NotesFAQContact Us
Search Tips
ERIC Number: ED455574
Record Type: RIE
Publication Date: 2001-Apr-11
Pages: 29
Abstractor: N/A
Public/Private School Partnerships: What Can Be Learned from Corporate School Partnerships.
Shinners, Kathleen D.
This paper reports on a larger study that described public/private school partnerships throughout the U.S. The study described collaborations in terms of their goals, organizational structure, support, commonalities and differences, and evaluations. The present essay discusses how these partnerships provide a model for understanding what contributes to partnership success and successful characteristics of public/private school partnerships. The paper examines characteristics of corporate/school partnerships, university/school partnerships, and public/private school partnerships. It discusses how types of partnerships (cooperation, coordination, and collaboration) influenced the success of public/private partnerships. It found that highly structured collaborations contributed to a higher degree of mutuality among members. Collaborations lead to successful environments, fewer restrictions to success, and the most positive responses to restrictions. The predominant restriction to creating a successful partnership environment was the tension caused by the differences in cultural norms. The most common characteristic effective in offsetting tension created by these differences was the desire to break down pre-existing stereotypes among those coming from diverse backgrounds. Collaborations were more likely to express the desire to fell barriers and destroy myths about the other partner's environment than the other two partnership types. (Contains 25 references and 6 figures.) (RJM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Seattle, WA, April 10-14, 2001).