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ERIC Number: ED210260
Record Type: RIE
Publication Date: 1981-Jun
Pages: 275
Abstractor: N/A
Reference Count: 0
School-University Collaboration Supporting School Improvement. Volume I: The Midwestern State Teacher Center Network Case.
Huberman, A. M.
A case study was made of an interorganizational arrangement involving collaboration between a college of education, intermediary service agencies, and a collection of schools or school districts. The relationships among partners in the arrangement are examined with a focus on linking mechanisms and boundary-spanning roles. The case study is made of the Statewide Teacher Center Network, and two of its constituent members, the Arcadia Teacher Center and the Three Rivers Teacher Center. All are located in a large, sparsely populated midwestern state. Each of the two centers acted as an intermediary, linking a college of education with surrounding school districts and counties. A description is given of the origins of the Statewide Teacher Center Network and of the Arcadia and Three Rivers Centers. In describing the first two years of collaborations between these institutions, consideration is given to events and activities, available resources, objectives, key persons, barriers and facilitators, and the dynamics of interaction between the institutions. The present collaborative effort is examined, focusing on the main events and institutional context, structure and procedures, changes in objectives, and resource changes. A discussion is presented of the outcomes of the collaborative effort and possibilities for the future. Profiles are given of specific projects at the Arcadia and Three Rivers Centers. Diagrams are presented of the factors that appeared to account for the outcomes obtained in each of the centers studied. (JD)
Publication Type: Reports - Descriptive; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: American Univ., Washington, DC. Center for Technology and Administration.
Identifiers: N/A
Note: For related documents, see SP 019 179-180.