has created an international community. GLOBE enriches students by giving them the knowledge and skills that they will need to become informed citizens and responsible decision-makers in an increasingly complex world. Understanding that all members of a community must support change if it is to be sustainable, GLOBE actively encourages the development of GLOBE Learning Communities (GLCs) which are designed to get diverse stakeholder groups involved in a local or regional environmental issue. Central to the GLC is the engagement of local schools. GLCs go beyond individual teachers implementing GLOBE in the isolation of their classrooms. Instead, the GLC brings multiple teachers and grade levels together to examine environmental issues encouraging the participation of a broad range of community members who share a common commitment to supporting teachers and students in the implementation of GLOBE for the benefit of their community. A GLC might begin as a GLOBE Partner based at a university works with teachers and students from primary and secondary schools in the local school district, and then branches out to include parents, youth clubs, scientists, senior citizens, other colleges and universities, daycare centers, museums, businesses, government agencies and more. In the past decade, as the variety and diversity of partnerships within the GLOBE Program expanded, lessons have been learned that may be of use to other programs intent on implementing partnership programs to sustain systemic changes in K-12 Earth Science Education. This presentation will chronicle the GLOBE journey including results of annual program evaluations.

Lesbian, Gay and Bisexual Teachers' Ambivalent Relations with Parents and Students While Entering into a Civil Partnership

ERIC Educational Resources Information Center

Neary, Aoife

2017-01-01

Schools are quasi-public/private organisations and being a teacher involves negotiating personal and professional boundaries. These boundaries have posed particular challenges for lesbian, gay, bisexual, transgender and queer (LGBT-Q) teachers whose everyday lives are complicated by legislative, religious and cultural constraints, moral panics…

Clinical Teacher Education: Reflections from an Urban Professional Development School Network. Readings in Educational Thought

ERIC Educational Resources Information Center

Bohan, Chara Haeussler, Ed.; Many, Joyce E., Ed.

2011-01-01

Clinical Teacher Education focuses on how to build a school-university partnership network for clinical teacher education in urban school systems serving culturally and linguistically diverse populations. The labor intensive nature of professional development school work has resulted in research institutions being slow to fully adopt a clinical…

ON-SITE: Oklahoma Nucleus for School Involvement in Teacher Education.

ERIC Educational Resources Information Center

Roos, Marie C.; And Others

ON-SITE (Oklahoma Nucleus for School Involvement in Teacher Education), an innovative teacher education program, is a cooperative effort between the College of Education at Oklahoma State University (OSU) and the Stillwater Public Schools (SPS). The program was initiated in 1973 and is maintained as a free partnership whose program development is…

"He Said It All in Navajo!": Indigenous Language Immersion in Early Childhood Classrooms

ERIC Educational Resources Information Center

Lockard, Louise; De Groat, Jennie

2010-01-01

This paper describes the historical and social foundations of the Navajo Headstart Immersion program. The researchers have worked as teachers, teacher educators, and parents in these programs. They reflect on the need for new partnerships among tribes, tribal colleges and universities to prepare teachers and to develop curriculum materials for…

Working with What They Have: Professional Development as a Reform Strategy in Rural Schools

ERIC Educational Resources Information Center

Barrett, Nathan; Cowen, Joshua; Toma, Eugenia; Troske, Suzanne

2015-01-01

In-service teacher professional development has been used to improve teacher effectiveness. In Kentucky, the National Science Foundation funded a large professional development program called the Appalachian Math and Science Partnership (AMSP) to provide content-based professional development to teachers in rural schools. We show that students…

Principals in Partnership with Math Coaches

ERIC Educational Resources Information Center

Grant, Catherine Miles; Davenport, Linda Ruiz

2009-01-01

One of the most promising developments in math education is the fact that many districts are hiring math coaches--also called math resource teachers, math facilitators, math lead teachers, or math specialists--to assist elementary-level teachers with math instruction. What must not be lost, however, is that principals play an essential role in…

Uncle Sam Wants You: Looking for a Few Good Teachers.

ERIC Educational Resources Information Center

Della-Piana, Connie Kubo; Blake, Sally; Lopez, Jorge; Hurley, Sandra

This paper discusses the need for qualified teachers in specific areas, examining factors that motivate students to choose to teach (e.g., desire to work with people, value to society, and family influence). The Partnership for Excellence in Teacher Education promotes reform in science and mathematics teaching and learning in regard to preparing…

Course Compression and School Partnership in Pre-Service Primary Teacher Education.

ERIC Educational Resources Information Center

Hope, John

In response to a serious shortage of elementary school teachers, New Zealand's government introduced competitive contracts for new and established providers to develop initial teacher education programs that could be completed over 12-18 months. The University of Auckland developed a compressed, three-semester, post-graduate program taught in…

Teacher-Parent Partnership: An Authentic Teacher Education Model to Improve Student Outcomes

ERIC Educational Resources Information Center

Murray, Mary M.; Mereoiu, Mariana

2016-01-01

This manuscript describes a statewide initiative to implement a training model for educators and parents of children with disabilities in more than 90 public school districts and 20 higher education institutions. The proposed model was designed to facilitate positive changes among families, teachers and administrators by increasing their…

To Clone or Not to Clone?

ERIC Educational Resources Information Center

Beninghof, Anne M.

2016-01-01

Beninghof challenges a common misconception--that in a good co-teaching classroom, no one should be able to tell which one is the special education teacher and which is the regular classroom teacher. Co-teaching is a partnership of two teachers with different areas of expertise. Instead of just lending an extra pair of helping hands, the…

Community Organizations' Programming and the Development of Community Science Teachers

ERIC Educational Resources Information Center

Varelas, Maria; Morales-Doyle, Daniel; Raza, Syeda; Segura, David; Canales, Karen; Mitchener, Carole

2018-01-01

In this study, we explored how science teacher candidates construct ideas about science teaching and learning in the context of partnerships with urban community-based organizations. We used a case study design focusing on a group of 10 preservice teachers' participation in educational programming that focused on environmental racism and connected…

Power and Citizenship through Youth-Centered Project-Based Clinical Practice

ERIC Educational Resources Information Center

Daoud, Nisreen; Pellegrino, Anthony; Zenkov, Kristien

2017-01-01

"Partnerships in/as/for Literacies" explores the idea that literacies are as much evolving processes as they are static contents. Co-authored by university- and school-based teachers and teacher educators, pre-service teachers, and youths, columns consider how very traditional literacies (e.g., in reading, writing, composing, speaking,…

Pre-Service Teacher Training at the Museum School

ERIC Educational Resources Information Center

Stetson, Ranae; Stroud, Nicole Devlin

2014-01-01

This article describes the powerful and long-term partnership between a museum preschool and a local university teacher preparation program. The authors describe the unique and rich learning environment of the Museum School and its dramatic and positive impact on pre-service teacher training. The hands-on learning experiences taught at the Museum…

A Gallery of Portraits in Service-Learning: Action Research in Teacher Education.

ERIC Educational Resources Information Center

Duckenfield, Marty, Ed.; Swick, Kevin J., Ed.

This book presents papers by teacher educators who describe how they foster the integration of service learning into their teacher education programs, with the eventual goal of institutionalization. The papers are: "Introduction" (Marty Duckenfield and Kevin J. Swick); "An Experiment in Implementation" (Bill Yost); "Pathways to Partnership:…

Classroom to Communities of Practice: Benefits for English Learners and Teacher Candidates through Partnerships

ERIC Educational Resources Information Center

Regalla, Michele; Davies, Alex; Grissom, Donita; Losavio, Antonio

2018-01-01

This study investigates a service-learning program for university students seeking teacher certification examined through the lens of sociocultural theory. Data was collected from teacher candidates (TCs) in the form of surveys and an open-ended writing assignment. Administrators from the partner schools were also interviewed to provide their…

Supporting New Science Teachers in Pursuing Socially Just Science Education

ERIC Educational Resources Information Center

Ruggirello, Rachel; Flohr, Linda

2018-01-01

This forum explores contradictions that arose within the partnership between Teach for America (TFA) and a university teacher education program. TFA is an alternate route teacher preparation program that places individuals into K-12 classrooms in low-income school districts after participating in an intense summer training program and provides…

Preparing Urban Teachers as Public Professionals through a University-Community Partnership

ERIC Educational Resources Information Center

Onore, Cynthia; Gildin, Bonny

2010-01-01

Despite progress in urban teacher preparation over the past 40 years, concerns still remain about transforming programs and practices in order to affect teachers' capacities to work with culturally diverse communities. These concerns include time in course curricula for discussion and reflection on field-based work, adequate supervision in…

Reconceptualizing Teacher-Student Relationships to Foster School Success: Working Alliance within Classroom Contexts

ERIC Educational Resources Information Center

Toste, Jessica R.

2012-01-01

Teacher-student relationship has been shown to be a powerful predictor of students' classroom and school adjustment. Beyond the characteristics of warmth, trust, and bond that define an emotional connection, a positive working relationship also includes a sense of collaboration and partnership shared between the teacher and the student. Classroom…

Home School Relationships: Challenges for Teachers and Head Teachers in Pakistan

ERIC Educational Resources Information Center

Safdar, Qamar

2006-01-01

The connection between home and school is referred to in various ways such as parent involvement, home-school relations or community involvement in schools. This paper conceptualize that connection as a "partnership" with parents being viewed as partners with teachers in educating children. Parental involvement at all stages is crucial…

Teacher Candidates' Opinions and Experiences as Input for Teacher Education Curriculum Development

ERIC Educational Resources Information Center

Willemse, T. Martijn; de Bruïne, Erica J.; Griswold, Peter; D'Haem, Jeanne; Vloeberghs, Lijne; Van Eynde, Sofie

2017-01-01

The aim of this international study was to generate recommendations for curriculum improvement in family-school partnerships (FSP) by examining teacher candidates' understandings, attitudes and experiences. A survey of 1144 candidates in their first or final year of preparation at three universities, one each in Belgium, the Netherlands and the…

The State of Teacher Professional Learning: Results from a Nationwide Survey

ERIC Educational Resources Information Center

Learning Forward, 2017

2017-01-01

Effective teacher learning is vital to student success. Teachers who continually improve their practice by using data to inform instructional decisions see improved results for their students. In the tradition of supporting effective professional learning, in 2016 Corwin launched a nationwide survey in partnership with Learning Forward and the…

Extending Face-to-Face Interactions: Understanding and Developing an Online Teacher and Family Community

ERIC Educational Resources Information Center

Zhang, Chun; Du, Jianxia; Sun, Li; Ding, Yi

2018-01-01

Technology has been quickly changing human interactions, traditional practices, and almost every aspect of our lives. It is important to maintain effective face-to-face communication and interactions between teachers and families. Nonetheless, technology and its tools can also extend and enhance family-teacher relationships and partnerships. This…

Transforming K-12 Rural Education through Blended Learning: Teacher Perspectives

ERIC Educational Resources Information Center

Kellerer, Paula; Kellerer, Eric; Werth, Eric; Werth, Lori; Montgomery, Danielle; Clyde, Rozella; Cozart, Joe; Creach, Laura; Hibbard, Laura; LaFrance, Jason; Rupp, Nadine; Walker, Niki; Carter, Theresa; Kennedy, Kathryn

2014-01-01

A qualitative study exploring rural teacher perspectives on the impact of blended learning on students and teachers was conducted in Idaho during the Fall of 2013. Researchers from Northwest Nazarene University's DOCEO Center in partnership with Idaho Digital Learning Academy (IDLA) and the International Association for K-12 Online Learning…

Leading by Learning, Learning by Leading

ERIC Educational Resources Information Center

Collinson, Vivienne

2012-01-01

Data from a study of 81 exemplary secondary school teachers across the United States provide a portrait of how these teachers have become leaders whose influence and partnerships extend well beyond their classrooms and schools. Propelled by a deep personal desire to learn and a commitment to help students learn, the teachers are learners first,…

The Partnership in Teacher Excellence Program: A District-University Collaboration to Create Teacher Leaders

ERIC Educational Resources Information Center

Bond, Nathan; Goodwin, Marilyn; Summers, Emily

2013-01-01

This article describes the conditions for establishing an advanced master's degree program that focuses on teacher leadership. The creation of the model is examined from the perspective of nine administrators from Eanes Independent School District in Austin, Texas, and Texas State University-San Marcos. These administrators collaborated to design…

Businesses assisting K--12 science instruction: Four case studies of long-term school partnerships

NASA Astrophysics Data System (ADS)

van Trieste, Lynne M.

Businesses lack enough qualified applicants to fill the increasing need for scientists and engineers while educators lack many resources for science programs in K-12 schools. This series of case studies searched for successful collaborations between the two in four geographic locations: Boise, Idaho; Dallas, Texas; Los Angeles County, California, and Orange County, California. These science education partnerships were investigated to gain an understanding of long-term partnership structure, functioning and evaluation methods. Forty-nine individual interviews with representatives from the groups of stakeholders these programs impact were also conducted. Stakeholder groups included students, teachers, parents, school administrators, business liaisons, and non-profit representatives. Several recurring themes in these partnerships reinforced the existing literature research findings. Collaboration and communication between partners, teacher professional development, the need for more minority and female representation in physical science careers, and self-efficacy in relation to how people come to view their scientific abilities, are among these themes. Topics such as program replication, the importance of role models, programs using "hands-on" activities, reward systems for program participants, and program outcome measurement also emerged from the cases investigated. Third-party assistance by a non-profit entity is occurring within all of these partnerships. This assistance ranges from a service providing material resources such as equipment, lesson plans and meeting space, to managing the partnership fundraising, program development and evaluations. Discussions based upon the findings that support or threaten sustainment of these four partnerships, what a "perfect" partnership might look like, and areas in need of further investigation conclude this study.

Partnerships for Active Children in Elementary Schools (PACES): First year process evaluation.

PubMed

Egan, Cate A; Webster, Collin; Weaver, R Glenn; Brian, Ali; Stodden, David; Russ, Laura; Nesbitt, Danielle; Vazou, Spyridoula

2018-04-01

Movement integration (MI) is a strategy within comprehensive school physical activity programs (CSPAP). School-university partnerships are recommended to leverage teachers' capacity to use MI. A mixed method process evaluation was conducted of the first year of implementing Partnerships for Active Children in Elementary Schools (PACES). Classroom teachers (N=12) from four schools participated. Data were collected in Fall 2014 (baseline) and Spring 2015 (∼ four months of intervention) using the System for Observing Student Movement in Academic Routines and Transitions and semi-structured interviews. There were no significant differences between intervention classrooms and control classrooms MI promotion. Differences approaching significance (U=5, p=0.04, d=1.2) were observed when comparing classrooms that received two (community of practice, community-based participatory research) or three components (two components plus service learning) of the intervention and classrooms that received one (community of practice) or no components. Qualitative findings revealed that teachers in classrooms that were more successful responded more favorably to the intervention components than teachers in classrooms that were less successful. Quantitative and qualitative results supported the effectiveness of community-based participatory research as a component of PACES. This study provides information about MI process variables in the context of a CSPAP intervention. Copyright © 2017 Elsevier Ltd. All rights reserved.

Providing undergraduate science partners for elementary teachers: benefits and challenges.

PubMed

Goebel, Camille A; Umoja, Aminata; DeHaan, Robert L

2009-01-01

Undergraduate college "science partners" provided content knowledge and a supportive atmosphere for K-5 teachers in a university-school professional development partnership program in science instruction. The Elementary Science Education Partners program, a Local Systemic Change initiative supported by the National Science Foundation, was composed of four major elements: 1) a cadre of mentor teachers trained to provide district-wide teacher professional development; 2) a recruitment and training effort to place college students in classrooms as science partners in semester-long partnerships with teachers; 3) a teacher empowerment effort termed "participatory reform"; and 4) an inquiry-based curriculum with a kit distribution and refurbishment center. The main goals of the program were to provide college science students with an intensive teaching experience and to enhance teachers' skills in inquiry-based science instruction. Here, we describe some of the program's successes and challenges, focusing primarily on the impact on the classroom teachers and their science partners. Qualitative analyses of data collected from participants indicate that 1) teachers expressed greater self-confidence about teaching science than before the program and they spent more class time on the subject; and 2) the college students modified deficit-model negative assumptions about the children's science learning abilities to express more mature, positive views.

Providing Undergraduate Science Partners for Elementary Teachers: Benefits and Challenges

PubMed Central

Goebel, Camille A.; Umoja, Aminata

2009-01-01

Undergraduate college “science partners” provided content knowledge and a supportive atmosphere for K–5 teachers in a university–school professional development partnership program in science instruction. The Elementary Science Education Partners program, a Local Systemic Change initiative supported by the National Science Foundation, was composed of four major elements: 1) a cadre of mentor teachers trained to provide district-wide teacher professional development; 2) a recruitment and training effort to place college students in classrooms as science partners in semester-long partnerships with teachers; 3) a teacher empowerment effort termed “participatory reform”; and 4) an inquiry-based curriculum with a kit distribution and refurbishment center. The main goals of the program were to provide college science students with an intensive teaching experience and to enhance teachers' skills in inquiry-based science instruction. Here, we describe some of the program's successes and challenges, focusing primarily on the impact on the classroom teachers and their science partners. Qualitative analyses of data collected from participants indicate that 1) teachers expressed greater self-confidence about teaching science than before the program and they spent more class time on the subject; and 2) the college students modified deficit-model negative assumptions about the children's science learning abilities to express more mature, positive views. PMID:19723818

GE STEM Teacher's Conference

NASA Image and Video Library

2017-07-13

Teachers participate in the Rocketry Engineering Design Challenge during the 2017 GE Foundation High School STEM Integration Conference at the Center for Space Education at NASA's Kennedy Space Center. High school teachers from across the country took part in the week-long conference, which is designed to explore effective ways for teachers, schools and districts from across the country to integrate STEM throughout the curriculum. The conference is a partnership between GE Foundation and the National Science Teachers Association.

A Unique Partnership to Promote Diversity in the Geosciences, San Jose, California

NASA Astrophysics Data System (ADS)

Sedlock, R.; Metzger, E.; Johnson, D.

2006-12-01

We report here on a particularly satisfying partnership of academic institutions that focuses on enhancing the participation of underrepresented students in the geosciences. The Bay Area Earth Science Institute (BAESI) at San José State University (SJSU) has provided professional development opportunities to over 1,500 area teachers since 1990. BAESI offerings include summer and weekend workshops, field trips, classroom visits, and a lending library of curricula, sample sets, A/V materials, and equipment. The National Hispanic University (NHU) is a private, non-profit university that enrolls about 700 students, 80% of whom are of Hispanic descent. Another 13% are from other minority groups, 74% are from low-income families, and 70% are women. NHU houses the Latino College Preparatory Academy (LCPA), a charter high school that provides an alternative for students who struggle in traditional schools due to language issues. In the 1990s, administrators at SJSU and NHU set up formal agreements about course articulation, reciprocity, and joint degree programs. In 2002, informal discussions between BAESI and NHU staff led to collaboration on an NSF proposal to strengthen NHU's geoscience curriculum. Since then, the scope of BAESI-NHU actions has expanded greatly: (1) NHU and LCPA staff attended a week-long BAESI professional development workshop funded by NSF, and have attended numerous BAESI field trips. (2) BAESI staff visit NHU and LCPA classrooms to showcase SJSU's Geology Department and to enrich existing Chemistry and Physics classes with geoscience applications. (3) A nascent "Geologist-In-Residence" program pairs SJSU geology students with teachers at LCPA. (4) NHU students have interned with Metzger on local research projects. (5) BAESI brokered donation of an extensive USGS rock collection to NHU. (6) NHU, BAESI, and NASA-Ames staff collaborate on an online Earth Science curriculum for middle-school teachers. (7) We will adapt BAESI summer workshops to a one-week course in effective teaching of high-school science that will be taught during intersession in NHU's Teacher Education Department. We have recently received funding for a collaborative project from NSF's Geoscience Education program to create a joint degree program wherein NHU offers the lower division coursework and bestows an A.S. degree in mathematics and science with geoscience emphasis, and SJSU offers the upper-division coursework and the B.S. degree in geoscience. Our collaborations focus on providing teachers with professional development and educational resources to help underrepresented students receive quality instruction in the geosciences. Participation of NHU teachers- in-training provides a long-term means for spreading quality geoscience teaching to precollege classrooms throughout Santa Clara County, including the largely minority classrooms that NHU teachers are specially trained to staff.

Teacher-Researcher Partnerships to Improve Social Behavior through Social Stories

ERIC Educational Resources Information Center

Agosta, E.; Graetz, J. E.; Mastropieri, M. A.; Scruggs, T. E.

2004-01-01

In this project, a partnership between school and university personnel addressed, in a systematic, research-oriented fashion, a classroom problem. A young child with autism exhibited excessively loud screaming, yelling, humming, and other distracting noises during class activities in a special education setting. These disruptive behaviors were a…

Developing Civic-Minded Teacher Leaders through Service-Learning School Partnerships

ERIC Educational Resources Information Center

Pitre, Charisse Cowan; Koch-Patterson, Penny; Price, Paula Groves

2017-01-01

This quantitative study examined the change in Master in Teaching students' attitudes toward civic action and service self-efficacy after participating in academic service-learning with K-2 youth at school-university partnership sites. Study participants completed the Civic Attitudes and Skills Questionnaire (CASQ) and the Community Service…

A Statewide Service Learning Network Ignites Teachers and Students.

ERIC Educational Resources Information Center

Monsour, Florence

Service learning, curriculum-linked community service, has proved remarkably effective in igniting students' desire to learn. In 1997, the Wisconsin Partnership in Service Learning was initiated as a cross-disciplinary, cross-institutional endeavor. Supported by a grant from Learn and Serve America, the partnership created a network throughout…

Primary Literacy Achievement: A Collaborative Urban Partnership

ERIC Educational Resources Information Center

Collins, Vikki K.; Carroll, Barbara; Miller, Sallie Averitt; Yates, H. Marguerite; Perryman, Denise; Alexander, Sabrina; Caldwell, Tammy R.

2006-01-01

This study examined the effects of a collaborative urban partnership on student literacy achievement. The participants were approximately 220 students in kindergarten through third grade and 10 teachers. Participants were from an urban, low-­income southeastern elementary school serving culturally diverse students. The school had been in its…

Community Engagement Project for Preservice Early Childhood Students

ERIC Educational Resources Information Center

Seitz, Hilary

2005-01-01

This article describes how a preservice early childhood program collaborates with a local agency in a community engagement project. The project was implemented in a family-community partnership class for preservice teachers. There were three purposes for this project. First, to build a partnership between the University of Alaska Anchorage…

Parents and Schools: A Partnership Model.

ERIC Educational Resources Information Center

Hauser-Cram, Penny; And Others

Project Partnership was designed to promote parent/professional collaboration in the education of young handicapped children. The project intended to have positive impacts on the home and on the teachers, who are asked to allow for greater communication between the school and home by redefining their roles. The project's approaches include team…

MOOCs and Museums: Not Such Strange Bedfellows

ERIC Educational Resources Information Center

Mazzola, Lisa

2015-01-01

In April 2013, The Museum of Modern Art entered into a partnership with MOOC (Massive Open Online Course) provider Coursera to offer professional development opportunities for K-12 teachers all over the world. Since entering into that partnership, MoMA has developed two MOOCs: "Art and Inquiry: Museum Teaching Strategies for Your…

Supporting Systematic Change through Action Research.

ERIC Educational Resources Information Center

Holm, Daniel T.; Hunter, Karen; Welling, Judith

This paper examines how a series of action research projects, supported and guided through a university-public elementary school partnership program, began. It also presents the content and impact of the action research projects from the voices of a university professor, classroom teacher, and principal. The partnership promoted study groups which…

BEGIN Partnership: Using Problem-Based Learning to Teach Genetics & Bioethics

ERIC Educational Resources Information Center

Markowitz, Dina; DuPre, Michael J.; Holt, Susan; Chen, Shaw-Ree; Wischnowski, Michael

2008-01-01

A science education center at a university medical school had grant funding to develop a genetics curriculum unit, but needed a dissemination plan. A statewide science teacher organization that provided professional development training was facing decreased funding. These two groups combined their efforts, and created a unique partnership, called…

"Goodest" Guidance: Teachers and Families Together

ERIC Educational Resources Information Center

Gartrell, Dan

2012-01-01

Early childhood professionals can build partnerships with families that allow them together to guide the learning and development of the children whose lives they share. In this article, the author shares a system of indicators in professional practice that might be helpful in building partnerships with families that enable the full effectiveness…

Beyond Collaboration: The Role of Crisis and Textmaking in a School-University Partnership.

ERIC Educational Resources Information Center

McDonald, Joseph P.

In two parts, this paper discusses the role of crisis and "textmaking" (text writing) in a school and university partnership, otherwise labeled as "co-invention." Co-invention facilitates curriculum improvement, active learning strategies, and teacher talk reduction. Methods of co-invention frame the discussion. The work…

Developing Collaborative Partnerships with Culturally and Linguistically Diverse Families during the IEP Process

ERIC Educational Resources Information Center

Rossetti, Zachary; Sauer, Janet Story; Bui, Oanh; Ou, Susan

2017-01-01

Although there has been a consistent vision for multicultural education and family collaboration in teacher preparation programs for decades, collaborative partnerships between culturally and linguistically diverse (CLD) families and their children's educators remain elusive (Harry, 2008; Trent, Kea, & Oh, 2008). Family engagement in special…

Educational Technology Dissemination: Its Impact on Learning, Instruction, and Educational Policy.

ERIC Educational Resources Information Center

Hawkes, Mark

The Council of Great Lakes Governors and GTE North, Inc. developed a partnership titled "Pioneering Partners for Educational Technology" to disseminate innovative educational technologies developed by classroom teachers in eight states of the Great Lakes region. To accomplish this, Pioneering Partners provides a Partnership Summer Summit…

An International Partnership Promoting Psychological Well-Being in Sri Lankan Schools

ERIC Educational Resources Information Center

Nastasi, Bonnie K.; Jayasena, Asoka N. S.

2014-01-01

This article illustrates the application of psychological and educational consultation in an international setting. With the goal of promoting psychological well-being of the school-age population, a partnership was formed between an American school psychologist and a Sri Lankan educational sociologist and teacher educator. The partners, or…

Project PARTnership: Instructional Kit. A Model Program for Encouraging Self-Determination through Access to the Arts.

ERIC Educational Resources Information Center

Harris, Carolyn DeMeyer, Ed.; McKinney, David D., Ed.

This instructional kit outlines procedures for implementing Project PARTnership, a program for teaching students with disabilities greater self-determination skills through specifically designed arts experiences. An introductory section describes key project activities, including establishing a site steering committee comprised of teachers,…

Career Pathways Partnerships. K-12 & Afterschool Policy Brief

ERIC Educational Resources Information Center

Children Now, 2010

2010-01-01

On June 30, 2010, California awarded $3 million to support teacher recruitment and training through the California Gang Reduction, Intervention and Prevention (CalGRIP) initiative, which assists young adults at risk of joining gangs in finding employment or pursuing an education. California chose to fund six Career Pathways Partnership projects as…

Making a Difference in Ghana's Classrooms: Educators and Communities as Partners.

ERIC Educational Resources Information Center

O'Grady, Barbara

This report describes how partnerships between educators and the community are helping improve education in Ghana. Though the basic education program, Improving Learning through Partnerships (ILP), Ghana is strengthening its educational foundation by using master teachers to help improve basic skills instruction and by involving parents and other…

School Partnerships: Technology Rich Classrooms and the Student Teaching Experience

ERIC Educational Resources Information Center

VanSlyke-Briggs, Kjersti; Hogan, Molly; Waffle, Julene; Samplaski, Jessica

2014-01-01

Building upon an established relationship between a college and a local school district, this project formally designated a Partnership School, at which education students conduct field experience. In addition to providing these participating pre-service teachers (students) with a clinically rich experience through closer supervision by and…

A Profile of the California Partnership Academies, 2004-2005

ERIC Educational Resources Information Center

ConnectEd: The California Center for College and Career, 2007

2007-01-01

State legislation launched the California Partnership Academies (CPAs) in 1984. Now operating in more than 200 comprehensive high schools, CPAs have been used as a model for high school reform in California and elsewhere. Academies typically feature multi-age learning groups, team teaching and career-based instruction. Teachers help students…

GPS: Geoscience Partnership Study

ERIC Educational Resources Information Center

Schuster, Dwight

2010-01-01

To promote and expand geoscience literacy in the United States, meaningful partnerships between research scientists and educators must be developed and sustained. For two years, science and education faculty from an urban research university and secondary science teachers from a large urban school district have prepared 11th and 12th grade…

Teaming with Opportunity: Media Programs, Community Constituencies, and Technology.

ERIC Educational Resources Information Center

Farmer, Lesley S. J.

This book is intended to help library media teachers understand the nature of partnerships at both individual and group levels. It details the steps for developing and maintaining partnerships, particularly with groups and demonstrates how technology can affect these educational collaborative efforts. The chapters cover the following topics: (1)…

Universities Reaching Outwards: Science Education Partnerships with Urban School Systems

NASA Astrophysics Data System (ADS)

Sandifer, Cody

2013-03-01

The goals of this talk are to: (1) describe how universities, physics departments, and individual faculty can partner with urban school systems to benefit K-16 students, teacher education programs, and university instructors, (2) summarize research on effective university-school system education partnerships, and (3) offer advice and share lessons learned so that university partners can avoid common pitfalls and maximize the potential for collaborative success. Possible areas of university-school collaboration include resident teachers, curricular review, early teaching experiences, demo sharing sessions, ongoing professional development, on- and off-campus science outreach, RET programs, science education resource centers, and others. University-school educational partnerships offer numerous benefits but can be challenging to implement and maintain. Research shows that most successful partnerships possess the following characteristics: mutual self-interest, participant commitment, mutual trust and respect, shared decision-making, information sharing, and ongoing evaluation. K-16 course and curriculum redesign is a specific issue that has its own unique set of contextual factors that impact the project's chance at success, including available materials, administrative support, formative assessments, pilot-testing and instructor feedback, and ongoing professional development. I have learned a number of lessons in own science education collaborations with the Baltimore City Public School System, which is an urban school system with 200 schools, 84,000 students, and 10,700 teachers and administrators. These lessons pertain to: communication, administrative power, and the structure of the school system; relevant contextual factors in the university and K-12 schools; and good old-fashioned common sense.Specific advice on K-16 science education partnerships will be provided to help universities increase student and instructor satisfaction with their physics and teacher education programs, maintain a positive and mutually beneficial relationship with local schools, and improve science education at all levels of instruction. Common sense is encouraged, but not required, to attend the invited talk.

The Different Learning Opportunities Afforded Student Teachers in Four Secondary School Subject Departments in an Initial Teacher Education School-University Partnership in England

ERIC Educational Resources Information Center

Douglas, Alaster Scott

2011-01-01

This article investigates the learning opportunities in school subject departments for student teachers when participating in a postgraduate certificate of education (PGCE) course in England. The paper draws upon data gathered from a year-long ethnographic study to explain why learning opportunities were different for student teachers in separate…

Inservice teachers' implementation of the Science Writing Heuristic as a tool for professional growth

NASA Astrophysics Data System (ADS)

Omar, Sozan H.

According to the National Science Standards, science educators have been calling for the inclusion of inquiry-based approaches in science classrooms as a reform for science instruction. Teachers' reluctance to implement inquiry-based approaches may be attributed to the different interpretations of the underpinning theory. Any efforts to help teachers implement effective teaching approaches, therefore, should not target merely additive skills; rather, such efforts should foster fundamental changes of beliefs, knowledge, and habits of practice that teachers deeply hold. This study is a part of a bigger project known as the Science Writing Heuristic (SWH) Partnership Professional Development Project, conducted at Iowa State University in association with the Iowa Department of Education to help improve science teaching. The aim of the project is to help in service science teachers understand and apply a student-oriented instructional approach, using the SWH. The framework of the SWH emphasizes the role of classroom dialogical discussion in students' learning. The role of the teacher when implementing constructivist approaches represented in a student-oriented instruction, differs markedly from traditional approaches, and hence there is a need to study the changes in teaching practice when using this specific tool. The methodological framework of this study combined qualitative and quantitative methods. Interpretative case studies for 18 science teachers are presented. A triangulation strategy was used to provide support for the qualitative findings using three different data collection approaches: observation, questionnaire, and interviews. Quantitative data in the form of student performance on higher order conceptual questions and total test scores were collected. Teachers varied in their implementation of the SWH. Three criteria were constructed to define teachers' levels of implementation: epistemological belief, pedagogical practice, and teacher content knowledge. Different components were included within each criterion, with three scales used to rank each teacher's implementation within each criterion. The study is pointing to the importance of assisting science teachers with effective pedagogical strategies if there is to be an impact on students' performance on tests. This project was undertaken with partnerships between schools, Area Educational Agencies, and the University. Such partnerships need to be built to promote successful change to science teaching.

Evolving Best Practice in Learning About Air Quality and Climate Change Science in ACCENT

NASA Astrophysics Data System (ADS)

Schuepbach, E.

2008-12-01

Learning about air quality and climate change science has developed into a transdisciplinary impact generator, moulded by academic-stakeholder partnerships, where complementary skills and competences lead to a culture of dialogue, mutual learning and decision-making. These sweeping changes are mirrored in the evolving best practice within the European Network of Excellence on Atmospheric Composition Change (ACCENT). The Training and Education Programme in ACCENT pursues an integrated approach and innovative avenues to sharing knowledge and communicating air quality and climate change science to various end-user groups, including teachers, policy makers, stakeholders, and the general public. Early career scientists are involved in the process, and are trained to acquire new knowledge in a variety of learning communities and environments. Here, examples of both the open system of teaching within ACCENT training workshops for early career scientists, and the engagement of non-academic audiences in the joint learning process are presented.

Amoebas and Euglenas and Paramecia...Oh, My!

ERIC Educational Resources Information Center

Farenga, Stephen; Joyce, Beverly

2000-01-01

Describes a partnership involving fifth grade students, preservice teachers, a classroom teacher, and a university faculty member in introducing students to the basic anatomy of a cell using three-dimensional models, analogies, and hands-on/minds-on activities. (ASK)

Parental Stress, Family-Professional Partnerships, and Family Quality of Life: Families of Children with Autism Spectrum Disorder

ERIC Educational Resources Information Center

Hsiao, Yun-Ju

2013-01-01

The purpose of this study was to investigate the relationship among the quality of life of families that have at least one child with autism spectrum disorder, parental stress level, and partnerships between the family and professionals. Also, parent perceptions of parental stress, family quality of life, and family-professional partnerships were…

Promoting Learner Autonomy through Teacher-Student Partnership Assessment in an American High School: A Cycle of Action Research (El papel de la evaluación negociada en el desarrollo de la autonomía del estudiante en la escuela secundaria norteamericana: un ciclo de investigación-acción)

ERIC Educational Resources Information Center

Picón Jácome, Édgar

2012-01-01

In this article I present some findings of an action research study intended to find out to what extent a teacher-student partnership in writing assessment could promote high school students' autonomy. The study was conducted in a U.S. school. Two main action strategies in the assessment process were the use of symbols as the form of feedback…

Organizing Science Popularization and Teacher Training Workshops : A Nigerian Experience

NASA Astrophysics Data System (ADS)

Okpala, Kingsley; Okere, Bonaventure

Funding for science popularization has become a huge challenge in recent times especially for developing countries like Nigeria. However, a change in the school system from the 6-3-3-4 system (6 years primary, 3 years Junior secondary, 3year senior secondary, and 4 years tertiary education) to the 9-3-4 system ( 9 years junior basic, 3 years secondary, and 4 tertiary education) has made it even more convenient to strategically target the students through their teachers to attain the desired quality of education since the introduction of space science into the curriculum at the primary and secondary levels. Considering the size of Nigeria, there Is need for a shift in paradigm for sourcing resources to tackle this deficiency in a sustainable manner. Recently a teacher training and science popularization workshop was organized as a first in a series of subsequent workshops geared towards having a sustainable means of popularizing Science in Nigeria. Principally, the key lies in the partnership with the colleges of education which produce the teachers for primary schools in addition to the usual governmental actions. Experiences from this workshop will be enumerated with the hope of inspiring the same success in similar societies.

Teaching Music in the Urban Classroom, Volume 2: A Guide to Leadership, Teacher Education, and Reform

ERIC Educational Resources Information Center

Frierson-Campbell, Carol, Ed.

2006-01-01

This second volume, the follow-on to "Teaching Music in the Urban Classroom, Volume 1: A Guide to Survival, Success, and Reform," extends the conversation to include educational leadership, teacher education, partnerships, and school reform. As with Volume 1, classroom music teachers, inner city arts administrators, well-known academics,…

Drawing on the Layers of a Partnership to Prepare Middle Level Teachers

ERIC Educational Resources Information Center

Rintamaa, Margaret; Howell, Penny B.

2017-01-01

The University of Kentucky (UK) and the University of Louisville (UL) are located approximately 90 miles from each other in Kentucky. They are the only two research-intensive institutions in the state, and both have middle level teacher education programs preparing candidates in school-embedded clinical sites. Both teacher preparation programs are…

Teachers as Health Workers: Patterns and Imperatives of Australian Teachers' Work

ERIC Educational Resources Information Center

Rossi, Tony; Pavey, Amanda; Macdonald, Doune; McCuaig, Louise

2016-01-01

With increasing cross-sectoral relationships and partnerships and the blurring of the boundaries of the various service sectors, the membrane that is assumed to separate education and health in terms of young people's wellbeing looks thinner than ever. In this project we are concerned to know what teachers do in terms of young people's health, how…

Increasing Student Access to Qualified Science and Mathematics Teachers through an Urban School-University Partnership

ERIC Educational Resources Information Center

Cavallo, Ann M. L.; Ferreira, Maria M.; Roberts, Sally K.

2005-01-01

Urban schools across the United States face a pervasive problem in their science and mathematics programs-a disproportionate number of the teachers in these classrooms are not certified, thus making them underqualified to teach these subject areas. Furthermore, urban schools deal with teacher shortages and attrition in these critical areas. The…

Changing Policies Changing Times: Initiatives in Teacher Education in England

ERIC Educational Resources Information Center

Hilton, Gillian L. S.

2012-01-01

For many years now in England the ways to train for the profession of teaching have been varied, but most teachers have been prepared through partnerships between universities and schools. Now, proposals by the Secretary of State for Education are attempting to virtually remove teacher education from universities giving it into the control of…

Parent-Teacher Conference Communication: A Guide to Integrating Family Engagement through Simulated Conversations about Student Academic Progress

ERIC Educational Resources Information Center

Walker, Joan M. T.; Legg, Angela M.

2018-01-01

Teachers regularly communicate with families, yet few candidates are well-prepared for this professional activity. This gap can hinder family-school partnership and pupils' success. Given that candidates' opportunities to learn about family engagement (FE) depends on the decisions and values of individual teacher educators, we illustrate how FE…

New Partnerships for Learning: Teachers' Perspectives on Their Developing Professional Relationships with Teaching Assistants in England

ERIC Educational Resources Information Center

Bedford, Dorothy; Jackson, Coleen R.; Wilson, Elizabeth

2008-01-01

Over recent decades there has been pressure on schools and teachers, in England, to transform teachers' working practice by advocating an improved role for teaching assistants. In reforming the workforce, the government also intended to support schools in building the momentum for change, whilst raising standards of pupil achievement and enhancing…

The Complexities of a Third-Space Partnership in an Urban Teacher Residency

ERIC Educational Resources Information Center

Beck, Jori S.

2016-01-01

Urban teacher residency (UTR) programs have been widely endorsed (National Education Association, 2014; Thorpe, 2014), yet the body of literature on these programs has not definitively identified the benefits of UTRs over and above traditional teacher education programs--if any exist. The current study explored how faculty and staff working in one…

Moving Meriden: In Connecticut, A Road Map for Union-District Relations

ERIC Educational Resources Information Center

Dubin, Jennifer

2014-01-01

The author describes the early relationship between the Meriden Public schools' local teacher union and the Meriden Federation of Teachers (MFT) as "frosty with a lack of trust." However, in the last five years, she states, the union and the district have built a strong labor-management partnership whose focus on supporting teachers has…

Zero to Eighty Degrees: Six Years and What We Have Learned

ERIC Educational Resources Information Center

Drury, Karla; Ginger, Elizabeth; Sinclair, Christina; Ziegler, Tia

2012-01-01

The goal of school-university partnerships is most often the promotion of teacher growth through professional development (PD). Yet, despite the best of intentions, most PD is not conducted in an effective way. The purpose of this article is to share the perceptions of one group of elementary teachers regarding teacher growth and change as the…

Creating Partnerships: Forging a Chain of Service Quality.

ERIC Educational Resources Information Center

Lynch, Richard; And Others

1993-01-01

Advocates the need for libraries to identify, nurture, and sustain new partnerships given rapid technological advancements and trends in information economics. Principles of partnerships are described, including Total Quality Management (TQM), negotiation, seamless connectivity, performance data, trust, patience, and perseverance; and steps in the…

Advocating School-University Partnership for Responsive Teacher Education and Classroom-based Curricula: Evidence from Teachers' Cognitions about Principles of Curriculum Design and Their Own Roles

ERIC Educational Resources Information Center

Rahimi, Muhammad; Zhang, Lawrence Jun; Esfahani, Nasim Nasr

2016-01-01

This study investigated the differences between novice and experienced non-native English-speaking English-as-a-foreign-language (EFL) teachers' cognitions about EFL curriculum design principles and their own roles in designing an EFL curriculum. The challenge these teachers faced in their roles and the support system they needed were also…

Science Teachers' Views and Stereotypes of Religion, Scientists and Scientific Research: A call for scientist-science teacher partnerships to promote inquiry-based learning

NASA Astrophysics Data System (ADS)

Mansour, Nasser

2015-07-01

Despite a growing consensus regarding the value of inquiry-based learning (IBL) for students' learning and engagement in the science classroom, the implementation of such practices continues to be a challenge. If science teachers are to use IBL to develop students' inquiry practices and encourage them to think and act as scientists, a better understanding of factors that influence their attitudes towards scientific research and scientists' practices is very much needed. Within this context there is a need to re-examine the science teachers' views of scientists and the cultural factors that might have an impact on teachers' views and pedagogical practices. A diverse group of Egyptian science teachers took part in a quantitative-qualitative study using a questionnaire and in-depth interviews to explore their views of scientists and scientific research, and to understand how they negotiated their views of scientists and scientific research in the classroom, and how these views informed their practices of using inquiry in the classroom. The findings highlighted how the teachers' cultural beliefs and views of scientists and scientific research had constructed idiosyncratic pedagogical views and practices. The study suggested implications for further research and argued for teacher professional development based on partnerships with scientists.

Trends in Implementation: The Intensive Partnerships for Effective Teaching through 2013-2014. Executive Summary

ERIC Educational Resources Information Center

RAND Corporation, 2016

2016-01-01

Can districts and charter management organizations (CMOs) use contemporary ideas about teacher evaluation, management, and support to spark big improvements in student outcomes? To answer this question, the Bill & Melinda Gates Foundation launched the Intensive Partnerships for Effective Teaching initiative with seven sites across the country…

The Power of 2: Partnership Paves the Way for Teacher Leadership Academy

ERIC Educational Resources Information Center

Harmon, Jeanne; Herren, Kip; Luke, Rod; Emry, Terese

2012-01-01

A clear vision is the essential foundation for making decisions about precious resources for implementing professional learning: (1) people; (2) time; and (3) money. The Auburn School District in Washington state learned firsthand how a clear vision drives resource allocation to support strategic actions and how effective partnerships can be the…

Keeping the Whole Village Together: Sharing Responsibility for the Learning of All Students.

ERIC Educational Resources Information Center

Pacheco, Arturo; Brady, Tom; Blake, Sally; Della-Piana, Connie Kubo

This paper explains that to educate all students is the shared responsibility of partnerships within higher education and between higher education and the schools. The Partnership for Excellence in Teacher Education (PETE) incorporates this "whole village" approach into the design and implementation of school-based science and…

Partnering from the Heart: Developing an Ethic of Care through Inquiry with Urban Students and Teachers

ERIC Educational Resources Information Center

Sanchez, Lenny

2010-01-01

In this study, I examine what happens when institutional partnerships between schools and universities and classroom partnerships between adults and students are viewed as being situated within multiple, interconnected, shifting systems of networks. Using a feminist framework, I raise questions about what "partnering" means as I specifically…

The Impact of School Community Partnerships on the Success of Elementary Schools

ERIC Educational Resources Information Center

Grady, Kevin Richard

2010-01-01

This study employed multiple regression modeling to examine the success of 63 California elementary schools in terms of (a) school-community social capital, (b) student academic performance, (c) student behavioral incident rate, and (d) teacher turnover rate with respect to the extent of school-community partnership programs. Also of interest to…

Increasing Digital Media and Learning in Classrooms through School-University Partnerships

ERIC Educational Resources Information Center

Herro, Danielle; Qian, Meihua; Jacques, Lorraine

2017-01-01

This article describes findings from a faculty-in-residence program at a Southern middle school in the United States. The goal of the school-university partnership was to increase digital media and learning (DML) integration in classrooms and provide the university with contextualized experiences to strengthen its teacher education programs.…

Youth-Driven Youth-Adult Partnerships: A Phenomenological Exploration of Agricultural Education Teachers' Experiences

ERIC Educational Resources Information Center

Watson, Jennifer M.; Mazur, Joan M.; Vincent, Stacy K.

2015-01-01

This phenomenological study explores the dimensions of youth-adult partnerships (YAPs) in agricultural mechanics classrooms in three rural schools. YAPs presume a positive learning collaboration between young people and adults who work together to achieve meaningful community-based change. Previous research on the development of YAPs has focused…

Investigating Transnational Collaboration of Faculty Development and Learning: An Argument for Making Learning Culturally Relevant

ERIC Educational Resources Information Center

Allen, Janine F.

2014-01-01

Professional development offered to higher education faculty is meant to enhance pedagogy and improve practice. Inspired by a transnational partnership in Southeast Asia, this study aimed to discover how teacher education faculty perceived faculty development offered to them by university partnership colleagues from the United States. Survey…

Successful University & School Partnerships: Social Studies Clubs in Elementary Afterschool Programs

ERIC Educational Resources Information Center

Gieselmann, Sharon

2008-01-01

The University of Evansville (UE) is a small liberal arts college in southern Indiana. Through a unique four-year partnership between UE's School of Education and Dexter Elementary School, powerful social studies activities are delivered by preservice teachers to inner-city schoolchildren. The purpose of the afterschool social studies club…

Student-Scientist Partnership in Molecular Biology: Finding a Workable Model at an Undergraduate Institution

ERIC Educational Resources Information Center

Clendening, Beverly

2004-01-01

Two molecular genetic projects were undertaken in Drosophila Molecular Genetics in partnership with teachers from High Schools. The students gained experience with DNA extraction through the project and 75% of produce data was usable for research, but the time put in to obtain success was excessive.

From Permission to Partnership: Participatory Research to Engage School Personnel in Systems Change

ERIC Educational Resources Information Center

Blitz, Lisa V.; Mulcahy, Candace A.

2017-01-01

Data collected from teachers in a racially diverse, high-poverty high school were used to inform the initial steps in developing a school-university partnership to create a culturally responsive trauma-informed community school. The project utilized community-based participatory research to explore sensitive areas of school system functioning.…

Creating Meaningful Partnerships: Connecting Teaching Candidates with Professional Development Schools through Service Learning

ERIC Educational Resources Information Center

Harrison, Lisa; Reiser, Cortney; Hawk, Robin

2016-01-01

Through the use of constructed narratives, this article shares the experiences of two preservice teachers and their university professor in implementing service learning projects that took place within their Professional Development School partnerships. Findings suggest that (1) service learning was a valuable instructional strategy to enhance the…

Case Study III: The University of Washington and Bellevue School District Partnership

ERIC Educational Resources Information Center

Coburn, Cynthia E.; Penuel, William R.; Geil, Kimberly E.

2015-01-01

This design-research partnership involves learning scientists, design researchers, and graduate students from the Learning in Informal and Formal Environments (LIFE) Center and the College of Education at the University of Washington (UW), and district staff, teachers, and students from the Bellevue School District (BSD). The goal of their work is…

Making the Case for Exploratory World Language Instruction in Catholic Elementary Schools through University Partnerships

ERIC Educational Resources Information Center

Burke, Brigid M.; Howard, Eric D.

2017-01-01

As a result of a university partnership, elementary students at two midwest Catholic elementary schools have been provided with exploratory world language instruction (FLEX) from pre-service teachers. To investigate students' attitudes and learning of Spanish, researchers interviewed second and fourth graders. The students' parents and pre-service…

Developing a Model for Technology-Based Museum School Partnerships

ERIC Educational Resources Information Center

Sanger, Erika; Silverman, Stan; Kraybill, Anne

2015-01-01

In 2012, The New York Institute of Technology and the Albany Institute of History & Art collaborated to increase the capacity of museum educators and classroom teachers to develop successful partnerships and deliver new programs through the use of web-based technologies. The project aligned the content expertise of museum educators from…

COMPASS-AIM: A University/P-12 Partnership Innovation for Continuous Improvement

ERIC Educational Resources Information Center

Wilcox, Kristen C.; Lawson, Hal A.; Angelis, Janet I.

2017-01-01

COMPASS-AIM is a set of processes and tools used by participants in a research-practice partnership (RPP) to improve organizational capacities and individual and team competencies for organizational learning and improvement. The "COMPASS" team includes teams of teachers and school leaders who work with a university researcher and expert…

A study of a museum-school partnership

NASA Astrophysics Data System (ADS)

Wojton, Mary Ann

Partnerships between museums and schools never have been more important than they are today. Schools, especially urban schools, are facing challenges, including low student achievement and difficulty obtaining funding. Partners can help schools overcome these challenges by sharing educational and financial resources. Nearly 11,000 American museums spend more than $1 billion annually to provide over 18 million instructional hours for k-12 educational programs such as professional development for teachers, guided field trips, and staff visits to schools. Museums would seem like natural partners for challenged urban schools. Yet museums and schools struggle to establish and maintain effective partnerships. This study examined a partnership between a science center and an urban elementary school to provide additional knowledge and resources for those in the field to overcome these challenges in order to create relationships that help students. Using qualitative methods with interpretive descriptive purposes (Erickson, 1986; Glesne, 1999; Lincoln & Guba, 2000), the research design is based on several methods of data collection, including face-to-face, semi-structured interviews; observations; written text; and field notes. Participants in this study included students, parents, teachers, school administrators and museum educators. In addition, adult representatives of community organizations were interviewed to determine the impact of the partnership on the community. The study found that an effective partnership will have four basic elements: mutual goals, communication plan, key leader support, planning and research, and four interpersonal elements: personal responsibility, honesty, communication at the intimate level, and trust. Partners may have difficulty developing these to their fullest extent due to time limitations. No partnership is perfect. By creating strong interpersonal relationships, partners can mitigate challenges caused by limited basic elements and increase the likelihood that their partnership will be effective.

"Concept to Classroom": Web-based Workshops for Teachers.

ERIC Educational Resources Information Center

Donlevy, James G.; Donlevy, Tia Rice

2000-01-01

Describes "Concept to Classroom", a series of free, online workshops developed by channel Thirteen/WNET New York and Disney Learning Partnerships to help teachers explore issues in education including multiple intelligences, constructivism, academic standards, cooperative and collaborative learning, assessment, curriculum redesign,…

Effective Collaboration in Teacher Education.

ERIC Educational Resources Information Center

Bennett, Roger V.; And Others

1992-01-01

Describes the collaboration between Bowling Green city schools and Bowling Green State University. Higher education faculty and K-12 teachers work in each other's classrooms to improve instruction, facilitate curriculum development, and enhance faculty development. The article describes partnership projects, elaborates one case study, and…

Professional Development of Teacher-Educators towards Transformative Learning

ERIC Educational Resources Information Center

Meijer, Marie-Jeanne; Kuijpers, Marinka; Boei, Fer; Vrieling, Emmy; Geijsel, Femke

2017-01-01

This study explores the specific characteristics of teacher-educator professional development interventions that enhance their transformative learning towards stimulating the inquiry-based attitude of students. An educational design research method was followed. Firstly, in partnership with five experienced educators, a professional development…

Science education partnership between the University of Colorado and a Denver High School.

PubMed

Curran-Everett, D; Collins, S; Hubert, J; Pidick, T

1999-04-01

The authors describe a partnership, begun in 1997, between Manual High School, a school in which about 85% of the students are African, American or Hispanic, and the University of Colorado Health Sciences Center in Denver. There are three partnership goals: help teachers transform a lecture-based curriculum into an inquiry-based curriculum, help students build their science knowledge, and give students opportunities to learn--and become excited--about careers in medicine. The current emphasis of the partnership is at the ninth-grade level. The first unique aspect of the partnership is the Medical Explorers program. One portion of the program begins when a hypothetical teenage car-crash victim arrives at the emergency room; over the next six weeks, practicing health care professionals dramatize their medical responsibilities to this patient and discuss the academic training necessary to fulfill those responsibilities. In addition, the Medical Explorers students travel to the Health Sciences Center, where they tour laboratories and clinics, help conduct experiments, and explore computer-based surgical simulations. The second unique program is a service learning project in which ninth-grade students assist with an activity that gives elementary school students a chance to participate in the process of scientific inquiry and to discover the wonder of real hearts and lungs; the ninth-graders assist with logistics (e.g., they distribute newspapers), and, more important, interact with the younger students by asking thoughtful questions of them. The partnership plans to incorporate the elementary and middle schools that graduate their students to Manual High School in order to encourage the implementation of inquiry-based science curricula and to provide sustained support to teachers throughout the entire K-12 educational pathway. If medical colleges can help teachers provide a consistent classroom draw for student fascination in science and medicine, then the colleges are more likely to help create a rich diversity of students who pursue careers in medicine.

GE STEM Teacher's Conference

NASA Image and Video Library

2017-07-13

Teachers prepare to demonstrate the projects they built for the Rocketry Engineering Design Challenge during the 2017 GE Foundation High School STEM Integration Conference at the Center for Space Education at NASA's Kennedy Space Center. High school teachers from across the country took part in the week-long conference, which is designed to explore effective ways for teachers, schools and districts from across the country to integrate STEM throughout the curriculum. The conference is a partnership between GE Foundation and the National Science Teachers Association.

Training Teachers to Use Technology and Inquiry-based Learning Practices in the Geosciences through an Industry-University Partnership

NASA Astrophysics Data System (ADS)

McNeal, K.; Buell, R.; Eiland, L.

2009-12-01

Teacher professional development centered about the Geosciences is necessary in order to train K-12 teachers about this science field and to effectively educate K-12 students about Earth processes. The partnership of industries, universities, and K-12 schools is a collaborative pathway to support these efforts by providing teachers access to technology, inquiry-based learning, and authentic field experiences within the Geosciences context. This research presents the results of Project SMARTER (Science and Mathematics Advancement and Reform utilizing Technology and Enhanced Resources), a co-lead industry-university partnership and teacher professional development workshop program that focused on technology and inquiry-based learning in the Geosciences. The workshop included fifteen teachers from five distressed counties in Mississippi as defined by the Appalachian Regional Commission. Three (one science, once math, one technology) 7-12 grade teachers were selected from each school district and worked together during activities as a team to foster a cooperative learning experience. The two week workshop trained teachers on the use of a variety of technologies including: Vernier Probes and software, TI-calculators and presenter, Mimio Boards, GPS receivers, Google Earth, Excel, PowerPoint, projectors, and the use of historic geologic datasets. Furthermore, teachers were trained on proper field collection techniques, the use of Hach Kits and field probes, and the interpretation of geologic data. Each daily program incorporated the use of technology-rich and inquiry-based activities into one of the five Earth spheres: atmosphere, lithosphere, biosphere, hydrosphere, and anthrosphere. Results from the pre-post technology attitude survey showed that participating teachers significantly (p < 0.05) increased their confidence level in using technology. Furthermore, all participants self-reflected that the workshop both increased their interest in the Geosciences and their plans to integrate technology in future classroom activities. Qualitative responses from daily feedback forms and journal entries indicated that participating teachers were enthusiastic about inquiry-, technology-, and field-based learning activities and were willing to incorporate cross-discipline lesson plans. Evaluation of final lesson plans developed by the teachers during the workshop combined with follow-up classroom visits illustrated that the teachers appropriately developed classroom lessons to incorporate inquiry and technology and that they successfully implemented these lesson plans in their own classroom as a direct result of participating in workshop activities.

Examining High School Anatomy and Physiology Teacher Experience in a Cadaver Dissection Laboratory and Impacts on Practice

ERIC Educational Resources Information Center

Mattheis, Allison; Ingram, Debra; Jensen, Murray S.; Jackson, Jon

2015-01-01

This article describes the results of a study that investigated the experiences of a group of high school anatomy and physiology teachers who participated in a cadaver dissection laboratory workshop organized through a university-school partnership. Teacher feedback was collected before, during, and after the workshop through pre-arrival surveys,…

Job Sharing Their First Year: A Narrative of Two Partnered Teachers' Induction into Middle School Science Teaching.

ERIC Educational Resources Information Center

Eick, Charles J.

2002-01-01

Examines the induction of two middle school science teachers as partners in a job sharing arrangement in lieu of student teaching, describing how they worked together and supported each other's attempts to implement student-centered practices and likening their mutual support to a marriage partnerships. The two teachers mentored each other through…

Changing Traditions: Supervision, Co-Teaching, and Lessons Learned in a Professional Development School Partnership

ERIC Educational Resources Information Center

Allen, David S.; Perl, Michael; Goodson, Lori; Sprouse, Twyla

2014-01-01

Considering how long societies have been educating their youth, the history of teacher education is relatively brief. From the first teacher education innovation in the 17th century through those of the late 20th century--de la Salle, the American normal school, the flood of student teachers into public schools after World War II, the student…

Preservice Special Education Teachers' Perceptions of What Influences Their Appropriation of University Coursework Knowledge and Skills during the Clinical Teaching Internship Experience

ERIC Educational Resources Information Center

McElwee, Christine B.

2015-01-01

The clinical internship experience for preservice interns has been described as one of the most important components of teacher preparation programs. The National Council for Accreditation of Teacher Education's (NCATE) "Blue Ribbon Panel Report on Clinical Preparation and Partnerships for Improved Student Learning" suggests that teacher…

The Use of Geospatial Technologies Instruction within a Student/Teacher/Scientist Partnership: Increasing Students' Geospatial Skills and Atmospheric Concept Knowledge

ERIC Educational Resources Information Center

Hedley, Mikell Lynne; Templin, Mark A.; Czaljkowski, Kevin; Czerniak, Charlene

2013-01-01

Many 21st century careers rely on geospatial skills; yet, curricula and professional development lag behind in incorporating these skills. As a result, many teachers have limited experience or preparation for teaching geospatial skills. One strategy for overcoming such problems is the creation of a student/teacher/scientist (STS) partnership…

Teachers for the New Millennium: Aligning Teacher Development, National Goals, and High Standards for All Students.

ERIC Educational Resources Information Center

Kaplan, Leonard, Ed.; Edelfelt, Roy A., Ed.

This collection of conference papers addresses such issues as: the changes in policy, practice, and research necessary to ensure that teachers meet the needs of all students; and the partnerships and strategies needed to acquire and use the resources that will effect these changes. The ten chapters of the book are: (1) "The Courage to…

Programa de Fortalecimiento de Capacidades: Reflections on a Case Study of Community-Based Teacher Education Set in Rural Northern Peru

ERIC Educational Resources Information Center

Alsop, Steve; Ames, Patricia; Arroyo, Graciela Cordero; Dippo, Don

2010-01-01

This article explores distinctive features of a 5-year international education development project set in rural northern Peru (PROMEB, the "Proyecto de Mejoramiento de la Educacion Basica"). Grounded within a partnership between teacher educators from Peru, Mexico and Canada, and rural Peruvian teachers, students and their communities,…

Partnership as a Product of Trust: Parent-Teacher Relational Trust in a Low-Income Urban School

ERIC Educational Resources Information Center

Chang, Heather Lynn

2013-01-01

Trust is an important factor affecting parent-teacher relationships. In urban schools, the lack of trust between parents and teachers is exacerbated by racial and social class differences (Bryk and Schneider, 2002). This paper examines how relational trust was both fostered and inhibited between low-income parents and their children's…

Rural outreach in Maine: A research-driven professional development teacher community

NASA Astrophysics Data System (ADS)

Wittmann, Michael

2016-03-01

In the Maine Physical Sciences Partnership (MainePSP), researchers at the University of Maine have joined together with the state's Department of Education, non-profits, and teachers in multiple school districts to create a dynamic and growing community dedicated to improving K12 education of the physical sciences. Through ongoing efforts to introduce and adapt instructional materials, guided by education research and research-guided professional development, we have built a community responsive to student and teacher needs. This work has fed back into the university setting, where teachers are playing a role in graduate courses taken by our Master of Science in Teaching students. In this talk, I will focus on the role of education research in the partnership, showing how we use research in professional development, the development of assessments, and the analysis of the resulting data. I will describe two projects, one to understand how teachers' content knowledge affects the development of items assessing knowledge of acceleration, the other to see how teachers use their content knowledge of systems and energy to make pedagogical choices based on students' incorrect ideas about conservation of energy. Sponsored in part by NSF Grants MSP-0962805, DRL-1222580, and DUE-1340033.

Building community partnerships to implement the new Science and Engineering component of the NGSS

NASA Astrophysics Data System (ADS)

Burke, M. P.; Linn, F.

2013-12-01

Partnerships between science professionals in the community and professional educators can help facilitate the adoption of the Next Generation Science Standards (NGSS). Classroom teachers have been trained in content areas but may be less familiar with the new required Science and Engineering component of the NGSS. This presentation will offer a successful model for building classroom and community partnerships and highlight the particulars of a collaborative lesson taught to Rapid City High School students. Local environmental issues provided a framework for learning activities that encompassed several Crosscutting Concepts and Science and Engineering Practices for a lesson focused on Life Science Ecosystems: Interactions, Energy, and Dynamics. Specifically, students studied local water quality impairments, collected and measured stream samples, and analyzed their data. A visiting hydrologist supplied additional water quality data from ongoing studies to extend the students' datasets both temporally and spatially, helping students to identify patterns and draw conclusions based on their findings. Context was provided through discussions of how science professionals collect and analyze data and communicate results to the public, using an example of a recent bacterial contamination of a local stream. Working with Rapid City High School students added additional challenges due to their high truancy and poverty rates. Creating a relevant classroom experience was especially critical for engaging these at-risk youth and demonstrating that science is a viable career path for them. Connecting science in the community with the problem-solving nature of engineering is a critical component of NGSS, and this presentation will elucidate strategies to help prospective partners maneuver through the challenges that we've encountered. We recognize that the successful implementation of the NGSS is a challenge that requires the support of the scientific community. This partnership represents one model of science and education professionals collaborating to incorporate science and engineering activities into the curriculum.

Alcohol Pharmacology Education Partnership: Using Chemistry and Biology Concepts To Educate High School Students about Alcohol

PubMed Central

2015-01-01

We developed the Alcohol Pharmacology Education Partnership (APEP), a set of modules designed to integrate a topic of interest (alcohol) with concepts in chemistry and biology for high school students. Chemistry and biology teachers (n = 156) were recruited nationally to field-test APEP in a controlled study. Teachers obtained professional development either at a conference-based workshop (NSTA or NCSTA) or via distance learning to learn how to incorporate the APEP modules into their teaching. They field-tested the modules in their classes during the following year. Teacher knowledge of chemistry and biology concepts increased significantly following professional development, and was maintained for at least a year. Their students (n = 14 014) demonstrated significantly higher scores when assessed for knowledge of both basic and advanced chemistry and biology concepts compared to students not using APEP modules in their classes the previous year. Higher scores were achieved as the number of modules used increased. These findings are consistent with our previous studies, demonstrating higher scores in chemistry and biology after students use modules that integrate topics interesting to them, such as drugs (the Pharmacology Education Partnership). PMID:24803686

From Classroom to Computer Terminal.

ERIC Educational Resources Information Center

Bumstead, Richard

1981-01-01

Describes a Massachusetts pilot project which matches the state's need for trained technicians with the needs of teachers laid off or dismissed. The computer programer training course and job placement service illustrate a school-business partnership that eases the transition for teachers forced to change careers. (SK)

PHYS-MA-TECH. An Integrated Partnership.

ERIC Educational Resources Information Center

Scarborough, Jule Dee

This document contains 45 integrated physics, mathematics, and technology curriculum modules developed by teachers at 5 Illinois schools. An introduction discusses the collaborative project, in which teams of one mathematics, physics, and technology teacher from each school developed innovative instructional delivery models that enabled the three…

Instructional Partners, Principals, Teachers, and Instructional Assistants.

ERIC Educational Resources Information Center

Indiana State Dept. of Public Instruction, Indianapolis.

This handbook examines various topics of interest and concern to teachers as they work with instructional assistants forming a classroom instructional partnership and functioning as a team. These topics include: (1) instructional assistant qualifications; (2) duties--instructional, classroom clerical, auxillary; (3) factors to be considered when…

Control, Trust, and Rethinking Traditional Roles: Critical Elements in Creating a Mutually Beneficial University-School Partnership.

ERIC Educational Resources Information Center

Lewison, Mitzi; Holliday, Sue

1997-01-01

Describes a partnership between a university graduate student and the principal and teachers of a traditional elementary school who collaborated to engage in study group sessions, keep professional journals, and read and discuss research articles on writing instruction. The paper addresses issues of building trust, equalizing power, and…

Rural Math Excel Partnership (RMEP) Project Final Performance Report

ERIC Educational Resources Information Center

Harmon, Hobart; Tate, Veronica; Stevens, Jennifer; Wilborn, Sandy; Adams, Sue

2018-01-01

The goal of the Rural Math Excel Partnership (RMEP) project, a development project funded by the U.S. Department of Education Investing in Innovation (i3) grant program, was to develop a model of shared responsibility among families, teachers, and communities in rural areas as collective support for student success in and preparation for advanced…

A Unique Partnership: Year 1 as a Professional Development School in an Urban Environment.

ERIC Educational Resources Information Center

Himel, Mabel T.; Hall, Mary Lee; Henderson, Virginia; Floyd, Ruth

2000-01-01

Describes the first year of a Professional Development School initiative involving an urban university and local elementary school. The partnership began through the principal's efforts to provide professional development for her teachers and extra hands in the classroom. As interested people became involved, they conveyed the message of the power…

Keeping Expectations High While Helping Lower-Achieving Students Meet Them.

ERIC Educational Resources Information Center

Anderson, Melissa; Morrill, Laura; Adler, Mary

2002-01-01

In the spring of 2001, the Center on English Learning and Achievement (CELA) began a new initiative called the Partnership for Literacy. In this implementation study, teachers from a range of middle schools in Wisconsin and New York worked in partnership with each other and with an instructional facilitator to adopt and adapt strategies that have…

Intel Teach to the Future: A Partnership for Professional Development.

ERIC Educational Resources Information Center

Metcalf, Teri; Jolly, Deborah

This paper describes a public/private partnership program designed to provide staff development to help classroom teachers integrate technology in the curriculum by using the train-the-trainer model. The Intel[R] Teach to the Future Project was developed by Intel[R] in collaboration with other public and private sector partners, and has been…

Partnerships for Active Elementary Schools: Physical Education Outcomes after 4 Months of a 2-Year Pilot Study

ERIC Educational Resources Information Center

Weaver, R. Glenn; Webster, Collin; Egan, Catherine; Campos, Carolina; Michael, Robert D.; Crimarco, Anthony

2017-01-01

Objective: This study assessed the impact of Partnerships for Active Children in Elementary Schools (PACES) on children's moderate-to-vigorous physical activity (MVPA) during physical education (PE) and teachers' incorporation of physical activity promotion strategies after one academic semester (i.e. 4 months) of the intervention. Design: Single…

Parent-School and Community Partnerships in Children's Mental Health: Networking Challenges, Dilemmas, and Solutions

ERIC Educational Resources Information Center

Ouellette, Philip M.; Briscoe, Richard; Tyson, Chandra

2004-01-01

Inter-agency collaboration, service coordination, and the creation of successful partnerships among parents, teachers, and human services professionals continues to be a challenge for the development of responsive community-based systems of care for at-risk youth and their families. We explore how one inner-city neighborhood struggles to create…

Partnerships for Parenting Education: Early-Childhood Consultation with Gymboree Play and Music

ERIC Educational Resources Information Center

Lerner, Claire; Johnston, Jill

2005-01-01

The authors describe "Zero to Three"'s partnership with Gymboree Play and Music (GPM) to integrate more child development and parenting education into the company's parent-child art, music, and movement classes. It was "Zero to Three"'s first collaboration with a large, private-sector service provider to assist teachers in their efforts to help…

Impacts of a University-School Partnership on Middle School Students' Fractional Knowledge: A Quasiexperimental Study

ERIC Educational Resources Information Center

Aydin, Utkun; Tunç-Pekkan, Zelha; Taylan, Rukiye Didem; Birgili, Bengi; Özcan, Mustafa

2018-01-01

In this quasiexperimental study, the authors investigated the effects of university within school partnership model, within which faculty members acted as teacher-researchers to improve fractional knowledge among middle school (Grades 5-8) students. Students in nine Grade 6 mathematics classes from two public middle schools in Turkey were assigned…

Learning to Teach Mindfully: Examining the Self in the Context of Multicultural Education

ERIC Educational Resources Information Center

Griggs, Tom; Tidwell, Deborah

2015-01-01

This article tells the story of a self-study partnership between the authors, Tom and Deb, two teacher educators from different institutions. This partnership began with discussions about shared interests and shared dilemmas in teaching multicultural education content at their respective universities. Over a 2-year period of time, the authors…

New Pathways for Partnerships: An Exploration of How Partnering with Students Affects Teachers and Schooling

ERIC Educational Resources Information Center

Chopra, Cristine H.

2014-01-01

This "basic" qualitative study (Merriam, 2009) was designed to examine the ways school policy and leadership in the context of an intermediary partnership at one urban high school facilitated the creation of adult-student collaborations. Building on a growing literature on student "voice" in school reform, the study explored…

Strategies for Sustaining Quality Youth-Adult Partnerships in Organizational Decision Making: Multiple Perspectives

ERIC Educational Resources Information Center

Zeldin, Shepherd; Petrokubi, Julie; McCart, Stoney; Khanna, Nishad; Collura, Jessica; Christens, Brian

2011-01-01

"What are the most fundamental strategies that organizations can take to sustain quality partnerships among youth and adults?" This is the question asked of five people personally engaged in community organizations that implement youth-adult partnerships. In this unique article, each of these professionals writes about strategies they have…

Partnerships panel: the use of contractors and partnerships in public forest recreation: some considerations

Treesearch

Ben W. Twight

1995-01-01

This paper argues that short term competitive contracting and "partnerships" with low bidders cannot produce the quality or efficiency that highly socialized normatively guided career organizations, both public and private, can produce. High quality maximum efficiency production requires highly socialized primary group types of organizations, guided by a...

Partnerships in Action. Building Partnerships for Quality Education in Rural America.

ERIC Educational Resources Information Center

Department of Education, Washington, DC.

Twenty-one profiles of rural partnerships are included in this conference handout. Following a proclamation by President Ronald Reagan declaring 1983-1984 the National Year of Partnerships in Education, a list of the partnership programs with meeting places, time assignments, and presiders is provided for presentations on the partnerships in…

DLESE Teaching Box Pilot Project: Developing a Replicable Model for Collaboratively Creating Innovative Instructional Sequences Using Exemplary Resources in the Digital Library for Earth System Education (DLESE)

NASA Astrophysics Data System (ADS)

Weingroff, M.

2004-12-01

Before the advent of digital libraries, it was difficult for teachers to find suitable high-quality resources to use in their teaching. Digital libraries such as DLESE have eased the task by making high quality resources more easily accessible and providing search mechanisms that allow teachers to 'fine tune' the criteria over which they search. Searches tend to return lists of resources with some contextualizing information. However, teachers who are teaching 'out of discipline' or who have minimal training in science often need additional support to know how to use and sequence them. The Teaching Box Pilot Project was developed to address these concerns, bringing together educators, scientists, and instructional designers in a partnership to build an online framework to fully support innovative units of instruction about the Earth system. Each box integrates DLESE resources and activities, teaching tips, standards, concepts, teaching outcomes, reviews, and assessment information. Online templates and best practice guidelines are being developed that will enable teachers to create their own boxes or customize existing ones. Two boxes have been developed so far, one on weather for high school students, and one on the evidence for plate tectonics for middle schoolers. The project has met with significant enthusiasm and interest, and we hope to expand it by involving individual teachers, school systems, pre-service programs, and universities in the development and use of teaching boxes. A key ingredient in the project's success has been the close collaboration between the partners, each of whom has brought unique experiences, perspectives, knowledge, and skills to the project. This first effort involved teachers in the San Francisco Bay area, the University of California Museum of Paleontology, San Francisco State University, U.S. Geological Survey, and DLESE. This poster will allow participants to explore one of the teaching boxes. We will discuss how the boxes were developed, the conditions that engendered successful collaboration and high-quality results, lessons learned, and potential adaptations for networks of user communities, for example, in ocean education or seismology.

Educating Preservice Teachers for Family, School, and Community Engagement

ERIC Educational Resources Information Center

Evans, Michael P.

2013-01-01

Effective family, school, and community partnerships enhance the academic, social, and emotional development of children. As a result, colleges, schools, and departments of education are increasingly addressing the topic. Unfortunately, teachers continue to report that the most significant challenge encountered when entering the profession is the…

Partnerships to Support Reading Comprehension for Students with Language Impairment

ERIC Educational Resources Information Center

Ehren, Barbara J.

2006-01-01

Students with language impairment often experience serious and far-reaching effects of reading comprehension problems on their academic performance. The complexity of the problems and the characteristics of effective intervention necessitate a collaborative approach among general education teachers, special education teachers, and speech-language…

Co-Teaching in Student Teaching of an Elementary Education Program

ERIC Educational Resources Information Center

Chang, Sau Hou

2014-01-01

Successful co-teaching relies on essential elements, such as collaborative planning, communication skills, partnership relationship, classroom application, knowledge base, and co-teaching approaches. The objective of this study is to examine if teacher candidates and cooperating teachers use different essential co-teaching elements to implement…

Using sunshine for elementary space science education: A model for IHY scientist teacher partnerships

NASA Astrophysics Data System (ADS)

Moldwin, M. B.; Fiello, D.; Harter, E.; Holman, G.; Nagumo, N.; Pryharski, A.; Takunaga, C.

2008-12-01

An elementary science education professional development partnership between Culver City Unified School District teachers and UCLA has been formed. The project was designed to assist teachers to comfortably present introductory space science concepts, to support them in their efforts, and to aid them in encouraging their students to develop inquiry skills related to space sciences. The project encourages teacher use of observational science techniques in their classrooms, the use of NASA solar mission images and enhanced use of astronomical observation to facilitate discovery learning. The integrated approach of the project has fostered collegial learning activities among the participating teachers and offered them opportunities for continued renewal and professional development of teacher competencies in astronomy and space science. The activities used in the classroom were developed by others, classroom tested, and specifically address National Science Education and California Science Content Standards. These activities have been sustained through on-going collaboration between the scientist and the teachers, a summer Research Experience for Teachers program, and on-going, grade-specific, district-sponsored workshops. Assessment of the value of the program is done by the school district and is used to continuously improve each workshop and program component. Culver City (California) Unified School District is a small urban school district located on the Westside of Los Angeles. This paper describes the program and the plans for incorporating IHY-themed science into the classroom.

Towards a Theoretical Framework for Understanding PGCE Student Teacher Learning in the Wild Coast Rural Schools' Partnership Project

ERIC Educational Resources Information Center

Pennefather, Jane

2016-01-01

This article focuses on a theoretical model that I am developing in order to understand student teacher learning in a rural context and the enabling conditions that can support this learning. The question of whether a supervised teaching practice in a rural context can contribute to the development of student teacher professional learning and…

North-South Collaborations: Learning from a Decade of Intercultural Experiences for Teachers and Faculty in One Mexican and US University Partnership

ERIC Educational Resources Information Center

Thomas-Ruzic, Maria; Prudencio, Fatima Encinas

2015-01-01

This paper focuses on an ongoing international collaboration between two large public universities, one in the US and one in Mexico, through projects in program development, faculty exchange, graduate student/teacher field experiences, student mentoring and joint research in the area of a foreign/second language teaching and teacher development.…

Can Service Learning Reinforce Social and Cultural Bias? Exploring a Popular Model of Family Involvement for Early Childhood Teacher Candidates

ERIC Educational Resources Information Center

Dunn-Kenney, Maylan

2010-01-01

Service learning is often used in teacher education as a way to challenge social bias and provide teacher candidates with skills needed to work in partnership with diverse families. Although some literature suggests that service learning could reinforce cultural bias, there is little documentation. In a study of 21 early childhood teacher…

The University of Indianapolis Woodrow Wilson Indiana Teaching Fellowship Program: Reviewing the Policy Implications of University-Based Urban Clinical Residency Programs in STEM Teacher Preparation

ERIC Educational Resources Information Center

Drake, Jennifer; Moran, Kathryn; Sachs, Deb; Angelov, Azure Dee Smiley; Wheeler, Lynn

2011-01-01

Recent research suggests the need for more intensive clinically-based teacher preparation programs. Many institutions of higher education, in partnership with school districts and education reform organizations, are responding to these findings. This article focuses on the experience of administrators and faculty in one urban teacher residency…

Comparing the Effects of Suburban and Urban Field Placements on Teacher Candidates' Experiences and Perceptions of Family Engagement in Middle and High Schools

ERIC Educational Resources Information Center

Bergman, Daniel J.

2013-01-01

Two groups of teacher candidates completed a survey based on the Parent Teacher Association's National Standards for Family-School Partnerships at the start and end of the semester of a general methods course and corresponding fieldwork (practicum) experience. One group of participants (N[subscript "S"] = 60) completed their clinical…

Understanding Family Engagement through the Focus of the National Standards for Family-School Partnerships: Secondary Preservice Teachers' Perspectives

ERIC Educational Resources Information Center

Ferrara, Margaret M.

2017-01-01

Presently, over 40 states in the U.S. have legislation in place to promote professional development in family engagement in school districts. Some of these states also have a mandate in place that preservice teachers are required to take a course in family engagement to obtain teacher licensure. This has spurred an interest in how various…

Strengthening Educational Technology in K-8 Urban Schools and in Preservice Teacher Education: A Practitioner-Faculty Collaborative Process

ERIC Educational Resources Information Center

Murphy, Karen; Richards, Judith; Lewis, Colleen; Carman, Elizabeth

2005-01-01

If classroom teachers are to meet the need for meaningful integration of technology in educational settings, there must be a restructuring of both teacher preparation programs and current classroom practice. The purpose of this paper is to share the progress of a collaborative partnership between an urban school district and a college of education…

Learning Without Boundaries: A NASA - National Guard Bureau Distance Learning Partnership

NASA Technical Reports Server (NTRS)

Anderson, Susan H.; Chilelli, Christopher J.; Picard, Stephan

2003-01-01

With a variety of high-quality live interactive educational programs originating at the Johnson Space Center in Houston, Texas and other space and research centers, the US space agency NASA (National Aeronautics and Space Administration) has a proud track record of connecting with students throughout the world and stimulating their creativity and collaborative skills by teaching them underlying scientific and technological underpinnings of space exploration. However, NASA desires to expand its outreach capability for this type of interactive instruction. In early 2002, NASA and the National Guard Bureau -- using the Guard's nationwide system of state-ofthe-art classrooms and high bandwidth network -- began a collaboration to extend the reach of NASA content and educational programs to more of America's young people. Already, hundreds of elementary, middle, and high school students have visited Guard e-Learning facilities and participated in interactive NASA learning events. Topics have included experimental flight, satellite imagery-interpretation, and Mars exploration. Through this partnership, NASA and the National Guard are enabling local school systems throughout the United States (and, increasingly, the world) to use the excitement of space flight to encourage their students to become passionate about the possibility of one day serving as scientists, mathematicians, technologists, and engineers. At the 54th International Astronautical Conference MAJ Stephan Picard, the guiding visionary behind the Guard's partnership with NASA, and Chris Chilelli, an educator and senior instructional designer at NASA, will share with attendees background on NASA's educational products and the National Guard's distributed learning network; will discuss the unique opportunity this partnership already has provided students and teachers throughout the United States; will offer insights into the formation by government entities of e-Learning partnerships with one another; and will suggest a possible future for the NASA - National Guard Bureau partnership, one potentially to include live multi-party interaction of hundreds of students in several countries with astronauts, scientists, engineers and designers. To inspire the next generation of explorers as only NASA can!

School-Based Multidisciplinary Teacher Team-Building Combining On-Line Professional Development (ESSEA) and Field-Based Environmental Monitoring (GLOBE)

NASA Astrophysics Data System (ADS)

Low, R.

2003-12-01

The multidisciplinary nature of Earth system science provides a strong foundation for integrated science teaching at the K-12 level. In a Minneapolis-St. Paul based project, urban middle school teaching teams composed of language arts and math specialists as well as physical, Earth, and biological science teachers participate in the NASA Earth system science course (ESSEA) and in the international GLOBE environmental monitoring project. For students, the goal is to integrate science throughout the curriculum as well as involve classes from different subjects in a high-interest school science project. For teachers, the project provides greatly-needed classroom support and teacher team building, as well as professional development. The on-line course provides continuity and communication between the different team members. Face-to-face meetings with the instructors on site are conducted every 4 weeks. The problem-based learning approach to environmental issues developed in the ESSEA course lends itself to application to local environmental issues. New ESSEA modules developed for the project highlight environmental problems associated with flooding, introduced species, and eutrofication of lakes and rivers located near the participating schools. In addition, ESSEA participants are certified as GLOBE teachers, and assist their students in monitoring water quality. The synergistic partnership of ESSEA and GLOBE provides an attractive package upon which long-term school-based environmental monitoring projects can be based.

Interrupting Situated Practices: Critical Incidents in International Partnerships

ERIC Educational Resources Information Center

Flint, Amy Seely; Albers, Peggy; Matthews, Mona

2018-01-01

This paper examines the initial steps of an internationally funded project focused on enhancing teachers' conceptual and pedagogical knowledge of literacy development in the Western Cape of South Africa. We asked what are the tensions and breakthroughs when engaged in international teacher professional development? Four lines of inquiry support…

The Impact of a School-University Multicultural Read-Aloud Project on Pre-Service Teachers' Pedagogical Understandings

ERIC Educational Resources Information Center

Lohfink, Gayla

2014-01-01

This school-university partnership research explored how multicultural literature read-alouds impacted the pedagogical understandings of elementary pre-service teachers. The study explores the intersection of multicultural education, Professional Development School standards, and the achievement gaps of culturally and linguistically diverse (CLD)…

Educational Reform, Enquiry-Based Learning and the Re-Professionalisation of Teachers

ERIC Educational Resources Information Center

Williamson, Ben; Morgan, John

2009-01-01

This article explores the implications for teacher education and continuous professional development (CPD) of enquiry-based learning, by drawing specifically on data collected during a four-year curriculum development and research project, Enquiring Minds (2005-9). Within the partnership approach to curriculum design endorsed by the project,…

Genesis of the Ice Trolls

ERIC Educational Resources Information Center

Rutledge, Neil

2004-01-01

In his role as a tutor on initial teacher education courses, the author has been particularly interested in strengthening school partnership links in a manner that advances the mentoring in primary science of students working to gain their qualified teacher status. Over the past three years several projects with local primary schools have explored…

Curriculum Differentiation for Handwriting and Occupational Therapy/Teacher Partnership: Collaboration or Conflict?

ERIC Educational Resources Information Center

Patton, Sandra; Hutton, Eve; MacCobb, Siobhan

2015-01-01

Collaborative practice between health and education professionals is considered central to the implementation of inclusion policies and best practice to support children with special educational needs (SEN). However, in Ireland, barriers to collaborative practice between occupational therapists and teachers include limited contact in practice…

Expanding Instructional Horizons: A Case Study of Teacher Team-Outside Expert Partnerships

ERIC Educational Resources Information Center

Ermeling, Bradley A.; Yarbo, Jessica

2016-01-01

Background: Despite increasing popularity and mounting evidence for teacher collaboration as a lever for school improvement, reported changes in teaching associated with collaboration are often subtle and incremental, rarely involving substantial shifts in instructional practice called for by advocates of deeper learning and next-generation…

Teacher Perceptions of the Use of a Public-Private Partnership for School Facility Provision

ERIC Educational Resources Information Center

Bradley-Levine, Jill

2008-01-01

This article considers how the private finance initiative, a contract for infrastructure, affected teachers' perceptions of efficacy, job satisfaction, and morale at an urban secondary school in the United Kingdom. Qualitative data collection techniques, including unstructured observation and semistructured personal interviews, were utilized to…

Partners in Learning

ERIC Educational Resources Information Center

Weaver, Andrew J.; Mueller, Andrea

2009-01-01

What happens when children and scientists learn together? A partnership is formed, that's what! This article describes how a university scientist and a teacher teamed up with a local fourth-grade teacher to provide a unique opportunity for students to observe real scientists at work and enhance their knowledge of weather at the same time. The…

ACTT Now: A Collaboration Reshaping Teacher Technology Training.

ERIC Educational Resources Information Center

Curry-Corcoran, Daniel E.; O'Shea, Patrick M.

2003-01-01

Describes the ACTT Now (Aligning Certification with Technology Training) project in Brunswick County Public Schools (Virginia) that, in partnership with Old Dominion University (Norfolk, VA), has created a Field-Based Master's Program to help overcome the disadvantages of a small, rural district in providing teacher training for technology…

Embracing Curriculum Compacting: Teacher Candidates Supporting Differentiated Instruction in Elementary Mathematics

ERIC Educational Resources Information Center

Livers, Stefanie D.; Paxton, Minda; O'Grady, Nicole; Tontillo, Michael

2018-01-01

This article discusses a collaborative effort to implement curriculum compacting activities with elementary students in conjunction with developing teacher candidates' abilities to teach mathematics. This endeavor included a partnership between a university and a local elementary school. All stakeholders benefited from this project: The elementary…

Using Action Research to Improve Teaching and Learning

ERIC Educational Resources Information Center

Ahrens, Christie L.; Brant, Mary Ellen; Lee, E. Suzanne

2007-01-01

Saint Xavier University in Chicago, Illinois offers a Master of Arts in Teaching and Leadership (MATL) degree program for certified teachers in the state of Illinois. This professional development program is provided through a partnership with Pearson Achievement Solutions. The program employs an action research model to guide teachers in…

Developing Thoughtful Practitioners through School/University Collaboration.

ERIC Educational Resources Information Center

Cooper, Mary Gendernalik; Morey, Ann I.

This paper discusses the New Teacher Retention Project, a collaborative partnership between San Diego State University and the San Diego Unified School District, California. The purposes of this project are to develop a practical model of support and assistance to new teachers, particularly those working with students from culturally diverse…

Teachers' Views of Their Assessment Practice

ERIC Educational Resources Information Center

Atjonen, Päivi

2014-01-01

The main aim of this research was to analyse teachers' views of pupil assessment. The theoretical framework was based on existing literature on advances and challenges of pupil assessment in regard to support for learning, fairness, educational partnership, feedback, and favourable methods. The data were gathered by means of a questionnaire…

KINDERGARTEN EDUCATION.

ERIC Educational Resources Information Center

San Bernardino County Superintendent of Schools, CA.

THE PHILOSPHY UNDERLYING A GOOD KINDERGARTEN PROGRAM IS EXPRESSED THROUGH THE TEACHER, WHO DEMONSTRATES ITS MEANING FROM DAY TO DAY IN HER WORK WITH CHILDREN AND PARENTS. IN ORDER TO IMPLEMENT A SUCCESSFUL PROGRAM, THE TEACHER SHOULD TAKE INTO CONSIDERATION A GRADED TRANSITION FROM HOME TO SCHOOL, SHOULD FOSTER A WORKING PARTNERSHIP BETWEEN HOME…

Designing Research to Improve Students' Learning: "Industry/University" Collaborations for Educating Teacher-Researchers

ERIC Educational Resources Information Center

Singh, Michael

2013-01-01

University/industry partnerships provide a vehicle for synthesizing knowledge from the fields of teachers' professional learning, higher degree research training and research impact. This analysis outlines a conceptual framework for having a direct research impact on socio-cultural, economic and environmental learning (SEEL). The particular case…

Prioritizing Urban Children, Teachers, and Schools through Professional Development Schools

ERIC Educational Resources Information Center

Wong, Pia Lindquist, Ed.; Glass, Ronald David, Ed.

2009-01-01

How can we better educate disadvantaged urban students? Drawing on over five years' experience in a broad partnership involving twelve urban professional development schools in five districts, a teachers' union, a comprehensive public university, and several community-based organizations, the contributors to this volume describe how they worked…

Anglican Schools Partnership: Effective Feedback. Evaluation Report and Executive Summary

ERIC Educational Resources Information Center

Gorard, Stephen; See, Beng Huat; Siddiqui, Nadia

2014-01-01

This pilot project focused on improving teachers' understanding and use of effective feedback. Participating teachers tried to incorporate feedback into their lessons to help pupils understand their learning goals and become able to develop strategies to reach them. The project employed a cyclical action research design, through which teachers…

Common Features of Professional Development Activities for Mathematics and Science Teachers

ERIC Educational Resources Information Center

Moyer-Packenham, Patricia S.; Bolyard, Johnna J.; Oh, Hana; Cerar, Nancy Irby

2011-01-01

This study examines professional development activities provided for mathematics and science teachers in the National Science Foundation's Math and Science Partnership Program by analyzing a cross-sectional sample of over 2000 professional development (PD) activities in the program. Data were gathered from secondary source documents and surveys to…

Rethinking Recommendations for Implementing Comprehensive School Physical Activity Programs: A Partnership Model

ERIC Educational Resources Information Center

Webster, Collin Andrew; Beets, Michael; Weaver, Robert Glenn; Vazou, Spyridoula; Russ, Laura

2015-01-01

Recommended approaches to promoting children's physical activity through schools call for physical education teachers to serve as champions for, and leaders of, Comprehensive School Physical Activity Programs (CSPAPs). Little evidence, however, exists to suggest that physical education teachers are ideally prepared or supported to assume CSPAP…

Software on Demand: An Early Childhood Numeracy Partnership

ERIC Educational Resources Information Center

Egan, Mike; Hengst, Randy

2012-01-01

In collaboration with preservice elementary teachers and in-service kindergarten teachers, the authors engaged in small-scale, demand-side production of educational software focused on numeracy skills. That is, the authors built applications designed to address children's specific learning needs as they surfaced in the classroom and were…

An Investigation of Greek Teachers' Views on Parental Involvement in Education

ERIC Educational Resources Information Center

Koutrouba, Konstantina; Antonopoulou, Ekaterini; Tsitsas, Georgios; Zenakou, Eleni

2009-01-01

Parents' involvement in their children's education has been shown to have positive results in various aspects of child development such as behaviour, social-emotional development and academic performance. This article focuses on teachers' views of the major problems affecting home-school partnership and possible solutions to improve communication…

A Science Fair Partnership: An Active Learning Experience for Teacher Candidates

ERIC Educational Resources Information Center

McCarthy, Deborah Louise

2015-01-01

STEM (science, technology, engineering, and mathematics) education is a national instructional priority. As part of Southeastern Louisiana University's STEM Outreach Initiative, funded by a Shell Oil Company Foundation grant to raise interest in STEM-related activities, teacher candidates were given the opportunity to leave their classroom to…

Teachers as Partners in the Prevention of Childhood Obesity

ERIC Educational Resources Information Center

Bruss, Mozhdeh B.; Dannison, Linda; Morris, Joseph R.; Quitugua, Jackie; Palacios, Rosa T.; McGowan, Judy; Michael, Timothy

2010-01-01

This paper presents a community-school-higher education partnership approach to the prevention of childhood obesity. Public elementary school personnel, primarily teachers, participated in the design and delivery of a curriculum targeting primary caregivers of 8-9-year-old children. Theoretical framework and methodological approaches guided the…

A Rural Special Education Teacher Training Program: Successful Adaptations.

ERIC Educational Resources Information Center

Prater, Greg; And Others

The Rural Special Education Program (RSEP), a partnership between Northern Arizona University (NAU) and Kayenta Unified School District (KUSD), provides training for preservice special education teachers to work with Native American students and their families. To date, the program has provided training for 63 preservice special education…

At the Hard Edge of Change: Views from Secondary Head Teachers on a Public-Private Partnership

ERIC Educational Resources Information Center

Woods, Glenys J.; Woods, Philip A.

2005-01-01

The work presented here follows up the authors' paper, in the previous issue of this journal, which (i) explored modernizing leadership in a public-private partnership, principally from the perspective of the senior managers of a private company contracted to run school support services by a local education authority (LEA), and (ii) suggested that…

Analysis of Title IIB Mathematics and Science Partnerships in the Northwest Region. Issues & Answers. REL 2007-No. 008

ERIC Educational Resources Information Center

Gummer, Edith; Stepanek, Jennifer

2007-01-01

This report describes the first year of the funded professional development activities in the Title IIB Math and Science Partnership (MSP) projects in the Northwest Region and the evaluation models. The analysis is structured around the factors of professional development associated with changes in teacher knowledge and practice. This study is…

Shared Vulnerability in Professional Learning: Growing Instructional Coaches in a Culture of PDS Partnership

ERIC Educational Resources Information Center

Corkery, Jill; Hall, Kris; Jeffries, Jess; Laskowski, Kristen; Romig, Gail; Tranell, Jennifer; Peters, Brian; Whitney, Anne Elrod

2015-01-01

In a school district context where a well-developed district-wide PDS partnership had been in operation for more than 15 years, a team of instructional coaches was formed of district teachers who left their classrooms for two to four years under the leadership of a curriculum coordinator. In this article, members of the coaching team offer…

Not Looking a Gift Horse in the Mouth: Exploring the Merits of a Student-Teacher-Scientist Partnership

ERIC Educational Resources Information Center

McLaughlin, Cheryl A.; Broo, Jennifer; MacFadden, Bruce J.; Moran, Sean

2016-01-01

One major emphasis of reform initiatives in science education is the importance of extended inquiry experiences for students through authentic collaborations with scientists. As such, unique partnerships have started to emerge between science and education in an ongoing effort to capture the interest and imaginations of students as they make sense…

A Personal Relationship to the Art of Music: A Research Project in Progress from the New York Philharmonic's School Partnership Program

ERIC Educational Resources Information Center

Carrick, Richard; Easton, Hilary; Hong-Park, Jihea; Langlais, Rachel; Mannoia, Richard

2012-01-01

Begun in 1994, the New York Philharmonic School Partnership Program (SPP) gives elementary schools the unique opportunity of integrating symphonic music into the school community through collaborations between Philharmonic teaching artists and classroom teachers in full-year residencies. During the three-year curriculum, students gain skills in…

Indiana State University Professional Development School Partnership: Systemic, Symbiotic, and Solution-Oriented

ERIC Educational Resources Information Center

Libler, Rebecca

2010-01-01

The Indiana State University Professional Development Schools (ISU PDS) Partnership sprang from the convergence of two strong needs: (1) the need for real life practice in the way of extended clinical experiences for teacher education students in schools of practice; and (2) the need on the part of the schools in the community to have access to…

The Benefits of Partnership Schemes to Schools and Research Students: A Case Study of the Researchers in Residence Scheme

ERIC Educational Resources Information Center

Barley, Helen; Karim, Muhammed; Gilchrist, Myra; Gillies, Andrew

2013-01-01

To meet the needs of a modern Scottish society, a "Curriculum for Excellence" enables teachers to deliver a more coherent and skills-based curriculum, involving partnerships with external agencies. This article analyses the work of one host school/researcher team through the Researchers in Residence scheme in an Edinburgh secondary…

Strengthening the Strength of Public-Private Partnership Model in Education: A Case Study of Durbar High School in Nepal

ERIC Educational Resources Information Center

Rajbhandari, Mani Man Singh

2011-01-01

Public-Private Partnership (PPP) model in education is being importantly valuable in developing countries in enriching the strength pf public schools that government appears to be heavy and slow. PPP model however, initiate developmental program that encourage teachers motivation to teach. This further allows private and local community group…

An Intersection of Interests: The Millennial Generation and an Alternative World Language Teacher Education Program

ERIC Educational Resources Information Center

Morrissey, Gwynne E.; Coolican, Maria J.; Wolfgang, David F.

2011-01-01

The Ann Arbor Languages Partnership (A2LP) between Ann Arbor Public Schools and the University of Michigan's School of Education recruits Spanish-speaking undergraduates from many academic majors to teach Spanish in the district's 3rd and 4th grade classrooms during the academic year. The partnership allows the district to offer students a world…

Effective Practices for Training and Inspiring High School Physics Teachers

NASA Astrophysics Data System (ADS)

Magee-Sauer, Karen

It is well-documented that there is a nationwide shortage of highly qualified high school physics teachers. Not surprising, institutions of higher education report that the most common number of physics teacher graduates is zero with the majority of institutions graduating less than two physics teachers per year. With these statistics in mind, it is critical that institutions take a careful look at how they recruit, train, and contribute to the retention of high school physics teachers. PhysTEC is a partnership between the APS and AAPT that is dedicated to improving and promoting the education of high school physics teachers. Primarily funded by the NSF and its partnering organizations, PhysTEC has identified key components that are common to successful physics teacher preparation programs. While creating a successful training program in physics, it is also important that students have the opportunity for a ``do-able'' path to certification that does not add further financial debt. This talk will present an overview of ``what works'' in creating a path for physics majors to a high school physics teaching career, actions and activities that help train and inspire pre-service physics teachers, and frameworks that provide the support for in-service teachers. Obstacles to certification and the importance of a strong partnership with colleges of education will be discussed. Several examples of successful physics high school teacher preparation programs will be presented. This material is part of the Physics Teacher Education Coalition project, which is based upon work supported by the National Science Foundation under Grant Nos. 0808790, 0108787, and 0833210.

Deconstructing hierarchies: Service users as co-teachers in occupational therapy education.

PubMed

Yalon-Chamovitz, Shira; Kraiem, Yoav; Gutman, Carolyn

2017-01-01

While occupational therapy currently tends to view itself as operating based on a client-centered, collaborative approach, studies often reflect a gap between rhetoric and practice. This work presents a new pedagogic standard which moves away from the medical model and toward a collaborative, client-centred approach. It functions to support a practice which embraces the respect for, and partnership with, people receiving services and replaces historic patterns which may strengthen the legitimacy of the professional and sustain clients' dependence. This pedagogy develops a therapeutic dialogue which draws from partnerships created in the classroom, where occupational therapy students engage in courses with a co-teacher service user, and examines how the collaboration with service users contributes to the training of occupational therapy students. Students and co-teachers can participate in the challenging experience of integrating theoretical knowledge with lived experience, thereby augmenting the development of a new and inclusive knowledge base.

Education Partnerships in Teacher Training: McDonald Observatory and the Giant Magellan Telescope Organization.

NASA Astrophysics Data System (ADS)

Finkelstein, Keely; Preston, Sandra Lee; Hemenway, Mary; Malasarn, Davin; Wetzel, Marc

2015-08-01

McDonald Observatory in remote, west Texas has a long history of providing K-12 teacher professional development (PD) through workshops at the observatory. Recently, we have started a new teacher PD program in partnership with the Giant Magellan Telescope Organization (GMTO) to provide teacher training and establish a network of teachers and students engaged in the Giant Magellan Telescope. The GMT Teacher workshop has been offered to 30 teachers during the summers of 2014 and 2015; continued engagement has been offered to the teachers through online resources, networking, participation in other teacher PD opportunities and conferences. Evaluation has been conducted using several metrics immediately post workshops, and long term followup evaluation methods. At the close of the 2014 workshop teachers reported learning about the telescopes and nighttime observing, and the promise of the GMT. Consensus statements at the close of the workshop also spoke about passion for and appreciation of astronomy. The major source of recommendation during the year one workshop was to provide more detailed information or activities on the GMT during the workshops. While this does prove challenging to incorporate a full slate of activities on the GMT before the telescope is even built, we are currently working to produce more take-home materials which are GMT specific, continue to make general connections to telescope technology and science that are applicable to the GMT with the teachers. McDonald Observatory and GMTO will continue to partner to offer teacher PD related to the GMT, and increase the network of teachers and students engaged in the GMT, up and through the beginning of its operations in 2020. We will present the current highlights, evaulation outcome results, and future outlook for this program and collaboration.

Partnerships for Quality: A Statewide Plan for Developing and Implementing a Total Quality Curriculum Delivered through Oregon's Community Colleges.

ERIC Educational Resources Information Center

Oregon State Economic Development Dept., Salem.

The Oregon Advanced Technology Consortium (OATC) created the Partnerships for Quality Project (PQP) to improve Oregon's community colleges by developing a total quality curriculum (TQC) based on the beliefs and practices of total quality management (TQM). This report summarizes the recommendations of the PQP and presents a plan of action for the…

The TXESS Revolution: A Partnership to Advance Earth and Space Science in Texas

NASA Astrophysics Data System (ADS)

Ellins, K. K.; Olson, H. C.; Willis, M.

2007-12-01

The Texas State Board of Education voted in 2006 to require a fourth year of science for graduation from high school and to authorize the creation of a new senior level Earth Systems and Space Science course as an option to fulfill that requirement. The new Earth Systems and Space Science course will be a capstone course for which three required science courses(biology, chemistry and physics)are prerequisites. Here, we summarize the collective efforts of business leaders, scientists and educators who worked collaboratively for almost a decade to successfully reinstate Earth science as part of Texas' standard high school curriculum and describe a new project, the Texas Earth and Space Science (TXESS) Revolution, a 5-year professional development program for 8th -12th grade minority and minority-serving science teachers and teacher mentors in Texas to help prepare them to teach the new capstone course. At the heart of TXESS Revolution is an extraordinary partnership, involving (1) two UT-Austin academic units, the Jackson School of Geosciences and the Department of Petroleum and Geosystems Engineering; (2) TERC, a not-for-profit educational enterprise in Massachusetts with 30 years experience in designing science curriculum; (3) the University of South Florida; and (4) the Texas Regional Collaboratives for Excellence in Science and Mathematics Teaching, a statewide network of teacher mentors and science teachers. With guidance from the Texas Education Agency, the state agency charged with overseeing education, the TXESS Revolution project will provide teachers with access to high quality materials and instruction aligned with the Texas educational standards for the new capstone course through: a program of eight different 3-day professional development academies offered to both teachers and teachers mentors; immersive summer institutes, field experiences, and a Petroleum Science and Technology Institute; training on how to implement Earth Science by Design, a teacher professional development program developed by TERC and the American Geological Institute with National Science Foundation (NSF) funding; and an online learning forum designed to keep teachers and teacher mentors in contact with facilitators and fellow project-participants between and after training, as well as share best practices and new information. The new capstone course promises to be a rigorous and dynamic change to the way Earth and Space Science has been presented previously anywhere in the U.S. and will provide many opportunities for professional development and the dissemination of suitable Earth and Space Science curriculum. The TXESS Revolution project welcomes opportunities to collaborate with geoscience consortia, programs, organizations and geoscience educators to advance Earth and Space Science in Texas. NSF's Opportunities to Enhance Diversity in the Geosciences program, the Shell Oil Company and the Jackson School of Geosciences are together funding the TXESS Revolution project.

Science Teachers' Views and Stereotypes of Religion, Scientists and Scientific Research: A Call for Scientist-Science Teacher Partnerships to Promote Inquiry-Based Learning

ERIC Educational Resources Information Center

Mansour, Nasser

2015-01-01

Despite a growing consensus regarding the value of inquiry-based learning (IBL) for students' learning and engagement in the science classroom, the implementation of such practices continues to be a challenge. If science teachers are to use IBL to develop students' inquiry practices and encourage them to think and act as scientists, a better…

Benefits of Continuing Professional Development (CPD) Programmes in Music for KS2 (Primary) Teachers through the Example of the London Symphony Orchestra (LSO) on Track Programme

ERIC Educational Resources Information Center

Varvarigou, Maria; Creech, Andrea; Hallam, Susan

2012-01-01

Between September 2008 and August 2010 24 KS2 classroom teachers were involved in a two-year programme of continuing professional development (CPD), delivered by the LSO in partnership with Local Authority Music Services. The teachers indicated that they embarked on the CPD programme looking forward to opportunities to share good practice, gain…

Effective Models for Scientists Engaging in Meaningful Education and Outreach

NASA Astrophysics Data System (ADS)

Noel-Storr, Jacob; Gurule, Isaiah; InsightSTEM Teacher-Scientist-Communicator-Learner Team

2017-01-01

We present a central paradigm, extending the model of "Teacher-Scientist" partnerships towards a new philosophy of "Scientist-Instructor-Learner-Communicator" Partnerships. In this paradigm modes of, and expertise in, communication, and the learners themselves, are held is as high status as the experts and teachers in the learning setting.We present three distinctive models that rest on this paradigm in different educational settings. First a model in which scientists and teachers work together with a communications-related specialist to design and develop new science exploration tools for the classroom, and gather feedback from learners. Secondly, we present a model which involves an ongoing joint professional development program helping scientists and teachers to be co-communicators of knowledge exploration to their specific audience of learners. And thirdly a model in which scientists remotely support classroom research based on online data, while the teachers and their students learn to become effective communicators of their genuine scientific results.This work was funded in part by the American Association for the Advancement of Science, and by NASA awards NNX16AC68A and NNX16AJ21G. All opinions are those of the authors.

Effective Models for Scientists Engaging in Meaningful Education and Outreach

NASA Astrophysics Data System (ADS)

Noel-Storr, Jacob; InsightSTEM SILC Partnership Team

2016-10-01

We present a central paradigm, extending the model of "Teacher-Scientist" partnerships towards a new philosophy of "Scientist-Instructor-Learner-Communicator" Partnerships. In this paradigm modes of, and expertise in, communication, and the learners themselves, are held is as high status as the experts and teachers in the learning setting.We present three distinctive models that rest on this paradigm in different educational settings. First a model in which scientists and teachers work together with a communications-related specialist to design and develop new science exploration tools for the classroom, and gather feedback from learners. Secondly, we present a model which involves an ongoing joint professional development program helping scientists and teachers to be co-communicators of knowledge exploration to their specific audience of learners. And thirdly a model in which scientists remotely support classroom research based on online data, while the teachers and their students learn to become effective communicators of their genuine scientific results.This work was funded in part by the American Association for the Advancement of Science, and by NASA awards NNX16AC68A and NNX16AJ21G. All opinions are those of the authors.

Community Interactive Research Workshop Series: Community Members Engaged as Team Teachers to Conduct Research.

PubMed

Nguyen-Truong, Connie Kim; Tang, Joannie; Hsiao, Chiao-Yun

2017-01-01

Vietnamese women are diagnosed with cervical cancer at twice the rate of non-Hispanic White women and the highest compared to Chinese, Filipino, Korean, and Japanese women. ἀ e Vietnamese Women's Health Project, a community-based participatory research partnership, was developed to address this concern. In earlier studies, community members received research training. To describe how we developed an innovative curricular research training framework. Community members developed their own learning goals and activities, taught alongside a nurse scientist, and participated in a community interactive research workshop series. Popular education principles were used to guide team teaching. Topics, learning goals, lesson plans, and an evaluation w ere de veloped t ogether. ἀ ree, 4 -5.5 h our workshops were hosted. Topics included qualitative research, art of hearing data, reflexivity, analysis, validity, and dissemination. Community members and a nurse scientist co-constructed knowledge through participatory methods. ἀe workshops ran concurrent to the study timeline to inform community members' research activities and vice versa. A range from 8 to 20 participants attended the workshops, of which six community members were team teachers and three facilitated at each workshop. In an evaluation, team teachers reported workshop strengths: an empathetic and trusting learn ing environment, a sense of ownership in learning, a greater under standing of roles in research partnerships, and a feel ing of safety to conduct research with academic investigators. Academic investigators need to be aware that co-constructing knowledge is foundational to long-term sustainability of community-based participatory research partnership (CBPR) partnerships, but requires building team capacity to conduct research collaboratively.

The Changing Nature of the Role of Principals in Primary and Junior Secondary Schools in South Australia Following the Introduction Local School Management (Partnerships 21)

ERIC Educational Resources Information Center

Sahid, Abdul

2004-01-01

This paper discusses the changing nature of the role of principals following the introduction of local school management (Partnerships 21) in South Australia. The study reports the series of interviews with primary and junior secondary principals with regard to their roles in several areas namely; instructional leadership, teachers' professional…