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ERIC Number: ED421464
Record Type: Non-Journal
Publication Date: 1998-Apr-13
Pages: 10
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
An Upper Peninsula Collaborative Site of Practice and Inquiry.
Clarken, Rodney; LeRoy, Barbara
Northern Michigan University and the Marquette Area Public Schools are working collaboratively to improve both K-12 education and teacher education. Through several cooperative ventures, students and teachers in both institutions are benefitting from increased professional collaboration, becoming allies to reform and renew education. The main focus of the effort centers on several field experiences for university students in area schools. This paper describes the collaboration at two public schools. The field experiences are designed so that all parties involved benefit. Collaborative teams, including university faculty, school district staff, local education agency staff, parents, and university students, address the specific focus of each school. Elements of the collaboration include creating formative self-evaluation and team/school improvement plans, completing a teaming self-assessment instrument, and documenting the teaming process across multiple dimensions. An essential outcome of the project is the development of new knowledge to be integrated into teacher preparation and inservice teacher education. The project plans to develop and field test a curriculum module that will allow teacher education faculty and personnel development professionals to incorporate training on collaborative teaming into their respective education programs. Formative and summative evaluation of the project will be done by the project evaluation consultant and monitored by the project management team. The evaluation design will be based on the principles of participatory action research. (Contains 9 references.) (SM)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Michigan State Dept. of Education, Lansing. Div. of Special Education.
Authoring Institution: N/A