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ERIC Number: EJ1001263
Record Type: Journal
Publication Date: 2012
Pages: 22
Abstractor: ERIC
Reference Count: 66
ISBN: N/A
ISSN: ISSN-1536-3031
It Might Just Take a Partnership...
Amrein-Beardsley, Audrey; Barnett, Joshua H.
Issues in Teacher Education, v21 n2 p103-124 Fall 2012
Most school-university partnerships have consisted of pre-service teacher education partnerships, by which colleges of teacher education team up with schools to train future teachers. Proponents of these partnerships claim that they have the ability to transform education through networks of teachers and faculty who are passionate about educational change and have come together to cause it. In keeping with literature on university-district partnerships, in which universities help partnering districts articulate their vision and help them structure their reform, the university in the current project expanded how it defined its school-university partnerships. The university's college of teacher education brokered additional relationships and built additional partnerships to offer partners individualized and tailored research-based services from which their partners would be able to choose and be more empowered to help articulate, negotiate, customize, and structure. To ensure that each partnership was of mutual benefit and to ensure that each offering could be tailored to meet the unique and articulated needs and characteristics of each partner district involved, the college conducted a needs assessment. Results show that in general, all respondents agreed that there is a need for assistance with integrating research-based practices at all levels, from content-area instruction to administrator development and so on. They also frequently expressed concerns about whether such research-based practices would help them to meet external federal and state mandates or, more specifically, help students to learn the state standards in core content areas and pass or make gains on high-stakes tests. Respondents also requested help with transforming the cultures of their districts and schools to be both data wise and information rich. Specifically, respondents requested professional development to help district personnel at all levels analyze, understand, and use data to diagnose and inform change, and they requested help with this over time to facilitate the continuous examination of the effectiveness of their programs and initiatives. The authors conclude that the time has come for colleges of teacher education to understand the reality of today's school issues and to develop educational partnerships based on the unique needs of each school and, most importantly, on a foundation of shared goals and trust. (Contains 1 note.)
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Elementary Secondary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Arizona