Download Collaboration in Education (Routledge Research in Education) by Judith J. Slater, Ruth Ravid PDF

By Judith J. Slater, Ruth Ravid

Collaboration in Education establishes a wanted framework for school/university collaborations that might be severe for others wishing to breed and perform those partnerships. The participants discover the weather worthwhile for sustainable collaboration to be able to offer a body of reference for others doing this paintings. This quantity might help readers to invite the proper questions in considering via school/university collaboration, corresponding to: Does this collaboration make a real switch within the approach every one guardian association operates sooner or later? Does it meet the desires of a extra complicated and altering paintings atmosphere for universities and colleges? Does it impression past the player associations and tell the sector through generating wisdom of use to others? This quantity additionally contains huge analyses of ongoing school/university initiatives within the usa, Asia and Europe.

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Influence and power sometimes reside in an academic discipline. We often wondered if we would have suffered as many blows when the budget cuts came if the partnership were in mathematics or science. However, we were able to sustain the partnership for three reasons: One, we were cost effective. Two, we had by that time established trusting, organic-type relationships. And three, SCOPE I was part of a larger formal partnership agreement that the college had with two schools. One of the two schools was a high school located on the campus of Queens College— the Townsend Harris High School.

Second, the addition of the three courses on Mentoring Preservice Teachers provided a forum for teachers and university faculty to share ideas on improving the field experiences. This created richer and more interactive field experiences for preservice teachers and more leadership opportunities for mentoring teachers. Third, conversations begun among faculty members in PDS committees have led to the development of curriculum and instruction more supportive of field experiences. At some future point, a significant number of teachers in the PDS may have either taken the mentoring courses or have received some form of professional development from teachers who have taken the courses.

Funding from the central administration provided the supervisors, the site coordinators, and the supplies, such as evaluation forms, notebooks, mileage for supervision, and refreshments at mentoring classes. The central administration Growing a Multi-Site Professional Development School 31 also provided teachers with access to some university services, including the university library and musical events. Finally, the central administration also provided meeting space, a $500 building gift as an incentive to participating schools, and reduced tuition for participating teachers.

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