subject:(partnership schools)

University of South Africa

1. Owusu, Michael Yaw. Managing community and parent partnership in the iLembe district of Kwazulu-Natal Province .

Degree: 2020, University of South Africa

► The aim of this study was to investigate and examine the management and leadership skills that are needed for managing community and parent partnership in… (more)

Subjects/Keywords: Parental involvement; Partnership; Communication; Rural schools

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Owusu, M. Y. (2020). Managing community and parent partnership in the iLembe district of Kwazulu-Natal Province . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/26948

Chicago Manual of Style (16^th Edition):

Owusu, Michael Yaw. “Managing community and parent partnership in the iLembe district of Kwazulu-Natal Province .” 2020. Masters Thesis, University of South Africa. Accessed January 16, 2021. http://hdl.handle.net/10500/26948.

MLA Handbook (7^th Edition):

Owusu, Michael Yaw. “Managing community and parent partnership in the iLembe district of Kwazulu-Natal Province .” 2020. Web. 16 Jan 2021.

Vancouver:

Owusu MY. Managing community and parent partnership in the iLembe district of Kwazulu-Natal Province . [Internet] [Masters thesis]. University of South Africa; 2020. [cited 2021 Jan 16]. Available from: http://hdl.handle.net/10500/26948.

Council of Science Editors:

Owusu MY. Managing community and parent partnership in the iLembe district of Kwazulu-Natal Province . [Masters Thesis]. University of South Africa; 2020. Available from: http://hdl.handle.net/10500/26948

University of Maine

2. Frankland, Maria C. So That All Children May Successfully and Optimally Learn: Changing the Odds for Rural Students.

Degree: PhD, Educational Leadership, 2020, University of Maine

URL: https://digitalcommons.library.umaine.edu/etd/3175

► Twenty-five percent of U.S. schoolchildren attend a rural school. Yet, rural school issues are typically subsumed by debates focused on urban problems and the… (more)

▼ Twenty-five percent of U.S. schoolchildren attend a rural school. Yet, rural school issues are typically subsumed by debates focused on urban problems and the assumption of ample resources available for their remediation. Because rural schools and students have needs and challenges distinct from those of urban and suburban schools, programs designed by and for rural schools and their stakeholders may be expected to better meet the needs of their students and families. Cobscook Institute’s TREE program is an example of such a program, developed via a cross-sector partnership between university researchers, local educators, and community members. TREE researchers have reported positive impacts on academic, attendance, and behavior outcomes while students were participating in the elementary school-based, trauma-informed support program. The goal for this quantitative study was not to evaluate the TREE program in situ but to understand how TREE students fare once they leave the program behind and enter into the next phase of their formal schooling. Seventh grade academic, attendance, and behavior outcome data were examined for the first two cohorts of students to leave the program after being promoted to seventh grade at the district junior/senior high school. The Developmental Assets Profile (DAP) and Basic Psychological Needs at School (BPN) assessments were used to quantify mediators of these long-term outcomes. The referent group did not participate in TREE, the low dose cohort participated in TREE for one semester, and the high dose cohort participated in TREE for three semesters. The comparison group were same-grade peers from other district elementary schools (non-TREE). The most important findings were that TREE students in the high dose cohort experienced a significant decline in most developmental asset scores between the end of fifth grade and the end of their first semester of seventh grade. This inverse correlation between TREE participation and persistence of developmental assets may be a reflection of re-traumatization associated with an abrupt change from the developmentally supportive TREE school to the developmentally mismatched junior high school structure. This suggests the need for researchers and staff of both schools to intentionally plan and implement a transition program to support these students. Advisors/Committee Members: Catharine Biddle, Richard Ackerman, Craig Mason.

Subjects/Keywords: cross-sector partnership; rural schools; social-emotional learning; transition; trauma-informed

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Frankland, M. C. (2020). So That All Children May Successfully and Optimally Learn: Changing the Odds for Rural Students. (Doctoral Dissertation). University of Maine. Retrieved from https://digitalcommons.library.umaine.edu/etd/3175

Chicago Manual of Style (16^th Edition):

Frankland, Maria C. “So That All Children May Successfully and Optimally Learn: Changing the Odds for Rural Students.” 2020. Doctoral Dissertation, University of Maine. Accessed January 16, 2021. https://digitalcommons.library.umaine.edu/etd/3175.

MLA Handbook (7^th Edition):

Frankland, Maria C. “So That All Children May Successfully and Optimally Learn: Changing the Odds for Rural Students.” 2020. Web. 16 Jan 2021.

Vancouver:

Frankland MC. So That All Children May Successfully and Optimally Learn: Changing the Odds for Rural Students. [Internet] [Doctoral dissertation]. University of Maine; 2020. [cited 2021 Jan 16]. Available from: https://digitalcommons.library.umaine.edu/etd/3175.

Council of Science Editors:

Frankland MC. So That All Children May Successfully and Optimally Learn: Changing the Odds for Rural Students. [Doctoral Dissertation]. University of Maine; 2020. Available from: https://digitalcommons.library.umaine.edu/etd/3175

University of Southern California

3. Ivins, Ilene Fernandez. Contracting for special education: a case study of a charter school contract for special education.

Degree: EdD, Education (Leadership), 2014, University of Southern California

URL: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/467305/rec/1633

► This qualitative case study uses the framework of transaction cost economics (TCE) to investigate the contracts written between governing special education agencies and charter schools.… (more)

Subjects/Keywords: special education; charter schools; transaction cost economics; partnership

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Ivins, I. F. (2014). Contracting for special education: a case study of a charter school contract for special education. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/467305/rec/1633

Chicago Manual of Style (16^th Edition):

Ivins, Ilene Fernandez. “Contracting for special education: a case study of a charter school contract for special education.” 2014. Doctoral Dissertation, University of Southern California. Accessed January 16, 2021. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/467305/rec/1633.

MLA Handbook (7^th Edition):

Ivins, Ilene Fernandez. “Contracting for special education: a case study of a charter school contract for special education.” 2014. Web. 16 Jan 2021.

Vancouver:

Ivins IF. Contracting for special education: a case study of a charter school contract for special education. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2021 Jan 16]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/467305/rec/1633.

Council of Science Editors:

Ivins IF. Contracting for special education: a case study of a charter school contract for special education. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/467305/rec/1633

University of Southern California

4. Anthony, Shuntell L. Year two study of a community, school, and university partnership for urban schools: identifying resources which support the academic achievement for African American students.

Degree: EdD, Education (Leadership), 2011, University of Southern California

URL: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/656449/rec/7985

► Educational reform in large urban school districts has produced little success among African American students. From the implementation of Brown vs. Board of Education Topeka… (more)

Subjects/Keywords: urban schools; partnership; academic achievement; African American students

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Anthony, S. L. (2011). Year two study of a community, school, and university partnership for urban schools: identifying resources which support the academic achievement for African American students. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/656449/rec/7985

Chicago Manual of Style (16^th Edition):

Anthony, Shuntell L. “Year two study of a community, school, and university partnership for urban schools: identifying resources which support the academic achievement for African American students.” 2011. Doctoral Dissertation, University of Southern California. Accessed January 16, 2021. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/656449/rec/7985.

MLA Handbook (7^th Edition):

Anthony, Shuntell L. “Year two study of a community, school, and university partnership for urban schools: identifying resources which support the academic achievement for African American students.” 2011. Web. 16 Jan 2021.

Vancouver:

Anthony SL. Year two study of a community, school, and university partnership for urban schools: identifying resources which support the academic achievement for African American students. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2021 Jan 16]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/656449/rec/7985.

Council of Science Editors:

Anthony SL. Year two study of a community, school, and university partnership for urban schools: identifying resources which support the academic achievement for African American students. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/656449/rec/7985

5. Ivanete Lago Groh. PARTICIPAÇÃO DA COMUNIDADE NA ESCOLA PÚBLICA: as percepções de professores, alunos e pais sobre projetos em parceria escola, comunidade e empresa.

Degree: 2006, Universidade do Vale do Itajaí

URL: http://www6.univali.br/tede/tde_busca/arquivo.php?codArquivo=106

►

Esta pesquisa propõe investigar a percepção de professores, alunos e pais quanto à participação da comunidade na escola pública e as parcerias da escola com… (more)

▼

Esta pesquisa propõe investigar a percepção de professores, alunos e pais quanto à participação da comunidade na escola pública e as parcerias da escola com empresas. Esta investigação ocorre através do desenvolvimento de dois projetos: um referente a Informatização e outro à Educação Ambiental. A participação dos pais na escola pública tem recebido destaque nas discussões da escola contemporânea, por ser considerada um meio essencial de promover a democratização do setor público educacional e novas aspirações têm despertado inovações participativas que vêm preenchendo o espaço escolar. Ligado ao compromisso com demandas sociais e ao atendimento do imperativo constitucional da gestão democrática do ensino público, os projetos em parcerias com empresas e comunidade sugerem um novo olhar, que contribui para ampliar os caminhos da democracia participativa na escola pública. O ponto chave deste estudo consiste em: verificar quais são as contribuições e as fragilidades que os projetos desenvolvidos em parceria trazem para a escola. Trata-se de uma pesquisa qualitativa, na qual participam alunos de 5 à 8 série do Ensino Fundamental, incluindo seus pais e professores, expondo suas opiniões e sugestões acerca da participação e das percepções que têm sobre os dois projetos desenvolvidos em parceria escola, comunidade e empresa. Busca na literatura dados que permitam situar a participação social da escola nos contextos sócio, político e educacional; recorre aos suportes institucionais que dão sustentação às formas de participação através de novos modelos de gestão e às parcerias como alicerces da qualidade do ensino; apresenta o cenário da ação pedagógica, seu espaço físico, projetos e a empresa parceira. Os resultados apontam melhorias que contribuem para desencadear ações mais democráticas e reflexões que podem incrementar a aproximação escola e comunidade, numa convivência de respeito mútuo, ampliado e integrador.

This research proposes to investigate the perception of teachers, students, and parents related to the participation of the community in public schools and the partnership that the schoolhas with companies. This investigation occurs through the development of two projects: information tchnologyand environmental education. The participation of parents in public schools has stood out in the contemporaneousschool because it is considered and essential mean to promote the democratization of the educational public sector, and new aspirations have arisen participative innovations, which have been filling in the school environment. Connected to the commitment with social claims and attention to the constitutional imperative of democratic management of the public sector, the projects in partnership with communities and companies suggest a new point of view, which contibutes to expand the ways of participative democracy in public school. This is the key point of this study: find out what are the contributions and fragilities that the projects considering partnership offer to school. It is a qualitative research…

Advisors/Committee Members: Elisabeth Caldeira Villela, Tania Regina Raitz, Malcon Anderson Tafner.

Subjects/Keywords: EDUCACAO; Comunidade e escola; public schools; partnership; social participation; escola pública; parcerias; participação social

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Groh, I. L. (2006). PARTICIPAÇÃO DA COMUNIDADE NA ESCOLA PÚBLICA: as percepções de professores, alunos e pais sobre projetos em parceria escola, comunidade e empresa. (Thesis). Universidade do Vale do Itajaí. Retrieved from http://www6.univali.br/tede/tde_busca/arquivo.php?codArquivo=106

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Groh, Ivanete Lago. “PARTICIPAÇÃO DA COMUNIDADE NA ESCOLA PÚBLICA: as percepções de professores, alunos e pais sobre projetos em parceria escola, comunidade e empresa.” 2006. Thesis, Universidade do Vale do Itajaí. Accessed January 16, 2021. http://www6.univali.br/tede/tde_busca/arquivo.php?codArquivo=106.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Groh, Ivanete Lago. “PARTICIPAÇÃO DA COMUNIDADE NA ESCOLA PÚBLICA: as percepções de professores, alunos e pais sobre projetos em parceria escola, comunidade e empresa.” 2006. Web. 16 Jan 2021.

Vancouver:

Groh IL. PARTICIPAÇÃO DA COMUNIDADE NA ESCOLA PÚBLICA: as percepções de professores, alunos e pais sobre projetos em parceria escola, comunidade e empresa. [Internet] [Thesis]. Universidade do Vale do Itajaí; 2006. [cited 2021 Jan 16]. Available from: http://www6.univali.br/tede/tde_busca/arquivo.php?codArquivo=106.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Groh IL. PARTICIPAÇÃO DA COMUNIDADE NA ESCOLA PÚBLICA: as percepções de professores, alunos e pais sobre projetos em parceria escola, comunidade e empresa. [Thesis]. Universidade do Vale do Itajaí; 2006. Available from: http://www6.univali.br/tede/tde_busca/arquivo.php?codArquivo=106

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Ottawa

6. de Montigny, Joanne G. Toward the Creation of Healthy Schools: Constructing a School Health Partnership Model for Student Well-being to Inspire and Guide Public Health and Education Professionals, at All Levels, and Mental Health Leads .

Degree: 2019, University of Ottawa

URL: http://hdl.handle.net/10393/39223

► Over twenty years ago, the World Health Organization launched a health promoting school movement as part of its settings approach to creating healthy environments. Partnerships… (more)

▼ Over twenty years ago, the World Health Organization launched a health promoting school movement as part of its settings approach to creating healthy environments. Partnerships across the public health and education sectors are vitally important in efforts to improve the health of children and youth in a school setting. In support of this principle, major advancements have been made within Ontario’s education sector, such as mandating local school systems to incorporate the goal of student well-being into their improvement plans and promoting the use of their Foundations for a Healthy School framework. Furthermore, the provincial ministries of education and health are actively encouraging the strengthening of local school health partnerships. However, there is a lack of knowledge within the health promoting school literature as to how to go about establishing well-functioning partnerships within local school systems. To address this problem, the thesis project aimed to generate knowledge about partnerships between public health professionals and local school system actors, and to shed light on the potential for collaboration toward the creation of healthy schools. Before embarking on this thesis project, however, a conceptual framework was developed to gain a firm understanding of cross-sector collaboration for social change, since collaboration represents a partnership at the highest level of engagement. Two other literature reviews were carried out to understand further the partnership component of health promoting school models, and to show the extent of the knowledge gap existing in this area. The literature review on health promoting schools identifies, to a limited extent, the fundamental elements that specifically constitute school health partnerships at both the school and school board levels. Likewise, the scoping review that examines the knowledge-base on the different types of partnership for health promotion within school systems revealed an absence of in-depth knowledge on this topic. When setting out to fill this knowledge gap, an exploratory research methodology that was primarily qualitative in design was chosen. It included a participatory orientation, whereby a research steering committee of 10 public health managers provided guidance with the formulation of the research question, and with the data collection and interpretation stages of the research project’s public health sector phase. An online survey of school health partnership actors from all 36 Ontario public health units was carried out, along with semi-structured interviews with key school health informants from 32 of these public health units and from six school boards in the province. Although the contribution from the education sector was not as pronounced, school board participants corroborated the findings from participating public health professionals and provided additional insights to gain a clearer understanding of partnership challenges and how to strengthen school health partnerships. Thematic analysis of the collected…

Subjects/Keywords: comprehensive school health; healthy schools; intersectoral partnership; cross-sector collaboration; health promotion; model; children; youth

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

de Montigny, J. G. (2019). Toward the Creation of Healthy Schools: Constructing a School Health Partnership Model for Student Well-being to Inspire and Guide Public Health and Education Professionals, at All Levels, and Mental Health Leads . (Thesis). University of Ottawa. Retrieved from http://hdl.handle.net/10393/39223

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

de Montigny, Joanne G. “Toward the Creation of Healthy Schools: Constructing a School Health Partnership Model for Student Well-being to Inspire and Guide Public Health and Education Professionals, at All Levels, and Mental Health Leads .” 2019. Thesis, University of Ottawa. Accessed January 16, 2021. http://hdl.handle.net/10393/39223.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

de Montigny, Joanne G. “Toward the Creation of Healthy Schools: Constructing a School Health Partnership Model for Student Well-being to Inspire and Guide Public Health and Education Professionals, at All Levels, and Mental Health Leads .” 2019. Web. 16 Jan 2021.

Vancouver:

de Montigny JG. Toward the Creation of Healthy Schools: Constructing a School Health Partnership Model for Student Well-being to Inspire and Guide Public Health and Education Professionals, at All Levels, and Mental Health Leads . [Internet] [Thesis]. University of Ottawa; 2019. [cited 2021 Jan 16]. Available from: http://hdl.handle.net/10393/39223.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

de Montigny JG. Toward the Creation of Healthy Schools: Constructing a School Health Partnership Model for Student Well-being to Inspire and Guide Public Health and Education Professionals, at All Levels, and Mental Health Leads . [Thesis]. University of Ottawa; 2019. Available from: http://hdl.handle.net/10393/39223

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Pretoria

7. Grobler, Lidalize. Parent and caregiver experiences of a higher education rural school partnership providing educational psychology services.

Degree: MEd, Educational Psychology, 2017, University of Pretoria

URL: http://hdl.handle.net/2263/60943

► The purpose of this study was to explore and describe parents' and caregivers' retrospective experiences of a higher education-rural school partnership providing educational psychology services.… (more)

▼ The purpose of this study was to explore and describe parents' and caregivers' retrospective experiences of a higher education-rural school partnership providing educational psychology services. The study aimed to inform knowledge on community engagement with schools and forms part of the broad FLY (Flourishing Learning Youth) community engagement initiative that has been ongoing since 2006. The current study utilised interpretivism as metatheory and qualitative research as methodological paradigm. An instrumental case study design was utilised, with a specific higher education-rural school partnership conveniently sampled. Subsequently twelve parents or caregivers to a child/ren who participated in the relevant community engagement initiative at any time since 2006, were purposefully selected. Two field visits were taken for data collection purposes; the first included Participatory Reflection and Action (PRA) discussions between participants, whilst the second visit entailed member checking. I relied on written recording of the participants' dialogue on PRA posters, audio recordings of their poster presentations, observations throughout the process, photographs taken and a reflective journal as data collection and documentation strategies. From thematic data analysis two main themes emerged. Firstly, participants identified the partnership as a platform of educational opportunity, which allowed for children's development on a cognitive and socio-emotional level. Secondly, participants emphasised their hope for the continuation and growth of the partnership in the future. Participants expect the partnership to broaden in multiple ways, such as involving parents and caregivers, providing them with a safe space to voice their opinions, and incorporating a parental guidance element. Based on the findings of the study I can conclude that according to parents and caregivers, community engagement with schools provides an opportunity for the mobilisation of children assets to result in their positive development. Furthermore, when additionally activating the assets of the parents, community engagement can be strengthened. Advisors/Committee Members: Mampane, Motlalepule Ruth (advisor), Ebersohn, L. (Liesel) (coadvisor).

Subjects/Keywords: UCTD; Higher education-rural school partnership; Community engagement with schools; Educational psychology services; Asset-based approach

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Grobler, L. (2017). Parent and caregiver experiences of a higher education rural school partnership providing educational psychology services. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/60943

Chicago Manual of Style (16^th Edition):

Grobler, Lidalize. “Parent and caregiver experiences of a higher education rural school partnership providing educational psychology services.” 2017. Masters Thesis, University of Pretoria. Accessed January 16, 2021. http://hdl.handle.net/2263/60943.

MLA Handbook (7^th Edition):

Grobler, Lidalize. “Parent and caregiver experiences of a higher education rural school partnership providing educational psychology services.” 2017. Web. 16 Jan 2021.

Vancouver:

Grobler L. Parent and caregiver experiences of a higher education rural school partnership providing educational psychology services. [Internet] [Masters thesis]. University of Pretoria; 2017. [cited 2021 Jan 16]. Available from: http://hdl.handle.net/2263/60943.

Council of Science Editors:

Grobler L. Parent and caregiver experiences of a higher education rural school partnership providing educational psychology services. [Masters Thesis]. University of Pretoria; 2017. Available from: http://hdl.handle.net/2263/60943

University of Tennessee – Knoxville

8. Campbell, John Wilson, Jr. Interorganizational Dynamics and the Development and Implementation of an Innovative, STEM High School Program.

Degree: 2010, University of Tennessee – Knoxville

URL: https://trace.tennessee.edu/utk_graddiss/870

► Improving systems of public education through the development and implementation of innovative reforms is a socially and politically complex process, particularly when systems of public… (more)

▼ Improving systems of public education through the development and implementation of innovative reforms is a socially and politically complex process, particularly when systems of public education merge with external agencies that enter the process with unique resources and with perspectives and intents derived from experiences unlike those found in traditional public school cultures. Pursuing a better understanding of this process, this qualitative case study examines the interorganizational partnership that developed Metro High School, an innovative, STEM high school program in Columbus, Ohio. With this single, public/private partnership as a case, this study examined the school reform context within which the partners worked and from which they derived influential perspectives and resources. The objective was to better understand the interaction and manifestation of perspectives, resources, and intentions, as the now influential school was being developed and implemented. Data gathered through interviews, documents, and observations have been analyzed and synthesized into conclusions about the interactive effects of the partners on the development of the school and its subsequent policy influence. Factors found to have affected the effort include favorable reform policy conditions and experienced school designers, commitment to well-defined STEM and Coalition of Essential Schools principles, ample resources from skilled, high capacity partners with political and intellectual influence, conceptual alignment across the partnership, a commitment to equity, and effective community-based negotiations. Negotiations were facilitated by strong leadership working from the base of a multi-district foundation that provided the administrative space for the school’s largely autonomous development. This study, utilizing sociopolitical theories of educational change and implementation that recognize the influence and value of multiple perspectives and constructive variability, suggests implications for interorganizational partnership work that is undertaken for developing and negotiating the terms of new systems of public school organization and new learning environment designs. In regard to the research literature on implementation, school change, and reform, this study—though not generalizable and limited in scope to a single site—sheds light on the complexity of implementing collaborative educational change in urban environments.

Subjects/Keywords: innovation; high school; public/private partnership; partnership; Coalition of Essential Schools; STEM; Educational Assessment, Evaluation, and Research

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Campbell, John Wilson, J. (2010). Interorganizational Dynamics and the Development and Implementation of an Innovative, STEM High School Program. (Doctoral Dissertation). University of Tennessee – Knoxville. Retrieved from https://trace.tennessee.edu/utk_graddiss/870

Chicago Manual of Style (16^th Edition):

Campbell, John Wilson, Jr. “Interorganizational Dynamics and the Development and Implementation of an Innovative, STEM High School Program.” 2010. Doctoral Dissertation, University of Tennessee – Knoxville. Accessed January 16, 2021. https://trace.tennessee.edu/utk_graddiss/870.

MLA Handbook (7^th Edition):

Campbell, John Wilson, Jr. “Interorganizational Dynamics and the Development and Implementation of an Innovative, STEM High School Program.” 2010. Web. 16 Jan 2021.

Vancouver:

Campbell, John Wilson J. Interorganizational Dynamics and the Development and Implementation of an Innovative, STEM High School Program. [Internet] [Doctoral dissertation]. University of Tennessee – Knoxville; 2010. [cited 2021 Jan 16]. Available from: https://trace.tennessee.edu/utk_graddiss/870.

Council of Science Editors:

Campbell, John Wilson J. Interorganizational Dynamics and the Development and Implementation of an Innovative, STEM High School Program. [Doctoral Dissertation]. University of Tennessee – Knoxville; 2010. Available from: https://trace.tennessee.edu/utk_graddiss/870

Universidade Federal da Bahia

9. Ligia Jacob de Vargas. A autonomia e gestão escolar dentro do contexto de parcerias : a experiência de uma escola de ensino fundamental em Salvador.

Degree: 2007, Universidade Federal da Bahia

URL: http://www.bibliotecadigital.ufba.br/tde_busca/arquivo.php?codArquivo=1690

►

This research has analyzed the management experience of a public primary school in Salvador made possible by means of an accord that regulated the established… (more)

▼

This research has analyzed the management experience of a public primary school in Salvador made possible by means of an accord that regulated the established partnership between the SMEC (City Department of Education and Culture) and a nonprofit foundation. Different aspects of the autonomy in school management were observed on the administrative, pedagogical and financial levels, bringing into focus its partnership context over the period from 2004 to 2006. It is a descriptive research completed through a case study together with a qualitative approach for data processing. The case study presented was developed in four steps: exploratory researching, theoretical studies, field work with semi-structured interviews, and finaldocument writing. The partnership context underlined the implementation of the participative management noticeable in three dimensions: a)between parents and schools by means of the School Family Project - Joint Management for Citizenship -, b) in the school community - by the means of management tools designed and applied by the group such as the School Family Project - Joint Management for Citizenship, the School Regimentation and the Pedagogical Proposal c) between the support entities and the school itself which could take part in the decision making once its partnership in a common object was established. We consider that the school management tools democratically built up strengthened the management, opened space for pedagogical autonomy realization, and provided the basis to support the administration. The pedagogical autonomy at the studied school showed growing development levels, as a result of the learning from its participative, democratic management style and set up based on the engagement and gradual involvement of the technico-pedagogic team regarding the school educational proposition. The studies present the result of the experience that invigorated until the year of 2005, when the accord that established the partnership died and the school was extinct.

Esta pesquisa analisou a experiência gestora de uma escola de ensino fundamental de 1 a 4 série na rede pública do Município de Salvador, viabilizada por meio de um convênio que regulamentava a parceria estabelecida entre a Secretaria Municipal de Educação e Cultura (SMEC) e uma Fundação sem fins lucrativos. Foram levantados aspectos da autonomia da gestão escolar nas dimensões administrativa, pedagógica e financeira, destacando-se seu contexto de parceria. O recorte temporal corresponde aos anos de 2004 a 2006. Trata-se de uma pesquisa descritiva realizada por meio de um estudo de caso, com uma abordagem qualitativa no tratamento dos dados. O estudo apresentado foi desenvolvido em quatro etapas: pesquisa exploratória, estudos teóricos, realização de trabalho de campo com entrevistas semi-estruturadas e elaboração do documento final. O contexto da parceria evidenciou a implementação da gestão democrática e participativa, presente em três dimensões:a) entre pais e escola; b) na comunidade escolar através dos instrumentos de…

Advisors/Committee Members: Edivaldo Machado Boaventura, Maria Regina de Moura Rocha, Celma Borges Gomes.

Subjects/Keywords: escolas organização e administração; gestão participativa; educação em parceria; it organizes e manages; participative management; autonomia da escola; schools; education in partnership; school autonomy; EDUCACAO

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Vargas, L. J. d. (2007). A autonomia e gestão escolar dentro do contexto de parcerias : a experiência de uma escola de ensino fundamental em Salvador. (Thesis). Universidade Federal da Bahia. Retrieved from http://www.bibliotecadigital.ufba.br/tde_busca/arquivo.php?codArquivo=1690

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Vargas, Ligia Jacob de. “A autonomia e gestão escolar dentro do contexto de parcerias : a experiência de uma escola de ensino fundamental em Salvador.” 2007. Thesis, Universidade Federal da Bahia. Accessed January 16, 2021. http://www.bibliotecadigital.ufba.br/tde_busca/arquivo.php?codArquivo=1690.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Vargas, Ligia Jacob de. “A autonomia e gestão escolar dentro do contexto de parcerias : a experiência de uma escola de ensino fundamental em Salvador.” 2007. Web. 16 Jan 2021.

Vancouver:

Vargas LJd. A autonomia e gestão escolar dentro do contexto de parcerias : a experiência de uma escola de ensino fundamental em Salvador. [Internet] [Thesis]. Universidade Federal da Bahia; 2007. [cited 2021 Jan 16]. Available from: http://www.bibliotecadigital.ufba.br/tde_busca/arquivo.php?codArquivo=1690.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Vargas LJd. A autonomia e gestão escolar dentro do contexto de parcerias : a experiência de uma escola de ensino fundamental em Salvador. [Thesis]. Universidade Federal da Bahia; 2007. Available from: http://www.bibliotecadigital.ufba.br/tde_busca/arquivo.php?codArquivo=1690

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

10. Ferreira, Ana Maria Lousada. Escola inclusiva e comunidade local : um estudo sobre as parcerias e os museus num território educativo de intervenção prioritária.

Degree: 2013, Repositório Científico Lusófona

URL: https://www.rcaap.pt/detail.jsp?id=oai:recil.grupolusofona.pt:10437/8548

►

Os Territórios educativos de intervenção prioritária foram criados no ano de 1996. Esta medida educativa assentava em medidas de discriminação positiva direcionadas para uma área… (more)

▼

Os Territórios educativos de intervenção prioritária foram criados no ano de 1996. Esta medida educativa assentava em medidas de discriminação positiva direcionadas para uma área geográfica carenciada que continha diferentes estabelecimentos de ensino que se procuravam articular entre si, assegurando o percurso escolar dos alunos. Entendidos como uma medida educativa de cariz compensatório de combate à exclusão social, os TEIP apesar dos constrangimentos e limitações têm-se afirmado com uma resposta positiva que contempla alguns caminhos de inclusão. Neste contexto, a tese Escola Inclusiva e Comunidade Local- Um estudo sobre as parcerias e os museus num território educativo de intervenção prioritária analisa os contributos das parcerias educativas e das ações desenvolvidas com os museus num território Educativo de Intervenção Prioritária. (TEIP) situado no concelho de Oeiras, área metropolitana de Lisboa. Ao longo de três anos letivos, 2006 a 2009, anos de implementação do programa TEIP2, realizou-se um estudo de caso, assente na conjugação de metodologias qualitativas e quantitativas, numa lógica analítica que se baseou no paradigma compreensivo. Como conclusão, a análise dos dados indiciou o papel renovador e de agente de mudança das parcerias educativas e o caráter inclusivo de algumas ações educativas praticadas com os museus. A interligação entre o Agrupamento TEIP, as parcerias e os museus evidenciou novas redes de relações onde se afirmam interfaces catalisadoras para a construção de importantes dimensões de inclusão.

Educational priority intervention territories (TEIPs) were created in 1996. This educational measure was based on positive discrimination measures addressed to a deprived area with several schools that sought to coordinate with each other, ensuring the students’ school career. In spite of constraints and limitations, TEIPs, which are considered a compensatory educational measure against social exclusion, have acquired an increasingly prominent role with a positive response that includes a range of inclusion systems. In this context, the thesis Inclusive School and Local Community - A Study on Partnerships and Museums on a Priority Intervention Educative Territory examines the contributions of educational partnerships and actions carried out with museums on an Educational Priority Intervention Territory (TEIP) located in the municipality of Oeiras, Greater Lisbon area. Over the course of three school years, 2006 to 2009, in which the TEIP2 programme was implemented, a case study combining qualitative and quantitative methodologies was conducted using an analytical logic based on the comprehensive paradigm. In conclusion, the analysis of the data obtained gave evidence of the renewing and change agent role of educational partnerships and the inclusive nature of some educational activities carried out with museums. The interconnection between TEIP Grouping, partnerships and museums showed new relationship networks where catalyst interfaces for the construction of important dimensions of inclusion…

Advisors/Committee Members: Moutinho, Mário Caneva, orient..

Subjects/Keywords: DOUTORAMENTO EM EDUCAÇÃO; EDUCAÇÃO; MUSEOLOGIA; EDUCAÇÃO INCLUSIVA; ESCOLAS; MUSEUS; INCLUSÃO ESCOLAR; PARCERIA SOCIAL; EDUCATION; MUSEOLOGY; INCLUSIVE EDUCATION; SCHOOLS; SCHOOL INCLUSION; SOCIAL PARTNERSHIP

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Ferreira, A. M. L. (2013). Escola inclusiva e comunidade local : um estudo sobre as parcerias e os museus num território educativo de intervenção prioritária. (Thesis). Repositório Científico Lusófona. Retrieved from https://www.rcaap.pt/detail.jsp?id=oai:recil.grupolusofona.pt:10437/8548

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Ferreira, Ana Maria Lousada. “Escola inclusiva e comunidade local : um estudo sobre as parcerias e os museus num território educativo de intervenção prioritária.” 2013. Thesis, Repositório Científico Lusófona. Accessed January 16, 2021. https://www.rcaap.pt/detail.jsp?id=oai:recil.grupolusofona.pt:10437/8548.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Ferreira, Ana Maria Lousada. “Escola inclusiva e comunidade local : um estudo sobre as parcerias e os museus num território educativo de intervenção prioritária.” 2013. Web. 16 Jan 2021.

Vancouver:

Ferreira AML. Escola inclusiva e comunidade local : um estudo sobre as parcerias e os museus num território educativo de intervenção prioritária. [Internet] [Thesis]. Repositório Científico Lusófona; 2013. [cited 2021 Jan 16]. Available from: https://www.rcaap.pt/detail.jsp?id=oai:recil.grupolusofona.pt:10437/8548.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Ferreira AML. Escola inclusiva e comunidade local : um estudo sobre as parcerias e os museus num território educativo de intervenção prioritária. [Thesis]. Repositório Científico Lusófona; 2013. Available from: https://www.rcaap.pt/detail.jsp?id=oai:recil.grupolusofona.pt:10437/8548

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Coventry University

11. Fabian, Hilary. Induction to school and transitions through Key Stage One : practice and perceptions.

Degree: PhD, 1998, Coventry University

URL: http://curve.coventry.ac.uk/open/items/9299f69c-961e-b8df-7699-94228fe875f6/1 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.246000

► The thesis is about children's experience of the induction to Reception class and the transitions that they make through Key Stage One. It draws on… (more)

▼ The thesis is about children's experience of the induction to Reception class and the transitions that they make through Key Stage One. It draws on the work of van Gennep (1960), Vygotslcy (1978), Laevers (1997) and Bruner (1996) to explore rites of passage, well-being and acculturation that take place during induction and transitions. The data is gathered mainly by semi-structured interviews to gain the perceptions of fifty children, their parents and teachers about the process of the children's (and their parents') induction at two schools in a town in Shropshire. Children are admitted to the schools in the term before their fifth birthday, thus there are three intakes a year. Children from each of the groups in both schools are included in the study. The research began just before the children started their induction programme in the term before they entered full-time schooling in the academic year 1994/1995. It explores preparations and concerns before starting school and as the children become incorporated into school life. The study goes on to examine the views of twenty-four of these children, their parents and teachers, about the transitions that the children make from the end of their reception class until they leave Key Stage One in July 1997. It also looks at the changes made to the induction programmes during this time. This is a relatively unresearched area and the study uncovered a number of critical factors that have not been brought together or presented in this way before. The main findings identify that the amount, and nature of, information given to parents and children is crucial before and during induction and transitions. If it is right then anxieties about the unknown are reduced, resulting in children's and parents' emotional well-being. The importance of a supportive friend during transitions is also highlighted. A further finding discloses that, far from parental partnership building throughout children's time in school, it decreases due to a lack of clarity about what it entails.

Subjects/Keywords: 370; Induction to school, Transition, Incorporation, Perceptions, Partnership : Elementary schools

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Fabian, H. (1998). Induction to school and transitions through Key Stage One : practice and perceptions. (Doctoral Dissertation). Coventry University. Retrieved from http://curve.coventry.ac.uk/open/items/9299f69c-961e-b8df-7699-94228fe875f6/1 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.246000

Chicago Manual of Style (16^th Edition):

Fabian, Hilary. “Induction to school and transitions through Key Stage One : practice and perceptions.” 1998. Doctoral Dissertation, Coventry University. Accessed January 16, 2021. http://curve.coventry.ac.uk/open/items/9299f69c-961e-b8df-7699-94228fe875f6/1 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.246000.

MLA Handbook (7^th Edition):

Fabian, Hilary. “Induction to school and transitions through Key Stage One : practice and perceptions.” 1998. Web. 16 Jan 2021.

Vancouver:

Fabian H. Induction to school and transitions through Key Stage One : practice and perceptions. [Internet] [Doctoral dissertation]. Coventry University; 1998. [cited 2021 Jan 16]. Available from: http://curve.coventry.ac.uk/open/items/9299f69c-961e-b8df-7699-94228fe875f6/1 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.246000.

Council of Science Editors:

Fabian H. Induction to school and transitions through Key Stage One : practice and perceptions. [Doctoral Dissertation]. Coventry University; 1998. Available from: http://curve.coventry.ac.uk/open/items/9299f69c-961e-b8df-7699-94228fe875f6/1 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.246000

Cape Peninsula University of Technology

12. Venter, Nicolaas van Loggenberg. Parental involvement in learning at rural multi-grade schools in South Africa: a school, community and family partnership programme .

Degree: 2013, Cape Peninsula University of Technology

URL: http://etd.cput.ac.za/handle/20.500.11838/1983

► Parental involvement in rural multigrade schools in South Africa is poor. This is mainly due to a lack of support for and insufficient knowledge regarding… (more)

▼ Parental involvement in rural multigrade schools in South Africa is poor. This is mainly due to a lack of support for and insufficient knowledge regarding the development of a programme that would increase parental involvement at rural multigrade schools in South Africa. The context of multigrade education in South Africa reflects the reality of a lack of parental involvement. South African rural multigrade education is beset by a variety of internal and external challenges which have a detrimental effect on effective parental involvement. However, in the rural multigrade school context, parents have untapped potential that needs to be identified and acted upon in order to empower parents; this could provide the rural marginalised children with meaningful access to quality education. Research has proved that parental involvement has a positive effect on the quality of education. According to research, the six types of parental involvement are parenting, communicating, volunteering, learning at home, decision-making and collaborating with the community. In this study the focus was on involving parents in learning and allowing them to become active partners in education. To increase parental involvement in learning at rural multigrade schools in South Africa, an intervention was needed. This intervention came in the form of a school, community and family partnership programme. The core elements of a school, community and family partnership programme (SCAF partnership programme) were the creation of partnerships and communication channels between the school, community and family, as well as the utilisation of existing community resources. These core elements had a specific focus on learning. This study used Bourdieu's (1986) theory on capital and Epstein's (1995) theory of overlapping spheres of influence. The purpose of this study was to determine the characteristics of an effective school, community and family partnership programme that would increase parental involvement in learning at rural multigrade schools in South Africa. Design-based research was employed in order to design, develop and test the proposed programme. Research was conducted in two phases. During the preliminary phase, a needs and content analysis, review of literature, and the development of a conceptual or theoretical framework for the study were conducted. This was followed by a prototyping phase which is an iterative design phase consisting of iterations, each being a micro-cycle of research with formative evaluation as the most important research activity, and which is aimed at improving and refining the intervention. Summative evaluation was conducted during the prototype phase in order to determine whether the solution or intervention met the pre-determined specifications. Data gathered during this study indicated: 1. The SCAF partnership programme can increase parental involvement in learning at rural multigrade schools if certain product and process characteristics are active. 2. The SCAF partnership programme allows utilising school,…

Subjects/Keywords: Education – Parent participation – South Africa; Parent-teacher relationships – South Africa; Combination of grades – South Africa; Rural schools – South Africa; Dissertations, Academic; School, community and family partnership programme; SCAF partnership programme; Parental involvement; Multigrade education; Rural multigrade schools; Research design; Educational design processes; Educational design research; Multigrade pedagogy; Support system; PhD; Theses, dissertations, etc.

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Venter, N. v. L. (2013). Parental involvement in learning at rural multi-grade schools in South Africa: a school, community and family partnership programme . (Thesis). Cape Peninsula University of Technology. Retrieved from http://etd.cput.ac.za/handle/20.500.11838/1983

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Venter, Nicolaas van Loggenberg. “Parental involvement in learning at rural multi-grade schools in South Africa: a school, community and family partnership programme .” 2013. Thesis, Cape Peninsula University of Technology. Accessed January 16, 2021. http://etd.cput.ac.za/handle/20.500.11838/1983.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Venter, Nicolaas van Loggenberg. “Parental involvement in learning at rural multi-grade schools in South Africa: a school, community and family partnership programme .” 2013. Web. 16 Jan 2021.

Vancouver:

Venter NvL. Parental involvement in learning at rural multi-grade schools in South Africa: a school, community and family partnership programme . [Internet] [Thesis]. Cape Peninsula University of Technology; 2013. [cited 2021 Jan 16]. Available from: http://etd.cput.ac.za/handle/20.500.11838/1983.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Venter NvL. Parental involvement in learning at rural multi-grade schools in South Africa: a school, community and family partnership programme . [Thesis]. Cape Peninsula University of Technology; 2013. Available from: http://etd.cput.ac.za/handle/20.500.11838/1983

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

NSYSU

13. Yang, Tang-yen. A Study of Collaborative Model Between University and Affiliated High Schools.

Degree: Master, Education, 2007, NSYSU

URL: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0725107-135116

► Abstract The purpose of this study was to analyze the idea of âprofessional development schools (PDSs)â which was a new school setting and one of… (more)

▼ Abstract The purpose of this study was to analyze the idea of âprofessional development schools (PDSs)â which was a new school setting and one of collaborative models with universities developed in the past decade in USA. The researcher inquired into PDSâs goals, functions, operations, major influential factors, and âPDS Standardsâ in depth, and aimed to explore the collaborative models and the developing stages of Taiwanâs PDSs according to the five standards, which was the key concept of PDS model and was designated by National Council for the Accreditation of Teacher Education. These five standards are âlearning communityâ, âaccountability and quality assuranceâ, âcollaborationâ, âequity and diversityâ, and âstructures, resources and rolesâ. The researcher selected six staffs as the participants from each partnership of university/affiliated high school and used qualitative research methods to collect research data, including documentary reviews and semi-structured interviews. After careful examination and analyses of the data collected, the following conclusions are reached: 1. About professional development schools: (1) PDSs are innovative school settings and establishments which were initiated and refined progressively along the educational reform movements. (2) PDSs are not only the âlearning communitiesâ; but also the settings for the professional development of participants. (3) The establishment of PDSs needs support in terms of structure and system building from both sides of the partnership. They also need more resources to be invested in. (4) âPDS Standardsâ are both guidelines and criterion for the assessment of the PDSs. 2. About the collaborative models between universities and affiliated high schools: (1) The cases actually demonstrate the function of âlearning communityâ, but the degree of âcollaborationâ is not close enough. (2) The standard of âaccountability and qualityâ for the collaborative models canât be presented due to lack of evaluation measures for the partnership. (3) Two case high schools have developed some supportive activities for low-achievement students by their own. The involvements of two universities on this aspect are apparently not enough. (4) Two cases need to enhance their support for the partnership in terms of structure and system building. (5) According to the âPDS Standardsâ, the developing stages of two cases are between beginning level and developing level. (6) The collaborative models between universities and affiliated high schools are influenced by internal and external factors. According to the conclusions of this study and the related problems encountered, suggestions to government, two case partnerships, universities, high schools and future researchers have been proposed. Advisors/Committee Members: Zhi-lin Sun (chair), Ching-hwa Tsai (committee member), Der-long Fang (chair).

Subjects/Keywords: collaborative model; affiliated high schools; Professional Development Schools; universities with teacher education programs; partnership; PDS Standards

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Yang, T. (2007). A Study of Collaborative Model Between University and Affiliated High Schools. (Thesis). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0725107-135116

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Yang, Tang-yen. “A Study of Collaborative Model Between University and Affiliated High Schools.” 2007. Thesis, NSYSU. Accessed January 16, 2021. http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0725107-135116.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Yang, Tang-yen. “A Study of Collaborative Model Between University and Affiliated High Schools.” 2007. Web. 16 Jan 2021.

Vancouver:

Yang T. A Study of Collaborative Model Between University and Affiliated High Schools. [Internet] [Thesis]. NSYSU; 2007. [cited 2021 Jan 16]. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0725107-135116.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Yang T. A Study of Collaborative Model Between University and Affiliated High Schools. [Thesis]. NSYSU; 2007. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0725107-135116

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Seton Hall University

14. Bido, Jacqueleen M. The Language of Parental Involvement: A Document Analysis of Parent Involvement Plans (PIP’s) of Title I Elementary Schools.

Degree: EdD Education Leadership, Management and Policy, Education Leadership, Management and Policy, 2020, Seton Hall University

URL: https://scholarship.shu.edu/dissertations/2830

► Research indicates that parent involvement increases student achievement. This qualitative research examined 30 elementary Title I schools’ Parent Involvement Plans (PIPs), seeking roles parents… (more)

Subjects/Keywords: Joyce Epstein’s Six Types of Parental Involvement; Title I; transformation schools; compliance; partnership schools; student academic achievement; Educational Assessment, Evaluation, and Research; Educational Leadership; Elementary and Middle and Secondary Education Administration; Urban Education

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Bido, J. M. (2020). The Language of Parental Involvement: A Document Analysis of Parent Involvement Plans (PIP’s) of Title I Elementary Schools. (Doctoral Dissertation). Seton Hall University. Retrieved from https://scholarship.shu.edu/dissertations/2830

Chicago Manual of Style (16^th Edition):

Bido, Jacqueleen M. “The Language of Parental Involvement: A Document Analysis of Parent Involvement Plans (PIP’s) of Title I Elementary Schools.” 2020. Doctoral Dissertation, Seton Hall University. Accessed January 16, 2021. https://scholarship.shu.edu/dissertations/2830.

MLA Handbook (7^th Edition):

Bido, Jacqueleen M. “The Language of Parental Involvement: A Document Analysis of Parent Involvement Plans (PIP’s) of Title I Elementary Schools.” 2020. Web. 16 Jan 2021.

Vancouver:

Bido JM. The Language of Parental Involvement: A Document Analysis of Parent Involvement Plans (PIP’s) of Title I Elementary Schools. [Internet] [Doctoral dissertation]. Seton Hall University; 2020. [cited 2021 Jan 16]. Available from: https://scholarship.shu.edu/dissertations/2830.

Council of Science Editors:

Bido JM. The Language of Parental Involvement: A Document Analysis of Parent Involvement Plans (PIP’s) of Title I Elementary Schools. [Doctoral Dissertation]. Seton Hall University; 2020. Available from: https://scholarship.shu.edu/dissertations/2830

15. Dominguez, Aaron Alonzo. Can district and charter school partnerships work? : a look at emerging collaborative models.

Degree: EdD, Educational Leadership and Policy, 2018, University of Texas – Austin

URL: http://hdl.handle.net/2152/65658

► The model of competition has existed between district and charter schools for nearly thirty years and has been well researched; however, the idea of collaboration… (more)

Subjects/Keywords: School competition; School collaboration; School partnership; Collaborative schools; Charter schools; District schools; Charter and district school partnerships; District-charter partnerships

…Public Schools (KIPP) launched what is known as the SKY partnership. This innovative… …participation in a district-charter partnership? Definition of Terms Charter school. Charter schools… …1 History of public schools… …4 Charter Schools… …7 A collaborative framework for coexistence – The SKY partnership..............8 Problem…

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Dominguez, A. A. (2018). Can district and charter school partnerships work? : a look at emerging collaborative models. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/65658

Chicago Manual of Style (16^th Edition):

Dominguez, Aaron Alonzo. “Can district and charter school partnerships work? : a look at emerging collaborative models.” 2018. Doctoral Dissertation, University of Texas – Austin. Accessed January 16, 2021. http://hdl.handle.net/2152/65658.

MLA Handbook (7^th Edition):

Dominguez, Aaron Alonzo. “Can district and charter school partnerships work? : a look at emerging collaborative models.” 2018. Web. 16 Jan 2021.

Vancouver:

Dominguez AA. Can district and charter school partnerships work? : a look at emerging collaborative models. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2018. [cited 2021 Jan 16]. Available from: http://hdl.handle.net/2152/65658.

Council of Science Editors:

Dominguez AA. Can district and charter school partnerships work? : a look at emerging collaborative models. [Doctoral Dissertation]. University of Texas – Austin; 2018. Available from: http://hdl.handle.net/2152/65658

University of KwaZulu-Natal

16. Mkhize, Samukelisiwe Nicole. An implementation analysis of e-learning: a case study of Kwapata Secondary School, Dambuza township.

Degree: MSocSci, 2019, University of KwaZulu-Natal

URL: https://researchspace.ukzn.ac.za/handle/10413/16316

► The use of information communication technologies (ICTs) is being re-introduced in the South African public schooling system as a development tool used to improve the… (more)

▼ The use of information communication technologies (ICTs) is being re-introduced in the South African public schooling system as a development tool used to improve the quality of education and expand access to equal educational opportunities to all learners and teachers including previously disadvantaged schools and communities for full participation in education and society. The implementation of e-learning is guided by the White Paper on e-Education 2004 which was published as the South African governments’ symbol of commitment to ensure that all learners are ICT capable and ICTs are used optimally for teaching and learning purposes. The efforts to harness the potential of ICT use through implementation of e-learning programmes in SA public schools have been met with the reality of limited government capacity in terms of ICT funding, investment and expertise to deliver ICT skills training and infrastructure to remote, over populated, ill-resourced schools in rural and township schools. This issue prompted the investigation into, the implementation of e-learning at KwaPata Secondary School, Dambuza Township in order to discover the factors that hinder or facilitate the implementation process. Findings revealed that there is limited understanding of the purpose of e-learning amongst teachers and learners which is reflected in the teachers limited use of ICTs to information presentation which in turn diverts from the role of e-learning which is to create a learner-focused learning environment. The main barrier affecting teachers and learners ability to implement e-learning at KwaPata Secondary School is the lack of sufficient ICT resources and maintenance of ICT equipment for e-learning to take place in a structured way instead of the ad hoc manner. Consequently, the extent of e-learning implementation is restricted, resulted in only certain subjects being able to use the ‘e-learning room’ and ICT resources available at KwaPata Secondary School. However, this is not simply an issue of physical access, it is further complicated by teachers’ lack of appreciation and motivation to use and develop coping strategies to overcome access challenges. In terms of the partnership, Dimension Data suffers from a lack of financial and human resource capacity to deliver alone, efforts to overcome these challenges are undermined by lack of co-ordination and communication amongst other relevant stakeholders. The partnership was established to overcome social and economic obstacles tasked with implementing e-learning, however, the study shows that the service provider is faced with the same problem of lack of adequate capacity, funding and support as government to effectively deliver ICTs alone. Advisors/Committee Members: Manicom, Desiree P. (advisor).

Subjects/Keywords: Computer-assisted instruction - South Africa.; Educational technology - South Africa.; Information technology - Study and teaching.; South African public schooling system.; ICTs.; e-learning implementation.; Kwapata secondary school.; Dambuza.; Private-public partnership.; ICTs in schools.

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Mkhize, S. N. (2019). An implementation analysis of e-learning: a case study of Kwapata Secondary School, Dambuza township. (Masters Thesis). University of KwaZulu-Natal. Retrieved from https://researchspace.ukzn.ac.za/handle/10413/16316

Chicago Manual of Style (16^th Edition):

Mkhize, Samukelisiwe Nicole. “An implementation analysis of e-learning: a case study of Kwapata Secondary School, Dambuza township.” 2019. Masters Thesis, University of KwaZulu-Natal. Accessed January 16, 2021. https://researchspace.ukzn.ac.za/handle/10413/16316.

MLA Handbook (7^th Edition):

Mkhize, Samukelisiwe Nicole. “An implementation analysis of e-learning: a case study of Kwapata Secondary School, Dambuza township.” 2019. Web. 16 Jan 2021.

Vancouver:

Mkhize SN. An implementation analysis of e-learning: a case study of Kwapata Secondary School, Dambuza township. [Internet] [Masters thesis]. University of KwaZulu-Natal; 2019. [cited 2021 Jan 16]. Available from: https://researchspace.ukzn.ac.za/handle/10413/16316.

Council of Science Editors:

Mkhize SN. An implementation analysis of e-learning: a case study of Kwapata Secondary School, Dambuza township. [Masters Thesis]. University of KwaZulu-Natal; 2019. Available from: https://researchspace.ukzn.ac.za/handle/10413/16316

17. O'Connell, Sonia del Socorro. PRODEGE: POLICY TRANSFER TO SPARK EDUCATIONAL CHANGE IN EQUATORIAL GUINEA.

Degree: Education Policy, and Leadership, 2014, University of Maryland

URL: http://hdl.handle.net/1903/15273

► In 1968 the African country of Equatorial Guinea gained its independence after 200 years of Spanish colonial rule. Shortly thereafter it found itself under a… (more)

Subjects/Keywords: Education policy; Equatorial Guinea; Escuela Nueva; policy transfer; private-public partnership; PRODEGE; rural schools

…infrastructure and closed its schools in 1975 (Lipski, 2004). Most teachers left the country… …to work elsewhere. The schools were reopened shortly after a coup d’état in 1979 but they… …publicized effort at improving the national schooling system since the schools’ reopening. Life in… …primary schools and the second on secondary schools. Currently, the first five years of the… …this privatepublic partnership. The Academy of Education Development (AED) was…

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

O'Connell, S. d. S. (2014). PRODEGE: POLICY TRANSFER TO SPARK EDUCATIONAL CHANGE IN EQUATORIAL GUINEA. (Thesis). University of Maryland. Retrieved from http://hdl.handle.net/1903/15273

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

O'Connell, Sonia del Socorro. “PRODEGE: POLICY TRANSFER TO SPARK EDUCATIONAL CHANGE IN EQUATORIAL GUINEA.” 2014. Thesis, University of Maryland. Accessed January 16, 2021. http://hdl.handle.net/1903/15273.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

O'Connell, Sonia del Socorro. “PRODEGE: POLICY TRANSFER TO SPARK EDUCATIONAL CHANGE IN EQUATORIAL GUINEA.” 2014. Web. 16 Jan 2021.

Vancouver:

O'Connell SdS. PRODEGE: POLICY TRANSFER TO SPARK EDUCATIONAL CHANGE IN EQUATORIAL GUINEA. [Internet] [Thesis]. University of Maryland; 2014. [cited 2021 Jan 16]. Available from: http://hdl.handle.net/1903/15273.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

O'Connell SdS. PRODEGE: POLICY TRANSFER TO SPARK EDUCATIONAL CHANGE IN EQUATORIAL GUINEA. [Thesis]. University of Maryland; 2014. Available from: http://hdl.handle.net/1903/15273

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

The Ohio State University

18. Wojton, Mary Ann. A Study Of A Museum-School Partnership.

Degree: PhD, ED Teaching and Learning (Columbus campus), 2009, The Ohio State University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=osu1243452101

► Partnerships between museums and schools never have been more important than they are today. Schools, especially urban schools, are facing challenges, including low student… (more)

▼ 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. Advisors/Committee Members: Seidl, Barbara (Committee Chair).

Subjects/Keywords: Education; Museums; partnership; collaboration; relationship; museum; science center; informal learning; free-choice learning; k-12 schools; STEM

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Wojton, M. A. (2009). A Study Of A Museum-School Partnership. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1243452101

Chicago Manual of Style (16^th Edition):

Wojton, Mary Ann. “A Study Of A Museum-School Partnership.” 2009. Doctoral Dissertation, The Ohio State University. Accessed January 16, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=osu1243452101.

MLA Handbook (7^th Edition):

Wojton, Mary Ann. “A Study Of A Museum-School Partnership.” 2009. Web. 16 Jan 2021.

Vancouver:

Wojton MA. A Study Of A Museum-School Partnership. [Internet] [Doctoral dissertation]. The Ohio State University; 2009. [cited 2021 Jan 16]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1243452101.

Council of Science Editors:

Wojton MA. A Study Of A Museum-School Partnership. [Doctoral Dissertation]. The Ohio State University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1243452101

University of Dayton

19. Takano, Kaori. Corporate Japan Goes to School: Case Studies Examining Corporate Involvement in Public Schools in Japan.

Degree: PhD, Educational Leadership, 2011, University of Dayton

URL: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1311782967

► This multiple case study examined corporate involvement in Japanese public elementary schools through 3 corporate programs. In 2005 the Basic Law of Food Education,… (more)

▼ This multiple case study examined corporate involvement in Japanese public elementary schools through 3 corporate programs. In 2005 the Basic Law of Food Education, Shokuiku Kihon Ho was enacted. This law promotes food education as a national movement and encourages food makers to become actively involved with the public sector to provide food education programs. Major food makers approached public elementary schools as part of their corporate social responsibility (CSR) activities. Purposeful sampling was selected, and programs from 3 companies were identified as cases. This researcher conducted email interviews with 35 elementary school teachers and 3 company spokespersons to examine their motivations, implementations, advantages and disadvantages of the programs, benefits to the company, and changes in teachers’ perceptions of the companies, if any. The findings first include sources, including governmental, from which teachers initially learned about the programs. Second, the primary reason for program use was food education. Third, the 3 corporate programs studied appeared to be very successful in obtaining publicity in the schools. Two out of 3 companies had their products present in the classroom and also gave their products as gifts. Fourth, teachers were satisfied with corporate programs because they gained professional knowledge, rich materials, and experience-based activities for children. Fifth, the major disadvantage was scheduling. Few teachers recognized that corporate programs effectively influenced the knowledge of teachers and children. Sixth, teachers’ perceptions of the companies were positively changed after experiencing the programs. Teachers were impressed with professional knowledge and they tolerated corporate promotions. This study included implications: School policies and professional development are needed to address commercial activity and insure that the children’s knowledge would be balanced. Advisors/Committee Members: Watras, Joseph (Committee Chair), Boyles, Deron R. (Advisor), Kobayashi, Victor (Advisor).

Subjects/Keywords: Asian Studies; Business Community; Comparative; Educational Leadership; Elementary Education; Public Health; Japanese education; corporate social responsibility (CSR); educational policy; public schools; curriculum studies; elementary education; school-business partnership; public-private partnerships (PPPs); case studies

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Takano, K. (2011). Corporate Japan Goes to School: Case Studies Examining Corporate Involvement in Public Schools in Japan. (Doctoral Dissertation). University of Dayton. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=dayton1311782967

Chicago Manual of Style (16^th Edition):

Takano, Kaori. “Corporate Japan Goes to School: Case Studies Examining Corporate Involvement in Public Schools in Japan.” 2011. Doctoral Dissertation, University of Dayton. Accessed January 16, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1311782967.

MLA Handbook (7^th Edition):

Takano, Kaori. “Corporate Japan Goes to School: Case Studies Examining Corporate Involvement in Public Schools in Japan.” 2011. Web. 16 Jan 2021.

Vancouver:

Takano K. Corporate Japan Goes to School: Case Studies Examining Corporate Involvement in Public Schools in Japan. [Internet] [Doctoral dissertation]. University of Dayton; 2011. [cited 2021 Jan 16]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1311782967.

Council of Science Editors:

Takano K. Corporate Japan Goes to School: Case Studies Examining Corporate Involvement in Public Schools in Japan. [Doctoral Dissertation]. University of Dayton; 2011. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1311782967

Université de Montréal

20. Labonté, Mariette L. Évaluation de la perception des intervenants de la mise en œuvre d’un modèle d’équipe de soutien à l’enseignant pour intégrer les services à l’école en contexte inclusif.

Degree: 2011, Université de Montréal

URL: http://hdl.handle.net/1866/5431

Subjects/Keywords: Services intégrés; Modèles de services; Consultation; Collaboration; Effets des services intégrés; Équipe de soutien; Équipe de collaboration; Inclusion; Intégration scolaire des élèves en difficulté ou d'adaptation; Partenariat école-famille-communauté; Inclusion in the schools; Intergrated services; Collaboration and consultation; Outcomes of integrated services in schools; Partnership school and community; Inclusive education; Education - Special / Éducation - Enseignement spécial (UMI : 0529)

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Labonté, M. L. (2011). Évaluation de la perception des intervenants de la mise en œuvre d’un modèle d’équipe de soutien à l’enseignant pour intégrer les services à l’école en contexte inclusif. (Thesis). Université de Montréal. Retrieved from http://hdl.handle.net/1866/5431

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Labonté, Mariette L. “Évaluation de la perception des intervenants de la mise en œuvre d’un modèle d’équipe de soutien à l’enseignant pour intégrer les services à l’école en contexte inclusif.” 2011. Thesis, Université de Montréal. Accessed January 16, 2021. http://hdl.handle.net/1866/5431.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Labonté, Mariette L. “Évaluation de la perception des intervenants de la mise en œuvre d’un modèle d’équipe de soutien à l’enseignant pour intégrer les services à l’école en contexte inclusif.” 2011. Web. 16 Jan 2021.

Vancouver:

Labonté ML. Évaluation de la perception des intervenants de la mise en œuvre d’un modèle d’équipe de soutien à l’enseignant pour intégrer les services à l’école en contexte inclusif. [Internet] [Thesis]. Université de Montréal; 2011. [cited 2021 Jan 16]. Available from: http://hdl.handle.net/1866/5431.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Labonté ML. Évaluation de la perception des intervenants de la mise en œuvre d’un modèle d’équipe de soutien à l’enseignant pour intégrer les services à l’école en contexte inclusif. [Thesis]. Université de Montréal; 2011. Available from: http://hdl.handle.net/1866/5431

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

		in
And / Or
		in
And / Or
		in
And / Or
		in

Open Access Theses and Dissertations