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Thematische Bibliographien / College-school cooperation / Dissertationen

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Dissertationen zum Thema „College-school cooperation“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 30. Juli 2024

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1

Kisker, Carrie Bourdon. „Integrating high school and community college a historical policy analysis /“. Diss., Restricted to subscribing institutions, 2006. http://proquest.umi.com/pqdweb?did=1264609461&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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2

Nelson, Alison J. Klass Patricia Harrington. „Characteristics of a school-university partnership a grounded theory approach /“. Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1276398251&SrchMode=1&sid=6&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1202155860&clientId=43838.

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Thesis (Ph. D.)--Illinois State University, 2006.
Title from title page screen, viewed on February 4, 2008. Dissertation Committee: Patricia H. Klass (chair), Wendy Troxel, Amee Adkins, Paula Ressler. Includes bibliographical references (leaves 175-181) and abstract. Also available in print.

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3

Jordan, Mary Ann Huffman Jane Bumpers. „Third-year evaluation of the University of North Texas/Dallas Independent School District/Southern Regional Education Board Leadership Development Program“. [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3956.

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4

King, Sharon Hortense. „High school/college collaborative : the impact of a co-enrollment program on student success /“. Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3008369.

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5

Furedi, Andrew Leo. „Determining Leverage Points: A Program Design for a University/K12 Partnership“. Digital Commons at Loyola Marymount University and Loyola Law School, 2009. https://digitalcommons.lmu.edu/etd/551.

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After a review of K12-University partnership models, research into the current local and national education reform context, and an in-depth analysis of contextual factors in the launching of an initiative, the author proposed a program design for K12-University partnerships that included five essential components necessary for successful implementation. These components, also termed leverage points, were: clarity of the problem, outcome planning, a theory of change, clear stakeholder enrollment and commitment, and flexibility. Actively acknowledging and factoring in the fluid nature of public education initiatives, the author framed this program design within that of the emergence principle of complexity theory, which drove the rationale for flexibility in the model. The study then turned to a deep review of the successes and lessons learned from a K12/University partnership that was launched without the benefit of this program design. Finally, the study analyzed this specific K12/University partnership through the lens of the five essential components and made recommendations about the efficacy of this specific model. In the current national climate of declining resources and the need for more effective and innovative partnerships in the K12 and University settings, this program design offered a roadmap for local partnerships throughout the country to positively impact the student success.

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6

Tatsui, Timothy Takashi. „Transforming aspirations to actions in early readiness programs action research in early college outreach /“. Diss., Restricted to subscribing institutions, 2006. http://proquest.umi.com/pqdweb?did=1264617891&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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7

He, Peichang, und 何佩嫦. „Learning to teach in school-university partnership: tension, agency and identity“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hub.hku.hk/bib/B49858774.

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This thesis explores the identity formation of three EFL pre-service teachers during their teaching practicum in a school-university partnership school in Mainland China. Drawing on the sociocultural perspective, learning-to-teach is conceptualized as student teachers participating in and becoming a member of the communities of practice (Wenger, 1998) which consist of boundary-crossing members from both activity systems of the university and the school (Engestrom, 1987, 1999, 2001). Following a poststructural perspective, the student teachers’ learning-to-teach is also conceptualized as a process of “arguing for” (MacLure, 1993) their professional identities under dominant social discourses. Foucault’s (1983, 1985) concept of ethical identity formation elaborated into a framework of four ethico-political dimensions for doing teacher identity (Clarke, 2009) is adopted to further analysethe interactions between social structure and individual identity transformation. An ethnographic qualitative case study approach was adopted. Data collection methods included ethnographic observations of classroom interactions, focus group discussions and routine school activities, semi-structured interviews of student teachers and mentors, and collectioin of documents such as university teaching practicum documents, lesson plans, reflective diaries and newsletters. Both “content analysis” and “modified analytic induction” (Bogdan & Biklen, 2007; Merriam, 1998; Patton, 2002) were adopted to conduct within-case and cross-case data analysis. The multi-method approach allowed the researcher to collect and interpret data from both holistic and in-depth research perspectives which also enabled triangulations during data analysis. The analysis indicated that historical, cultural, political and economic forces intertwined and formed general social discourses. Their influences permeated into the discourses of both the university and the school activity systems. Due to the contradictory discourses of ELT education between the two institutions, the boundary-crossing learning-to-teach activities were replete with tensions, asymmetrical power relationships, and interpersonal conflicts, which combined to become driving forces for the different transformations of the three student teachers’ identities within the school-university partnership activity system as a global community of practice (COP). Due to different individual backgrounds, inner tensions and interpersonal conflicts within the COP, the student teachers led dissimilar legitimate peripheral participation (Lave & Wenger, 1991)trajectories through identifying themselves with different local sub-cops (T-cop and S-cop) in various modes of belonging. Under the domination of contradictory institutional discourses, the student teachers exercised their creative agencies and managed to find the “spaces” for their own freedom of self-formation via four ethico-political dimensions. Through critical reflection on the relation between the care of self and the care of others, the student teachers clarified, readjusted and reinforced their telos which is part and parcel of the ongoing interactions among the four ethico-political aspects of teacher identity. Based on the contradictions identified in this research, a critical and ethical pedagogy framework for EFL teacher education was conceptualized for ELT and teacher education programmes. This thesis also serves as an attempt to address teacher identity issues from the integrated perspectives of both sociocultural and poststructural approaches (Morgan, 2007) and to introduce the concept of ethico-politics of teacher identity to EFL teacher education.
published_or_final_version
Education
Doctoral
Doctor of Philosophy

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8

O'Keefe, Lynette Marie Hayes DeMarquis. „The effect of participation in advanced placement and/or dual credit on four-year graduation rates“. [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/ark:/67531/metadc12172.

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9

Hopkins-Malchow, Janice Marie. „Perceptions of school faculty, university faculty, and teacher candidates participating in a professional development school partnership“. Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/776.

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10

O'Keefe, Lynette Marie. „The Effect of Participation in Advanced Placement And/or Dual Credit on Four-year Graduation Rates“. Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc12172/.

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Advanced Placement and dual credit programs are designed for high school students and are used to earn college credit and possibly gain college admissions advantages. The present research examined the impact of participation in one or both programs on four-year college graduation rates. Findings indicated significant differences between the programs as well as with students who did not participate in either program. Students in AP achieved the highest four-year graduation rate, followed by students in dual credit, both programs, and neither program. These findings indicate the need for further study to determine whether the programs substantially contribute to four-year graduation rates and what the implications are.

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11

Eagle, Jean F. „Realizing Shared Potential Through School/University Partnerships: Enhanced Opportunities in the Learning Community“. Connect to this document online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1133190714.

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Thesis (Ed. D.)--Miami University, Dept. of Educational Leadership, 2005.
Title from second page of PDF document. Document formatted into pages; contains [2], iv, 177 p. Includes bibliographical references (p. 170-174).

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12

Hobbs, Phillip M. „An assessment of the Dual Enrollment/Dual Credit program at Jefferson State Community College in Birmingham, Alabama“. Diss., Mississippi State : Mississippi State University, 2008. http://library.msstate.edu/etd/show.asp?etd=etd-04012008-154553.

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13

Chan, Yu-yan Cheri, und 陳如茵. „Tensions and complexities in school-university collaboration: a HongKong case study“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B47228416.

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The aim of this study is to problematise the social practice of school-university collaboration in the context of assessment reform in Hong Kong English Language teaching. Hong Kong’s education system has been undergoing major reforms since 1997 and collaboration between tertiary institutions and schools has been negotiated in education policy discourse as a way to improve teaching and learning. In the key policy documents shaping professional development practices for Hong Kong teachers, school-university collaboration is neatly packaged as achievable and unproblematic. In reality, however, school-university collaboration is frequently characterised by tensions and complexities. The objective of this research is to critically examine how particular worldviews about school-university collaboration and partnership are negotiated, reproduced and/or contested in one particular sociocultural context, that of secondary English language teaching in Hong Kong. Drawing on the work of Michel Foucault and the concepts of discourse propounded by Norman Fairclough, a theoretical framework was constructed to examine how collaborative practices in this case study were constituted through discourse. Textual data were collected from the case study. Critical discourse analysis (CDA) was used to examine how teacher-researchers and university facilitators co-constructed and negotiated systems of beliefs and knowledge, interpersonal relations and intrapersonal subjectivity whilst engaged in collaborative action research (CAR). The analysis of the textual data (emails, interviews, transcripts of face-to-face meetings) revealed collaborative practices were mediated through language (verbal and non-verbal). The study also indicates that the collaboration enacted in this case study was highly complex and ambiguous because the practice was predominantly shaped by social, political, ideological and pragmatic factors in the wider sociocultural context, including changes in the assessment of speaking skills of senior secondary students in the English language education curriculum. The discourse of collaboration was thus problematised to identify how all these factors shaped the construction of beliefs, interpersonal relations and identity in the practice of collaborative action research. The study concludes with an examination of the contribution that critical discourse analysis research can make in problematising the practice of school-university collaboration, and how this knowledge may be able to improve the planning and facilitation of future practices. While the existing literature about collaborative action research provides educators with information on how it is implemented in a Western sociocultural context, there are fewer studies which examine the notion of school-university collaboration in a more critical light, for example, by exploring how systemic and contextual factors in society play a significant role in shaping and constraining what people do through collaboration. This case study offers an insight into the complexities of constructing collaboration between two different institutional cultures in a non-Western sociocultural setting. The implications for policy, professional development and research in teacher education are also highlighted. The analysis of the textual data (emails, interviews, transcripts of face-to-face meetings)
published_or_final_version
Education
Doctoral
Doctor of Philosophy

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14

Woodward, Helen Lynette. „Portfolios : narratives for learning : assessment processes and phenomenon across multiple environments /“. View thesis, 1999. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030814.100208/index.html.

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15

Swanson, Kathrine Bridgett. „An analysis of the effects of high school student concurrent enrollment at Collin County Community College District“. Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4354/.

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As efforts to provide seamless transitions from high school to college grow, so do the numbers of high school students who concurrently enroll in college courses across the country. The purpose of this study was to evaluate the effectiveness of various aspects of the concurrent enrollment program at Collin County Community College District in Texas. Six research questions were designed to address student success and continuing enrollment patterns after high school graduation, as well as evaluate differences in the various models of dual credit classes offered by the college. Literature related to concurrent enrollment and dual credit programs, senior year of high school, and part-time faculty effectiveness was reviewed. Student issues addressed include: grade performance of concurrent enrollment students compared to the general college population; the percentage of concurrent enrollment students who continue at the college after high school graduation; and a comparison of continuing concurrent enrollment students with a matched sample (based on high school class rank), on the student success factors of fall-to-spring retention rates, fall-to-fall retention rates, grade point averages, and completion rates. Findings were generally positive related to the impact of concurrent enrollment on students and their subsequent success at the college. Various models of offering concurrent enrollment courses were also evaluated as measured by student performance in subsequent courses. Analysis of variance was used to determine differences based on the location at which the courses were taught (high school, college campus, or a college center); differences based on the mix of students in the class (all from one high school; all high school representing several schools; or a mix of high school and college students); and differences based on the employment status of the instructor (full-time college instructor; part-time college instructor; or high school teacher). Differences were examined for the entire sample, and for the academic disciplines of economics, English, and government.

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16

Laguardia, Armando Reinaldo. „A Study of the Success of School College Partnerships Created to Improve Minority and Disadvantaged Student Enrollment and Success in Postsecondary Education“. PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/1309.

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This study focused on "comprehensive" partnerships between K-12 schools and postsecondary institutions created to improve the pre-college academic preparation, college enrollment and postsecondary success of minority and disadvantaged students. The study identified such partnerships in existence in the United States for more than five years, surveyed the partnerships to describe their characteristics, and selected two of the most successful to analyze their success characteristics. Sixteen such partnerships were identified and surveyed with a 12-item questionnaire designed to inquire about their: (a) structural characteristics, (b) funding, (c) success in achieving their goals and objectives, and (d) collection of data to measure success. Three key informants from each partnership were surveyed. Forty of 48 surveys were returned, for a return rate of 82%. Responses were tabulated to ascertain the degree to which these partnerships had been successful in achieving their goals and identify the areas in which they experienced success. Two of the most successful partnerships were selected for case studies and visited to collect information about the factors that affected their success and to interview five key participants who represented schools and postsecondary institutions in each of the partnerships. An interview protocol was used to probe the degree to which the characteristics of partnerships success identified in the literature (Van de Water, 1989) were present and effected the case study partnerships. Analysis of the surveys, partnership materials, and the interviews provided a comprehensive portrait of each of the study partnerships. Results of the surveys indicate that a majority of these partnerships; consider themselves at least somewhat successful in achieving their goals, and have improved high school preparation and college enrollments. They are, however, less informed about their success in increasing college retention and graduation. The case studies and interviews revealed that the partnerships valued the success characteristics identified in the literature. The most salient characteristics required for success were the existence of leadership capable of negotiating change within several institutions with different organizational cultures, and the need to recognize that partnerships are unique organizations with some of the same peculiarities, structures and needs as other organizations.

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17

Tripp, Lisa Marie. „Trying to bend the bars of the iron cage : a case study of a K-16 partnership /“. Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2002. http://wwwlib.umi.com/cr/ucsd/fullcit?p3064468.

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18

Bowen, Gail Ann. „The Role of the Principal in Implementing Change in the Professional Development School“. Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc278893/.

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This qualitative research study investigated the role of the principal in implementing change in the professional development school (PDS). The study involved 7 elementary schools and 4 school-university collaboratives in the Texas network of 17 Centers for Professional Development and Technology (CPDTs). The research questions focused on the role, leadership, and management concerns of the PDS principal.

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19

Jordan, Mary Ann. „Third-year Evaluation of the University of North Texas/ Dallas Independent School District/ Southern Regional Education Board Leadership Development Program“. Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3956/.

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Under No Child Left Behind legislation of 2002, school principals shoulder the burden of school success determined by test scores of students. Challenges principals face demand school leaders possess greater knowledge and skills than administrators of the past. The need for well-trained, skilled school leaders makes it important to study the subject of school leadership training. This study examined a school leadership preparation partnership between the University of North Texas and Dallas Independent School District. Primary supporting references include work by Bottoms and O'Neill (2001) calling for the 16-member states of the Southern Regional Education Board to train a new breed of principal to meet the current demands for student achievement in public schools. This research adds to the body of knowledge of school leadership development programs, particularly those that involve cohort-based study groups and shared service partnerships between school districts and universities. Major questions investigated: 1) How did participation in the program change the involvement of administrative interns in campus-based decision-making? 2) How has participation in the program changed the ways participants perceive themselves? 3) What actions have members of the cohort group taken in their teacher-leader/administrative positions to affect student achievement? 4) What are the strengths and weaknesses of the UNT/DISD/SREB Leadership Development Program partnership? Information was gathered from 16 of the 26 program participants through questionnaires, interviews, and document study.

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20

Waschak, Michael R. „Evaluating the impacts of partnership an electronic panel study of partnering and the potential for adaptive management /“. Diss., Atlanta, Ga. : Georgia Institute of Technology, 2009. http://hdl.handle.net/1853/31779.

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Thesis (Ph.D)--Public Policy, Georgia Institute of Technology, 2010.
Committee Chair: Kingsley, Gordon; Committee Co-Chair: Norton, Bryan G.; Committee Member: Cozzens, Susan E.; Committee Member: Henry, Ronald J.; Committee Member: Rogers, Juan D. Part of the SMARTech Electronic Thesis and Dissertation Collection.

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21

Gonzalez, Jennifer Dawn. „Advanced Placement English and the College Curriculum: Evaluating and Contextualizing Policy“. BYU ScholarsArchive, 2004. https://scholarsarchive.byu.edu/etd/215.

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This thesis examines the context in which Advanced Placement (AP) English policies are made, examining the political and economic realities that impact policy decisions as well as the discipline-based critiques of the AP English program which have led many writing program administrators (WPAs) and faculty to question existing credit and placement policies. Recent efforts to dramatically expand the AP program have left many questioning whether the AP English experience actually fulfills the promises suggested by the program. After reviewing current literature relating to AP English, this thesis examines the findings of an empirical study conducted at BYU. The study evaluates the outcomes of AP English based on student writing in an actual college setting, focusing on the predictive validity of AP exam scores. Conclusions are drawn from the findings of the study and the review of literature. Recommendations are made for evaluating and designing AP policies that respond sensitively and fairly to all the stakeholders while encouraging WPAs and interested faculty to actively define the role of AP English within the college curriculum.

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22

Schiro, Victor Raymond. „Addressing students' competencies thru portfolio evaluation“. CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/2039.

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23

Senate, University of Arizona Faculty. „Faculty Senate Minutes January 22, 2018“. University of Arizona Faculty Senate (Tucson, AZ), 2018. http://hdl.handle.net/10150/626508.

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24

Carter, Kathleen M. „Secondary-postsecondary partnerships : an analysis of the educational, cultural, economic and political characteristics of blended institutions /“. 2007. http://www.consuls.org/record=b2842257.

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Thesis (Ed.D.) -- Central Connecticut State University, 2007.
Thesis advisor: Daniel Mulcahy "... in partial fulfillment of the requirements for the degree of Doctor of Education." Includes bibliographical references (leaves 174-187). Also available via the World Wide Web.

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25

Diden, Edward L. „A Study of Collaborative School-University Partnerships Involving Teams of Educators from Bulgaria and the United States“. 2007. http://etd.utk.edu/2007/DidenEdd.pdf.

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26

Ogolla, Samuel Otieno. „The causes of, and possible solutions to the post-high school dropout problem within the education system of Lesotho (a focus on the immediate post-high school dropouts of Rankakala region of Qacha's Nek district) /“. 2003. http://catalog.hathitrust.org/api/volumes/oclc/56936181.html.

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27

„院校協作過程中的教師專業性: 香港與上海的個案比較研究“. 2003. http://library.cuhk.edu.hk/record=b6073863.

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操太聖.
論文(哲學博士)--香港中文大學, 2003.
參考文獻 (p. 233-247).
中英文摘要.
Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Mode of access: World Wide Web.
Cao Taisheng.
Zhong Ying wen zhai yao.
Lun wen (zhe xue bo shi)--Xianggang Zhong wen da xue, 2003.
Can kao wen xian (p. 233-247).

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28

„大學-學校協作情景下的教師學習: 香港與北京的個案研究“. Thesis, 2007. http://library.cuhk.edu.hk/record=b6074482.

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A sociocultural theoretical lens is used to study university and school collaboration, and the ways in which a context for teacher learning is created in this process. It also examines the results of teacher learning. Using qualitative data gathered in the two projects, the study confirms that collaboration can offer a supportive context for teachers to learn.
As an area of inquiry, teacher learning has grown increasingly important in the field of teacher development and school improvement. It is commonly believed that teacher development is a form of professional development; and professional development implies 'learning' by teachers. Even though opportunities for teachers' professional development have increased in recent years, there has been little advancement toward a commonly shared understanding of the vital aspects of professional development: What are the essential factors for success? What do teachers really learn from professional development? Based on the idea of facilitating school improvement and teacher development more effectively, several important university-school collaborative projects were introduced and launched in Hong Kong and Beijing in the last decade.
During the process of appropriation, teachers master and own the necessary cultural tools, and then aquire about new knowledge and skills that enhance understanding on practice. During the process of collaboration, which is established on the principles of trust and equality, university faculties provide teachers with cultural tools, which is essential for teacher change. Only when the cultural tools are appropriated by teachers as agents can real change take palce.
From the institutional perspective, school organization, education policy, and social culture are important factors that have a strong impact on teachers. This study finds that teachers can construct a new understanding on the major subject that they teach, their relationship with the student, and their role and identity as a teacher. This is accomplished through a reflection on the moral dimension of teaching, an exercise that involves both the teachers and univerisy faculty.
Key words. teacher learning; teacher professional development; university-school collaboration; sociocultural theory; teacher professional identity
This study aims to delineate teacher learning in the context of university and school collaboration. The two projects under investigation are based in Hong Kong and Beijing. While the two projects have different missions, the participants in both projects share a common belief that collaboration should enhance teacher capacity and ultimately help to improve students' learning.
鍾亞妮.
Adviser: Lo Nai-Kwai-Leslie.
Source: Dissertation Abstracts International, Volume: 69-08, Section: A, page: 3114.
Thesis (doctoral)--Chinese University of Hong Kong, 2007.
Includes bibliographical references (p. 242-258).
Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Abstracts in Chinese and English.
School code: 1307.
Zhong Yani.

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29

Woodward, Helen Lynette, University of Western Sydney und Faculty of Education. „Portfolios : narratives for learning: assessment processes and phenomenon across multiple environments“. 1999. http://handle.uws.edu.au:8081/1959.7/27518.

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This document is a portfolio about portfolios and a narrative about narratives. It is a meta-portfolio and a meta-narrative. It breaks new ground by providing a conceptual framework that supports assessment processes and phenomena across multiple environments. It is a portfolio, a narrative for learning. The fundamental premises initially established in this study are constantly revisited throughout the document. These premises focus acutely on the value and worth of the portfolio authors as they negotiate their learning and develop their understandings of assessment and reflection. As the study encounters new environment it investigates the parallels between the established methodologies of assessment and equates them with the new situation. Research, literature and practice support these methodologies. Investigations into the constructs of narrative process and phenomenon led to the development of a conceptual framework that was synonymous with portfolio process and phenomenon across pre-service teacher education, primary school education and teacher professional development. Alignment of this framework with the Doctorate of Education portfolio showed a further equivalence. As well as the possibilities of the framework being useful in the development of portfolios in different environments the symbiotic nature of narratives and portfolios has subsequently shown that learning is not only demonstrated by the evidence in the portfolio but that learning occurs in the telling of the story: in the presentation of the portfolio.
Doctor of Education

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Woodward, Helen 1939, of Western Sydney Nepean University und Faculty of Education. „Portfolios : narratives for learning: assessment processes and phenomenon across multiple environments“. 1999. http://handle.uws.edu.au:8081/1959.7/27609.

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This document is a portfolio about portfolios and a narrative about narratives. It is a meta-portfolio and a meta-narrative. It breaks new ground by providing a conceptual framework that supports assessment processes and phenomena across multiple environments. It is a portfolio, a narrative for learning. The fundamental premises initially established in this study are constantly revisited throughout the document. These premises focus acutely on the value and worth of the portfolio authors as they negotiate their learning and develop their understandings of assessment and reflection. As the study encounters new environment it investigates the parallels between the established methodologies of assessment and equates them with the new situation. Research, literature and practice support these methodologies. Investigations into the constructs of narrative process and phenomenon led to the development of a conceptual framework that was synonymous with portfolio process and phenomenon across pre-service teacher education, primary school education and teacher professional development. Alignment of this framework with the Doctorate of Education portfolio showed a further equivalence. As well as the possibilities of the framework being useful in the development of portfolios in different environments the symbiotic nature of narratives and portfolios has subsequently shown that learning is not only demonstrated by the evidence in the portfolio but that learning occurs in the telling of the story: in the presentation of the portfolio.
Doctor of Education

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31

Wiers, Alison Joan. „A partnership of education and entertainment: a case study of the Larry Gatlin School of Entertainment Technology at Guilford Technical Community College“. Thesis, 2007. http://hdl.handle.net/2152/3090.

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Wiers, Alison Joan 1963. „A partnership of education and entertainment : a case study of the Larry Gatlin School of Entertainment Technology at Guilford Technical Community College“. 2007. http://hdl.handle.net/2152/13276.

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Fountain, Leharne. „School outreach from universities : a case study of the UnIChe school outreach program“. Master's thesis, 2006. http://hdl.handle.net/1885/148217.

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Peters, Judith Helen. „Complexity of schooluniversity partnerships participants' perceptions of the Innovative Links Project in South Australia“. 2002. http://arrow.unisa.edu.au:8081/1959.8/25030.

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This interpretive study investigated South Australian participants' perceptions of their experiences of professional development and partnership through the Innovative Links Between Universities and Schools for Teacher Professional Development Project (Innovative Links Project). The researcher was one of the academic participants. Data were collected in the final eighteen months of the project using participant observation, the researcher's journal, interviews, document review and a written questionnaire. The data analysis revealed findings about three phases of the project: the initiation phase; the implementation phase; and the reviewing outcomes phase. The findings for the initiation phase were: 1. Many teachers in the selected schools, and teacher educators at the university, did not have the opportunity to participate in the project. 2. Most participants were motivated by personal reasons and a commitment to organisational and/or partnership goals. 3. Participants varied in the extent to which they knew about and had the opportunity to interpret project expectations at the local level. The findings for the implementation phase were: 1. There was wide variation in the extent to which participants valued professional discourse, critical reflection, action research and professional reading and writing as processes for school reform. 2. Some participants found it difficult to learn project processes quickly. 3. Most participants were not able to manage the demands of the project without extending their hours of work and workloads. 4. Some relationships developed within the project were undemocratic and inequitable in some respects. 5. Only some aspects of the contexts in which participants worked supported achievement of the project expectations, while others proved to be a hindrance. The findings about the reviewing outcomes phase were: 1. Participants learnt about improved teaching, learning and educational reform from working together, but some opportunities for reciprocal learning were missed. 2. Participants' ability to translate learning into educational improvement was impeded by contextual constraints. 3. Many participants found it difficult to determine whether improvement had occurred. 4. Most participants found that working in the partnerships enhanced their relationships and professional standing with other participants, but not with non participants. The findings illuminated four areas of complexity in the research and development partnerships that were studied. Firstly, the extent to which the implicit assumptions underpinning project expectations were congruent with the reality of the conditions impacting on participants influenced their achievement of the expectations. Secondly, the interaction of a complex array of personal, structural and cultural conditions supported or hindered participants' ability to achieve the project expectations. Thirdly, participants' experiences, and the conditions that influenced them, changed as they moved through the different phases of initiation, implementation and reviewing outcomes. Finally, the key challenges that were evident in the research and development partnerships were: developing equitable ownership within each organisation and the partnerships; managing the affective dimensions of research, development and partnership; reconceptualising and restructuring educators' work; reconciling disparate constructions of learning, teaching, research and reform; and facilitating reciprocal learning for teachers and academics. The areas of complexity illuminated by the study suggested a series of recommendations for ways that future school/university research and development partnerships might be improved.
thesis (PhD)--University of South Australia, 2002.

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Woodward, Helen. „Portfolios : narratives for learning: assessment processes and phenomenon across multiple environments“. Thesis, 1999. http://handle.uws.edu.au:8081/1959.7/27609.

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This document is a portfolio about portfolios and a narrative about narratives. It is a meta-portfolio and a meta-narrative. It breaks new ground by providing a conceptual framework that supports assessment processes and phenomena across multiple environments. It is a portfolio, a narrative for learning. The fundamental premises initially established in this study are constantly revisited throughout the document. These premises focus acutely on the value and worth of the portfolio authors as they negotiate their learning and develop their understandings of assessment and reflection. As the study encounters new environment it investigates the parallels between the established methodologies of assessment and equates them with the new situation. Research, literature and practice support these methodologies. Investigations into the constructs of narrative process and phenomenon led to the development of a conceptual framework that was synonymous with portfolio process and phenomenon across pre-service teacher education, primary school education and teacher professional development. Alignment of this framework with the Doctorate of Education portfolio showed a further equivalence. As well as the possibilities of the framework being useful in the development of portfolios in different environments the symbiotic nature of narratives and portfolios has subsequently shown that learning is not only demonstrated by the evidence in the portfolio but that learning occurs in the telling of the story: in the presentation of the portfolio.

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Hansel, Janice Marie 1949. „A case study of the institutional elements of a university sponsored charter school: urban school reform in an age of accountability“. Thesis, 2007. http://hdl.handle.net/2152/3239.

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The purpose of this study is to document and analyze patterns of institutional constraints and supports that emerge when an urban elementary school, sponsored by a local university, is conceived and created in a high-stakes accountability environment. The study considers the regulative, normative, and cultural-cognitive pressures placed upon the school in its early years. In its mission to provide a model of exemplary education to a minority population, it is influenced by institutions of governance, traditional schooling, the local community, the university, and others. The author documents the social and political context of the school's creation, in addition to the institutional pressures related to the school's regulatory environment, normative outlook, and cultural-cognitive beliefs and assumptions. This study uses New Institutional Theory as a framework for analyzing data from interviews, documents, and observations. The study is both a theoretical effort to demonstrate the value of New Institutional Theory in education research and a case study which attempts to answer the question: In what ways is the elementary school constrained or enabled by the institutional nature of its creation and on-going effort to be a demonstration site for best practices for elementary level education in an urban setting? This study provides a review of literature regarding New Institutional Theory and the many issues surrounding the current accountability movement. It also suggests avenues of research, including research for education policy development that may usefully address the needs of urban education today. The author aims to provide a case study that is rich enough in detail to provoke discussion of the challenges inherent in the creation of this new educational model, the university sponsored charter school in an urban environment. The author also wishes to draw a theoretical connection between the New Institutional Theory and the dynamics of teacher practice in today's political climate. The case study exemplifies the difficulty of policy implementation when the policy is not designed inclusively. Policymakers need to be sensitive to a diversity of viewpoints and sub-cultures actively operating in the environment in order to develop policy that will build local capacity for increased learning and school improvement.
text

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Treviño, Ramona Sullivan. „Creating an elementary charter school: power, negotiations, and an emerging culture of care“. Thesis, 2006. http://hdl.handle.net/2152/3410.

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„透過大學與學校建立伙伴關係推動課程改革: 新全語文寫作計劃個案硏究“. 2001. http://library.cuhk.edu.hk/record=b6073819.

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鄧薇先.
論文(哲學博士)--香港中文大學, 2001.
參考文獻 (p. 215-236)
中英文摘要.
Available also through the Internet via Dissertations & theses @ Chinese University of Hong Kong.
Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Mode of access: World Wide Web.
Deng Weixian.
Lun wen (Zhe xue bo shi)--Xianggang Zhong wen da xue, 2001.
Can kao wen xian (p. 215-236)
Zhong Ying wen zhai yao.

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Cormas, Peter C. „The effective research-based characteristics of professional development and how they relate to the National Science Foundation's GK-12 Program“. Thesis, 2006. http://hdl.handle.net/2152/3762.

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