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Descriptors:
Urban Studies; Service Learning; Urban Areas; Community Needs; School Community Relationship; Partnerships in Education; Disadvantaged; Experiential Learning; Geography; Teaching Methods; Homeless People; Foreign Countries

Abstract:
This symposium explores and examines the challenges and opportunities of building community-university collaborations in marginalized urban areas. The selection of short essays highlights different experiences of building and sustaining community-university partnerships in a variety of cities as vehicles for enhancing experiential learning in geography, urban studies, and cognate disciplines. The aim is to foster a debate among geographers about the role of community-university partnerships in marginalized urban areas and their potential for advancing reciprocal activities that address community needs while offering new circumstances for university out- reach and teaching. (Contains 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Evaluation; Research Libraries; Information Literacy; Interdisciplinary Approach; Feedback (Response); Research Methodology; Communication Research; Research Skills; Case Studies; Outcomes of Education; Scores; Partnerships in Education; Cooperation; Higher Education; Librarians

Abstract:
This report offers an interdisciplinary approach for conducting assessment on learning outcomes in undergraduate communication research skills where information literacy is embedded in the expected outcome. A Communication Studies department and the University Library piloted a two-year program to develop strategies for coordinated assessment that give feedback to both the Department and the Library. This collaborative model could be applied to any type of communication learning outcome that is related to information literacy. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Private Sector; Diversity (Institutional); Higher Education; Partnerships in Education; Public Sector; Foreign Students; College Students; Public Policy; Colleges; Accreditation (Institutions)

Abstract:
This paper assesses the growing UK private sector in education and questions whether it is, as its supporters suggest, a valuable addition to an already diverse national system. An earlier "Perspectives" paper (Woodfield et al 2011) explored the emerging partnerships between public and private sectors. This follow-up explores the roles that the private sector providers are now playing. To understand this fully it is essential to analyse the range and type of private providers, since their different characteristics and functions mean that only some are relevant to this debate. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Information Literacy; College Readiness; High School Students; Urban Schools; Partnerships in Education; Academic Libraries; Public Libraries; High Schools; School Libraries; College School Cooperation; Best Practices; Outreach Programs; Advanced Placement Programs; Program Implementation; Program Development

Abstract:
This article describes a nearly decade-long partnership between three institutions representing school, public, and academic settings in Westchester County, New York. The program, designed to improve the academic performance of local high school students, is unique due to the extensive contact students have with academic librarians during the school year, including two day-long orientations and individual consultation sessions. Using experiences as partners in this collaborative effort, interviews with six teachers and librarians, and the existing literature, this article identifies best practices and key factors for academic libraries that are considering or currently providing instructional and outreach activities to high schools. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Partnerships in Education; Elementary Schools; Learning Processes; Foreign Countries; Parent Attitudes; Disadvantaged Youth; Nursery Schools; Qualitative Research; Teacher Attitudes; Transitional Programs; Parent Participation; Interviews; Longitudinal Studies

Abstract:
When children move from preschool to primary school in Germany, this involves a transition between two distinct systems with regard to political responsibility. Following Rimm-Kaufman and Pianta's (2000) ecological and dynamic model of transition, the research project focuses on the perspectives of parents and professionals on the learning processes of children from socioeconomically disadvantaged families in the transition from preschool to school. Against the backdrop of a socio-constructive conception of learning we examine the microsystemic constructions of parents and professionals with qualitative methods in a longitudinal design. The results presented here draw attention to the 18 months before the child's school entry. It captures the perceptions of parents and educators on the support of the child's learning processes in the family and in the institutional context. Results question the ideal of an educational partnership by emphasising the conflicting demands related to preschool. (Contains 4 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Social Networks; Welfare Services; Parent Participation; Parent School Relationship; Welfare Recipients; Interviews; Parent Attitudes; Elementary School Teachers; Urban Areas; Parent Responsibility; Family Work Relationship; Partnerships in Education

Abstract:
This article examines how parents supported their children's education while transitioning from welfare to work. Interviews with parents, elementary school educators, and staff at a community-based organization were conducted in an urban Tennessee community. Navigating work and parenting responsibilities was particularly challenging when children had complex needs and when parent schedules offered limited flexibility. Work and training-based knowledge, experiences, and social networks informed parent involvement beliefs and practices when a parent saw parallels between a child's education and their job or training. This study offers implications for federal welfare and education reauthorization debates and partnerships between schools and welfare assistance programs. (Contains 1 table and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Behavior Modification; Social Problems; Change Strategies; Educational Strategies; Behavior Change; Student Behavior; Behavior Problems; Functional Behavioral Assessment; Parent School Relationship; Parent Participation; Intervention; Guidelines; At Risk Students; Integrated Services; Child Behavior; Partnerships in Education; Early Childhood Education

Abstract:
Challenging behavior is often a source of frustration for parents. Challenging behavior is defined as any behavior that interferes with children's learning and development, is harmful to children and to others, and puts a child at risk for later social problems or school failure (Bailey & Wolery, 1992; Kaiser & Rasminsky, 2003). Children's challenging behaviors can affect a family's ability to participate in home routines and community activities. When children engage in persistent challenging behavior, the importance of designing effective behavior interventions in collaboration with parents cannot be overstated. The purpose of this article is to help early childhood practitioners collaborate with parents to identify the purpose of challenging behaviors, determine effective strategies to address these behaviors, and create a behavior support plan that "fits" the needs of the child as well as the family. Guidelines for observing challenging behaviors and creating behavior support plans also are described. Throughout the article, examples are presented to illustrate ideas that are presented; however, these examples are not meant to be comprehensive or exhaustive. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Instructional Materials; Geography; Professional Development; Geography Instruction; Educational Needs; Skill Analysis; Skill Development; Academic Standards; Instructional Design; Instructional Development; Curriculum Development; Educational Strategies; Educational Technology; Partnerships in Education; Change Strategies; Educational Change

Abstract:
Never before in human history has it been more important for a person to be geographically literate. But the unsettling reality is that many teachers and most students are not yet geographically literate. Currently, American students are not even provided opportunities to learn enough geography to understand the very basic aspects of the world in which they live. Without explicit intervention and a dedicated focus on geographic literacy by educators, curriculum developers, and policymakers, U.S. children will be unable to thrive in the global marketplace, unlikely to connect with and care for their natural environment, and unsure about how to relate to people from other parts of the world. One thing is abundantly clear; if American children hope to participate in democracy and play a strong leadership role in the world, they must possess geographic knowledge, understandings, and skills. The Instructional Materials and Professional Development Committee of the Road Map project gathered to identify the needs for geography education in this twenty-first century. These needs span every grade level in the nation's formal and informal education systems in public and private education. These needs extend beyond the stand-alone geography course and exist in science, technology, mathematics, social studies, arts, and English language arts courses as well. These needs can and should be addressed through carefully designed and properly implemented instructional materials and professional development. This article provides ten important recommendations for educators, developers, policymakers, and funders to seriously consider in supporting student learning, teacher learning, and large-scale collaboration and change in the field of geography education through instructional materials and professional development. Each recommendation is presented in the full report with a core argument and supporting research, vignettes of each recommendation in practice, examples of alignment with Common Core State Standards, additional information about recommended strategies or principles, and recommended readings. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Instructional Materials; Geography; Elementary Secondary Education; Geography Instruction; Educational Strategies; Change Strategies; Educational Planning; Partnerships in Education; Educational Improvement; Improvement Programs; Educational Needs; Needs Assessment; Instructional Development; Research Reports; Integrated Curriculum; Behavioral Objectives; Educational Objectives; Curriculum Development; Academic Standards

Abstract:
The National Geographic Society, the Association of American Geographers, the American Geographical Society, and the National Council for Geographic Education partnered to outline a "road map" for long-term strategies to improve K-12 geography education. The partner organizations assembled three committees to create synthesis reports, each of which examined and made recommendations for an area of geography education that is critical to improvement. These areas include education research, assessment, and instructional materials and professional development. The recommendations for each report revolve around advancing a common goal; presenting an approach to geography education that balances "knowing geography" with "doing geography." Articles summarizing two of these reports (Schell et al. this issue; Wertheim et al. this issue) are included in this issue of "The Geography Teacher." This short overview is designed to provide background for those two articles. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Experiential Learning; Foreign Countries; Industry; Educational Change; Creative Development; School Business Relationship; Partnerships in Education; Creative Activities; Agency Cooperation; Cooperative Planning; Cooperative Programs; Group Dynamics; Peer Groups; Peer Relationship; Professional Development; Skill Analysis; Skill Development; Network Analysis; Institutional Role; Organizational Climate; Organizational Culture; Organizational Theories

Abstract:
In the UK, the creative sector has been identified as a key strand in the economic recovery strategy. Composed of mostly micro and small enterprises often grouping together for particular commissions and projects, there is a tendency to operate primarily through a series of networks made up of peers. This paper presents the outcomes of a "peer-to-peer business programme", or action learning set, involving 10 participants from the creative sector over a period of 6 months. The programme was based on a "Six-Squared" model where participants would address their own needs alongside participating in, and developing further understanding of, action learning sets in order to establish sets with others. Assessment of outcomes indicated that the programme allowed participants to develop new skills with peers, network and strengthen relationships and collaborate in a university programme. The paper concludes by suggesting that, within the context of a growing and vibrant creative industries sector and increasing pressures on universities to engage with the business community, it is essential to develop flexible, peer-led and innovative models of collaboration. (Contains 1 figure and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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