ERIC Number: ED319350
Record Type: RIE
Publication Date: 1990-Apr-17
Reference Count: 0
Communication within School-University Partnerships and Its Effect on Curricular Change.
McGowan, Thomas M.; Williams, Robert O.
This study examines intra-partnership communication in school-university collaboration, and considers how participant interaction affects a collaborative's capacity for promoting curricular and instructional change. The study examines two projects utilizing distinct collaborative approaches: "The Academic Alliance for Improved Social Studies Teaching," a social studies improvement collaborative involving 27 Phoenix, Arizona, elementary classroom teachers and 12 support personnel; and "The Middle Grades Project," a more formal, larger collaborative to restructure and revitalize programs at three Indiana schools. Comparative, interpretive analysis revealed that collaborators typically communicated orally, in fairly linear fashion, and through identifiable, if sometimes hazily defined networks. Their interchange seemed episodic and was often influenced by dynamic advocates, external events, and personal politics. As they interacted, participants implemented significant programmatic change. Findings also suggested a relationship between the scope and direction of intra-partnership communication, participants' sense of ownership and empowerment, their willingness to change, and the degree to which innovations were adopted. Includes 26 references. (JDD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: Policymakers; Practitioners
Sponsor: Lilly Endowment, Inc., Indianapolis, IN.
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Boston, MA, April 16-20, 1990).