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Historically, P-12 schools and institutions of higher education have operated independently of each other, creating a gap that acts as a barrier between high school and postsecondary institutions. This gap is blamed for many societal issues including high college remediation rates, low college-going rates among minority groups, and low six-year college graduation rates. P-20 partnerships, agreements between P-12 schools and institutions of higher education with the purpose of improving the P-20 education system, have emerged as a way to address these problems. From laboratory schools in the 19th century to modern-day professional development schools, P-20 partnerships in teacher education have been well-documented. However, analysis of P-20 partnerships outside teacher education is lacking. This research augments the current literature by examining three exemplary P-20 partnerships outside teacher education to explore how they define and measure success and what resources they perceive to be essential to their success. These topics were investigated using a mixed methods approach from the perspective of three distinct groups: state-level leaders in P-12 and higher education, P-20 partnership leaders, and P-20 partnership participants. While P-20 partnerships have diverse purposes, state P-20 leaders provided seven common criteria for defining exemplary partnerships. P-20 partnership leaders provided insight about the resources necessary to promote partnership success from their perspective, describing 10 essential elements for exemplary P-20 partnerships. Participant interviews and surveys were examined in light of the Community Capitals Framework, revealing that social capital, human capital, and financial capital are perceived to be the most essential resources for developing exemplary P-20 partnerships. Based upon these findings, I recommend that educators and policymakers who desire to start or strengthen P-20 partnerships evaluate the social capital, human capital, and financial capital available in their communities and consider how those assets can be best utilized to support P-20 partnership success. Additionally, P-20 partnership leaders and participants would benefit from collaboratively assessing their work, evaluating partnership strengths against the essential elements for exemplary P-20 partnerships as expressed by the participants in this study.
Tracing the historical development of partnerships between schools, universities, and communities, P-20 Partnerships: A Critical Examination of the Past and Future provides educators and policymakers with a framework for understanding how partnerships originated and their potential for the future. This book connects Dewey's lab schools, Goodlad's ideas about simultaneous renewal, and Professional Development Schools with today's next-generation P-20 partnerships and Cradle-to-Career networks. After examining the history and development of P-20 partnerships, we are able to categorize partnerships into three different types, depending on the purpose of their outcomes: partnerships to improve P-12 schools, partnerships to improve access to post-secondary opportunities, and Research-Practice Partnerships. Rather than categorizing partnerships by their activities and curricula, this book proposes that their goals for their students are what should define these school systems.
In an epoch driven by hyper-consumption and marvelously destructive futility, and in the context of a hegemonic utilitarianism where one goes to university to work rather than to “develop a meaningful philosophy of life,” the concept of the useful is perhaps one most in need of interrogation. Taunting the Useful seeks to unsettle notions of usefulness and uselessness, not merely by deconstructing these terms, but by sidetracking them. It doesn’t reverse things by saying that what is useless is useful. Rather, taunting is teasing, heckling, tickling, scratching the useful. By elaborating a notion of the “virtual useless,” Taunting the Useful seeks to tease the dimensions of wonder, use, and play, through modalities, contingencies, and potentialities of the useless-useful. An experimental book, it (un)does what it tells, and is as much an object taunting and taunted as it is a description of taunting the useful. Includes bonus chapters!
Strengthen programs of family and community engagement to promote equity and increase student success! When schools, families, and communities collaborate and share responsibility for students′ education, more students succeed in school. Based on 30 years of research and fieldwork, the fourth edition of the bestseller School, Family, and Community Partnerships: Your Handbook for Action, presents tools and guidelines to help develop more effective and more equitable programs of family and community engagement. Written by a team of well-known experts, it provides a theory and framework of six types of involvement for action; up-to-date research on school, family, and community collaboration; and new materials for professional development and on-going technical assistance. Readers also will find: Examples of best practices on the six types of involvement from preschools, and elementary, middle, and high schools Checklists, templates, and evaluations to plan goal-linked partnership programs and assess progress CD-ROM with slides and notes for two presentations: A new awareness session to orient colleagues on the major components of a research-based partnership program, and a full One-Day Team Training Workshop to prepare school teams to develop their partnership programs. As a foundational text, this handbook demonstrates a proven approach to implement and sustain inclusive, goal-linked programs of partnership. It shows how a good partnership program is an essential component of good school organization and school improvement for student success. This book will help every district and all schools strengthen and continually improve their programs of family and community engagement.
Digital content and learning technologies are now the norm at all levels of education. However, there is evidence to suggest that this digital shift is on a spectrum and the spectrum impacts learners in different ways. This means that some instructors who seek to integrate digital content may do so using traditional teaching methods while others use innovative practices to engage learners. Those who integrate innovative digital practices align their instructional practice with theories to facilitate student-centered pedagogies that support and improve the depth and scope of student learning. A primary characteristic of student-centered learning is facilitating collaborative learning using digital content and learning technologies to engage students as well as to enhance meaningful learning. The Handbook of Research on Facilitating Collaborative Learning Through Digital Content and Learning Technologies provides K-20 educators with alternative pedagogical and andragogical models that are innovative and incorporate digital content and learning technologies that promote constructive learning. Further, this book explores the relationship between constructivist learning, digital content, and learning technologies. A primary argument in this book is that constructivist teaching strategies such as collaborative learning coupled with digital content and purposeful learning technologies could benefit student learning in ways that are different from those practiced in traditional, non-digital learning environments. Covering topics such as instructional design, self-efficacy, and library engagement, this major reference work is an essential resource for pre-service teachers, teacher educators, faculty and administrators of K-20 education, librarians, researchers, and academicians.
Building on the foundation set in Volume I—a landmark synthesis of research in the field—Volume II is a comprehensive, state-of-the-art new volume highlighting new and emerging research perspectives. The contributors, all experts in their research areas, represent the international and gender diversity in the science education research community. The volume is organized around six themes: theory and methods of science education research; science learning; culture, gender, and society and science learning; science teaching; curriculum and assessment in science; science teacher education. Each chapter presents an integrative review of the research on the topic it addresses—pulling together the existing research, working to understand the historical trends and patterns in that body of scholarship, describing how the issue is conceptualized within the literature, how methods and theories have shaped the outcomes of the research, and where the strengths, weaknesses, and gaps are in the literature. Providing guidance to science education faculty and graduate students and leading to new insights and directions for future research, the Handbook of Research on Science Education, Volume II is an essential resource for the entire science education community.
The digital age has introduced a deeper sense of connectivity in business environments. By relying more heavily on current technologies, organizations now experience more effective communication and collaboration opportunities. Online Collaboration and Communication in Contemporary Organizations is a critical scholarly resource that identifies the new practices and techniques for leading, knowledge sharing, and learning through the use of online collaboration. Featuring coverage on a broad range of topics such as online leadership, intercultural competence, and e-ethics, this book is geared toward professionals, managers, and researchers seeking current research on new practices for online collaboration and communication.
Featuring scholarly descriptions, teacher leader reflections, and thoughtful questions, this thoughtful collection will immerse readers in deep exploration of teacher leadership and student learning; definitions, structures, and cultures that promote teacher leadership; and teacher leader preparation and development.