Relevant bibliographies by topics / External school partnerships

Academic literature on the topic 'External school partnerships'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "External school partnerships"

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Sahlin, Susanne. "Making sense of external partnerships." Journal of Professional Capital and Community 5, no. 1 (November 13, 2019): 51–71. http://dx.doi.org/10.1108/jpcc-02-2019-0004.

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Purpose The purpose of this paper is to examine principals’ sense-making of a school–university collaboration taking an institutional perspective on organizational change. The study’s context involves three schools in a collaboration focusing on leadership and school improvement with one university. Design/methodology/approach The study draws on findings from a qualitative case study that examined principals’ sense-making of this type of school–university collaboration. Data were collected over three years and consisted of semistructured interviews, meeting notes, field observations, field notes and document analysis. A qualitative content analysis was performed using the Atlas.ti 6.2 software tool. Findings The findings showed that mattering sense-making for the principals in this collaboration is related to the cultivation of collective participation and responsibility, the development of trust and improvement culture among actors, and the sense of moving towards research-based and collaborative learning-oriented practices in their schools. Research limitations/implications This study encountered several limitations that need to be addressed and recognized. First, the small number of cases in this multiple case study, as well as the specific social context, limits the possibilities for the generalization of the findings. Second, the study was not independently selected and the findings and analyses were linked to national and local contexts, which can be seen as a limitation and a strength. Nevertheless, this study provides in-depth information about the principals’ experiences and constructions of meaning as they helped lead a school–university collaboration in their schools. Finally, although the sample was small and not representative, the findings provided useful insights into and examples of how principals understand and interpret a school–university partnership in their schools’ improvement processes. Originality/value The findings provide an elaborated illustration of how intentional efforts to collaborate and develop the schools in a school–university partnership may affect the regulative, normative and cultural–cognitive aspects in schools.
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Ng, Sharon S. N., and Esther Y. M. Chan. "School—University Partnership: Challenges and Visions in the New Decade." Global Studies of Childhood 2, no. 1 (January 1, 2012): 38–56. http://dx.doi.org/10.2304/gsch.2012.2.1.38.

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Over the past decade, higher education has undergone drastic changes all over the world because of globalisation and the changing economy. The traditional view of university as a place for one-off training is now considered outdated. Instead, the strong focus on lifelong learning urges teachers, educators and academics to reconceptualise and transform education. In this new era, successful schools adopt outreach strategies and seek support from external agencies such as universities for their development. Institutions of higher education provide consultation or work with partner schools for collaborative sharing, reflection, research and growth. Hence, school–university partnerships have become important for professional development and educational reform. With the growth of school–university collaborations, there is mounting interest in empirical research on the variety and value of these initiatives. This article reviews the school–university partnerships in Hong Kong in light of the trends and development in the international context. The studies reviewed showed that school–university partnerships involving teacher training programmes focus on understanding the views of participants in school–university partnership with an aim to build appropriate teacher training and professional development features into the teacher education programmes. These studies have theoretically contributed to the construction of culturally relevant teacher education programmes. After all, new project initiatives have contributed to substantial changes in school leadership, teachers' professional development and school-based curriculum development which would benefit children's learning. The authors argue that the development of an appropriate mode of collaboration remains a challenge for successful school–university partnerships. They have a vision to move beyond the existing research focus to explore ways to build school–university collaborations. Gaps in the research base and relevant questions that have not been addressed are discussed.
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Sastramayani, Sastramayani. "Principal Strategy in Partnership Development." Shautut Tarbiyah 27, no. 1 (May 29, 2021): 99. http://dx.doi.org/10.31332/str.v27i1.2927.

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This article aims to provide a conceptual overview of the principal's strategy in partnership development. The aspects studied are: 1) various dimensions of strategy; 2) The roles of school principals; and 3) Partnership development. The method used is a literature review, where the authors synthesize and develop various concepts and findings related to the principal's strategy in developing partnerships. The results of the study show that: first, strategy is a prerequisite in carrying out leadership roles. A reliable principal will be seen in his ability to read environmental conditions, internal and external, to formulate a grand design for school development. The concrete form is the formulation of the school's vision, mission, goals, and programs. Second, the roles of principals are increasingly complex in the midst of very fast environmental changes, as well as very tight competition between schools. Not only managerial roles, more than that the principal must appear as a leader who makes a difference. Third, partnership development is a deeper meaning of school quality. That schools do not exist in an empty space, but are directly connected to the community and the world of work as users of educational services. This article suggests the importance of increasing knowledge about strategy for school principals, followed up with technical skills in the strategy stages. Keywords: Strategy, School Management, Partnership, Quality
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Gali, Yarden, and Chen Schechter. "NGO involvement in education policy: principals' voices." International Journal of Educational Management 34, no. 10 (July 24, 2020): 1509–25. http://dx.doi.org/10.1108/ijem-02-2020-0115.

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PurposeNon-governmental organizations (NGOs) have been involved in academic programs in many Western countries, actively participating and reshaping policy implementation. This tremendous growth in external voluntary and philanthropic organizations in schools is associated with a global trend toward decentralization, commodification, privatization, neoliberalism and governmental budget cuts. NGOs have become very popular partners in attempts to meet education goals set by the government and are increasingly involved both in policy formation and implementation. And arise questions regarding the special challenges facing school principals. This study explored the perceptions of school principals regarding the NGO involvement in designing and implementing education policy in Israel.Design/methodology/approachThe authors applied a qualitative research method, conducting in-depth interviews with primary school principals of schools with low socioeconomic student populations, where NGOs operate at the national level to promote educational achievement programs. This research approach acknowledges the existence of structured, fluid, subjective, flexible and dynamic realities that are attributed different meanings and interpretations and are shaped within political, cultural and social contexts. Thus, this study aims to reflect the perceptions of school principals regarding the involvement of NGOs in design and implementation of education policies. The authors utilized an inductive process of condensing, encoding, categorizing, and theorizing to analyze the data.FindingsData analysis revealed the following three major themes evident in the perceptions of school principals: intersectoral partnership policies in education; a policy of re-examining mutual responsibility for education; and the benefit of NGO engagement in education. Inter-sectoral partnership policy is the emergence of alternative models, defined as different political and institutional ways of organizing collective action is an effective way to organize and benefit, and is a way of introducing new ideas, actors and resources into public education systems. However, this new model is a complex, ongoing and dynamic process with school principals at the helm of these new relationships.Research limitations/implicationsThis study includes new information on how school principals see NGOs involvement in planning and implementation of education policy. However, it was conducted with various limitations. First, participants and their input all relate specifically to education in Israel. Any generalizations that may be drawn from them to shed light on similar processes around the world would require the study also be conducted in diverse sociocultural contexts. Second, interviews with principals were held through the 2016–2017 school year. A longitudinal study would be required to examine whether and how principals feel after years of working with NGOs on various projects. Finally, this study only focused on the opinions of principals, representing only one involved party. This cannot be a comprehensive perspective on the partnership and collaboration between formal education systems and NGOs. Thus, further research is necessary to examine the perceptions of NGOs managers, policymakers, supervisors, teachers, pupils and parents. Based on the authors’ study's findings, they recommend investigating whether, how, and under what conditions principals can nurture partnerships with NGOs as a platform for initiative, particularly the vigorous leadership needed to carry out the policy.Practical implicationsThe establishment and support of intersectoral partnerships between the Education Ministry and NGOs is a complex, ongoing and dynamic process with school principals at the helm of these new relationships. Principals have been given more independence, autonomy and clout as they maintain the external networks now contributing to improved outcomes and addressing unique community needs. Consequently, the more external factors become involved in education, the more principals are required to manage and implement the partnership. As such, policymakers (main office and district supervisors), implementers (NGO managers, school principals, teachers) and recipients (parents and teachers) must stay attentive to each other, adjust expectations as to the limits of responsibility, and primary to recognize the needs to keep making improvements to the partnership that are based on reciprocal assessment. More, all involved parties must continue to be active in developing, deepening and maintaining the employed mechanisms, normalizing them to become the standard in intersectoral partnerships in education.Originality/valueThis study provides theoretical contributions and practical implications of NGO involvement in designing and implementing education policies from the perspective and function of school principals in this era of ever-changing economic and social reality. Establishment and support of intersectoral partnerships between the Education Ministry and NGOs is a complex ongoing and dynamic process with school principals at the helm of these new relationships. The principals have been given more independence autonomy and clout as they maintain the external networks now contributing to improved outcomes and addressing unique community needs and more principals are required to manage and implement the partnership.
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Farrell, Caitlin C., Cynthia E. Coburn, and Seenae Chong. "Under What Conditions Do School Districts Learn From External Partners? The Role of Absorptive Capacity." American Educational Research Journal 56, no. 3 (November 9, 2018): 955–94. http://dx.doi.org/10.3102/0002831218808219.

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School district central offices regularly engage with external partners in improvement efforts, but these partnerships are not always productive. Indeed, little is known about under what conditions partnerships are likely to lead to organizational learning outcomes. We conducted a longitudinal comparative case study of two departments in one urban school district central office, both working with the same external partner. Data included 131 interviews and 372 hours of observations as well as artifacts and social network data. While one department did not incorporate the partner’s ideas into policies and routines, the other demonstrated greater integration. We argue this difference is due to organizational conditions that foster absorptive capacity and to the nature of department–partner interactions.
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Eyal, Ori, and Marissa (Gross) Yarm. "Schools in Cross-Sector Alliances: What Do Schools Seek in Partnerships?" Educational Administration Quarterly 54, no. 4 (March 19, 2018): 648–88. http://dx.doi.org/10.1177/0013161x18765268.

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Purpose: In recent years, the rise of cross-sector alliances (CSAs) in education has elicited growing concerns regarding the unrestrained influence of external partners. Against this backdrop, this study aims to explore the ways in which public schools perceive and collaborate with nonsystem actors (NSAs). Research Methods: Using a qualitative design, 32 in-depth interviews with 29 school CSA coordinators responsible for managing 32 civic education CSAs in Israel were triangulated with CSA email correspondence and completed feedback forms. Data were coded and analyzed using categorical techniques. Findings: Three main themes emerged from our data: identity of the public education system, pedagogic identity of the school, and collaboration and mutuality. While concerned by the threat of CSAs to public education, school coordinators expressed confidence in their ability to protect their school’s identity from NSA influence via twin strategies of regulation and adaptation. However, our analysis revealed that by avoiding substantial engagement with NSAs, the coordinators effectively ceded control to them over educational activities. We propose two new theoretical constructs to categorize alliances: reproductive mutuality, in which schools effectively accept the ideology and programs of NSAs, by a form of “soft coercion”; and transformative mutuality, in which school coordinators and NSA representatives engage in substantive dialogue about educational values, goals, and methods, leading to pedagogical innovation and protecting the public school ethos. Implications: The findings suggest that schools expand their involvement in vetting, monitoring, and activating CSA programs; protect teachers’ professional status; encourage knowledge transfer; and foster transformative mutuality to propel socioeducational change.
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Harkavy, Ira, Francis E. Johnston, and John Puckett. "The University of Pennsylvania's Center for Community Partnerships as an Organizational Innovation for Advancing Action Research." Concepts and Transformation 1, no. 1 (January 1, 1996): 15–29. http://dx.doi.org/10.1075/cat.1.1.03har.

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The article describes the Center for Community Partnerships at the University of Pennsylvania as an organizational innovation designed to mobilize the range of university resources to solve the strategic problem of creating democratic, local cosmopolitan communities. We identify the Center's approach to this problem as helping to develop university-assisted community schools, schools transformed to function as centers and catalysts for community revitalization with ongoing support from an institution of higher education. We argue that communal action research, in which scholarly attention is focused upon the university's local geographic area in a continuous comprehensive partnership with the community studied, is a particularly promising approach for revitalizing communities, advancing knowledge, and integrating the university's missions of research, teaching, and service. We describe the Turner Nutritional Awareness Project (TNAP), which works to alleviate nutrition problems in a university-assisted community school, as an example of communal action research conducted by all participants in a common project. We conclude by describing the structure and operation of the Center for Community Partnerships, claiming that the Center itself is part of a broader organizational change occurring throughout the American academy as urban universities, in particular, respond to severe external crises as well as internal difficulties resulting from the separation of service from teaching and research.
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Strode, Derick B., Julia Link Roberts, and Lynette Breedlove. "A Public–Private Networking and Partnership Model: The Gatton Academy of Mathematics and Science." Gifted Child Today 44, no. 1 (December 28, 2020): 25–34. http://dx.doi.org/10.1177/1076217520963631.

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This article profiles public–private partnerships and networks established by the public, residential, STEM-focused Carol Martin Gatton Academy of Mathematics and Science in Kentucky. Authors discuss relationships and partnerships cultivated to extend student learning opportunities beyond what public support provides. The article focuses first on key partnerships that were imagined when the program was created, profiling how these relationships have evolved in the program’s first 12 years. These foundational partnerships include the program’s integration with Western Kentucky University and a model designed to partner with every school district in the state. The authors then take a wider view of program partnerships, spotlighting relationships within the program’s portfolio of philanthropic networking, external funding, and corporate partnerships. The network of partnerships profiled includes strategies to endow summer internship programs, need-based scholarship funding, and to provide a rounded arts education in a STEM-focused learning environment.
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Costante, Carol C. "School Health Nursing: Framework for the Future, Part I." Journal of School Nursing 17, no. 1 (February 2001): 3–11. http://dx.doi.org/10.1177/105984050101700102.

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Society has an emerging respect for the impact that school health nursing programs have on both the health and the education of school-age children. School nurses need to capture current opportunities by building on the richness of the past in order to remain viable, to advance the value of the specialty, and to meet increasing demands for health-related services in schools. Thriving in an increasingly complex and outcome-driven health and educational environment will require a broadening of perspectives, a modifying of paradigms, and an adjustment of attitudes and practices. This will involve building stronger program support, influencing external societal forces, forging new and expanded partnerships, and solidifying program infrastructures while addressing the specialty’s professional and practice issues. Such changes will allow school nursing services to remain available and relevant to the needs of the students and communities they serve. This is Part I of a two-part series on the future of school nursing.
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Dunsmuir, Sandra, Norah Frederickson, and Jane Lang. "Building home-school trust." Educational and Child Psychology 21, no. 4 (2004): 109–28. http://dx.doi.org/10.53841/bpsecp.2004.21.4.109.

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Positive relationships between home and school are important for providing consistent support for pupil academic progress and behaviour. This paper explores the central role of trust between parents and teachers as an element of successful parent-teacher partnerships. Perspectives of 35 parents, defined as low or high trust, and 25 teachers in 4 schools were sampled through telephone interviews and focus groups. The format of the interviews was semi-structured and questions were asked about what schools need to do to build trust with parents. Transcripts were analysed using a qualitative procedure and commonalities and differences of view identified. The results highlighted a range of features that are consistently indicated in the development of trust. The central importance of communication was identified by teachers and parents (low and high trust). There was a high frequency of teacher statements across categories citing factors external to the school (such as child, family or societal factors) as being at the root of difficulties in establishing trusting home-school relationships. High trust parents were more likely to commend the school on the consistency of its procedures in managing behaviour. However, difficulties relating to discipline and dissatisfaction with the school’s approach to tackling bullying and disruption were more likely to be raised by less trusting parents. The results are discussed in relation to theory and research and implications for school policy and practice are outlined.
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Dissertations / Theses on the topic "External school partnerships"

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Spruill, Regina Garrett. "Contributing Factors to Successfully Maintaining School Partnerships with External Partners." Thesis, The George Washington University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10249722.

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Human capital, financial support, and other resources are often provided to schools by private organizations such as corporations, community organizations, universities, and governments. There is a wealth of research on the benefits of public school-external partnerships (Barnett, Hall, Berg, & Macarena, 2010; Gardner, 2011; Norman, 2009, Semke & Sheridan, 2012), however, there is little information on the sustainability of public school’s external partnerships. Beabout (2010) argued that external relationships can be difficult for school leaders to establish and maintain. Since partnerships are essential to offset school shortage and provide opportunities for students, it is crucial to expand our understanding of how schools maintain their external partnerships.

This qualitative study involving interviews of 23 partnership organizers examined how schools maintained their long-term partnerships. This study explored institutional theory as a theoretical framework to examine how schools and organizations function as institutions. Powell and DiMaggio (1991) and Selznick (1957) stated that as an organization is “institutionalized” it tends to take on a special character and to achieve a distinctive competence, in other words, a trained or built-in incapacity. The study drew on Bolman and Deal’s (2003) four frames for how people view the world: structural, human resource, political, and symbolic.

Partnership organizers described effective communication as an important factor in maintaining partnerships. Key factors in effective communication were establishing points of contact for both the school and the partner, understanding each other’s roles, and having clear expectations. Partnership organizers shared that collaboration that moves the partnerships forward were key. That kind of collaboration involved understanding and respecting the school culture and procedures as well as building buy-in for the school and the organization stakeholders and it offered real world experiences to students. Participants cited a commitment to working through barriers with a focus on commitment, flexibility, and dedication as key factor.

Based on the partnership organizers experiences, this study offers a deeper understanding of the factors that contribute to maintaining public school-external partnerships, with implications for existing and future school partnerships. This study also offers implications for policy on school partnerships.

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Chan, Pauline Ho Yee. "Expert? Collaborator? Or a Pair of Hands? : autobiography of an external change agent accounting for the process of role negotiation in the context of university-schools partnership." Thesis, University of East Anglia, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.514292.

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Harvey, Loretta Woolum. "Clinical Educators' Perceptions of an Extended Clinical Field Experience: A Mixed Methods Case Study." Ohio University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou153276735684428.

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Books on the topic "External school partnerships"

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O'Reilly, Celia. The marriage of external change to internal development: A case study on the development and dissolution of a collaborative partnership between the curriculum advisory support service and a performance enhancement programme school. [s.l: The author], 1998.

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1931-, Sayer John, and Williams Vivian 1930-, eds. Schools and external relations: Managing the new partnerships. London: Cassell, 1989.

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Schools and External Relations: Managing the New Partnerships (Cassell education). Mansell, 1989.

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Waters, John Gerard. Can partnership between school and community enhance curriculum?: Utilising external resources to improve schooling. 2004.

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Book chapters on the topic "External school partnerships"

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Tino, Concetta. "The Voice of Teachers Involved in School-Work Alternance Programmes." In Employability & Competences, 151–61. Florence: Firenze University Press, 2018. http://dx.doi.org/10.36253/978-88-6453-672-9.23.

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Data from Censis 2011 highlighted worrying aspects of school dropouts (18%) and a NEET population increase (22.1%); the same elements were also highlighted by data from Cedefop (2014), where the issue of youth unemployment (21.7%) was also mentioned. In addition to this are the disappointing results from OCSE-Pisa surveys demonstrating that Italian educational institutions fail to provide young people with the skills they need to effectively solve real-life problems. In this scenario, at an Italian and European level, the importance of solving these problems is repeatedly underlined, with the creation of instruments to interconnect the world of education and the world of work. Within this process, School-Work Alternance (SWA) programmes can find a place. This study focuses on the strategic action of their key actors in creating effective partnerships with external organizations. Based on this assumption, the research question asked was: what specific functions do teachers play within School-Work Alternance programmes? Methodology: a qualitative methodological approach was used; data were collected through semi-structured interviews addressed to 14 high school teachers, and subsequently analysed using Atlas.ti software in order to record the significant core categories that emerged. Results: the data collected showed that within the SWA system yet to be defined, SWA teacher/tutors and coordinators in school contexts have played a significant role within School-Work Alternance programmes to date. Final remarks: teachers involved in School-Work Alternance programmes have a strategic position. These results have some practical implications at both educational/training and professional levels
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Yeravdekar, Vidya, and Nidhi Piplani Kapur. "Coping with Covid-19: Forging Creative Pathways to Support Educational Continuity Amidst the Pandemic." In Knowledge Studies in Higher Education, 111–22. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_7.

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AbstractThe pandemic has forced all educational institutions to grapple with challenges. Throughout this time Symbiosis International University (SIU) in India has been proactive in leading change not only at the university but also in K-12 schools. While the university transitioned to virtual teaching and learning, a methodical approach was laid out in assisting its eight elementary and senior secondary schools in both urban and rural areas, through the Symbiosis Schools Central Directorate (SSCD), to adapt to the needs of a public health crisis. While connectivity challenges continue to haunt schools, especially in rural areas, training and capacity building of K-12 teachers and administrators by university professors and experts has been a saving grace in navigating the pandemic.The focus of this case is understanding the parallels and the partnership between SIU and its K-12 schools. It reflects a bottom-up approach in dealing with the pandemic where Symbiosis Society, the non-profit organization that has established the schools as well as the University, invested in teacher capacity building at its elementary and secondary schools through its Symbiosis Schools Central Directorate (SSCD) in both rural and urban areas to ensure continuity of teaching and learning while adapting to this new normal. The investment in teacher capacity building has enabled the leadership to address the emerging circumstances, stimulate momentum to create or demand needed change at their institutions, inspire peer learning, and foster innovation in strategy and practice for the greater benefit of its stakeholders including students and parents.This case study reflects on SIU experiences in dealing with the dynamic circumstances such as training and capacity building with respect to supporting teachers in developing skills to adapt their content to virtual mode, blended learning, and integrating Collaborative Online International Learning (COIL) into the curriculum. In addition, SIU had to counsel students and parents to adapt to this new way of learning. SIU’s experience encompasses a coordinated approach of working with internal and external stakeholders to develop a response to the crisis, short-to-medium-term strategic planning in the face of uncertainty, exploring technology solutions, partnership management, and effective communication processes with its stakeholders. Special emphasis has been put on ensuring the mental and physical wellbeing of the learner, constant communication and guidance to parents, and virtual activities to promote community engagement to mitigate the loss of physical social interactions at this crucial time.
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Marks, Jr., Gary, Neil Grimes, and Bonnie Lafazan. "Academic and School Library Partnerships." In Advances in Library and Information Science, 46–67. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-2515-2.ch003.

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This case study serves as a successful example of an external academic librarian-school librarian statewide partnership for other academic librarians in the United States to follow as they engage in outreach and marketing activities with high school students. A statewide partnership between a New Jersey academic librarian organization and a K-12 school librarian organization resulted in the formation of panels of New Jersey academic librarians who led virtual orientations to the academic library experience for New Jersey high school students. The virtual orientations to the academic library were developed to address students' feelings of anxiety when it comes to the academic library and to highlight the role that the academic library plays as a factor in the college choice of high school students. The success of the virtual library orientations held in October of 2021 will continue to influence future initiatives of the newly formed statewide partnership between academic librarians and school librarians in the state of New Jersey.
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Ellebbane, Joy Lundeen, Carmen Colón, and Wendy Pollock. "Strengthening Leadership and Teaching Capacity Through Community and College Relationships." In Professional and Ethical Consideration for Early Childhood Leaders, 175–201. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-5089-2.ch009.

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As more young children enter public education, leaders and principals need to understand informal modes of education that have documented success with young children. In New York City, this need has become more urgent as city funding increased the number of early childhood programs in public schools. With this increase, school leaders need to extend their learning to support these teachers, children, and families. Bank Street College has a long history of work in these spaces and supporting the development of teachers and leaders in these communities. This chapter uses two case studies to outline professional learning models, one with a network of early childhood programs and the other with a K-8 school. The rationale is that change occurs through thoughtful and supportive learning experiences that include reflection and time to consider what is needed to alter teacher/leader practices. The results of these programs can be used by school leaders to support their work with early childhood teachers and form professional learning partnerships with colleges and external organizations.
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"From paternalism to partnership: links with the LEAs." In Managing External Relations in Schools, 51–64. Routledge, 2002. http://dx.doi.org/10.4324/9780203415146-10.

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"Urban and Community Fisheries Programs: Development, Management, and Evaluation." In Urban and Community Fisheries Programs: Development, Management, and Evaluation, edited by George Babey and Tim Barry. American Fisheries Society, 2008. http://dx.doi.org/10.47886/9781934874042.ch17.

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<em>Abstract.-</em>Connecticut’s urban anglers might catch fish of six different fresh and saltwater families in a single day, within sight of a city skyline. Agency professionals and volunteers have united over the last several years to seize this opportunity to provide <em>City Fishing</em>. Aquatic educators have helped over 35,000 students learn about water, fish and fishing. Agency leaders created a <em>No Child Left Inside </em>initiative and selected four urban waters suitable for management. Fisheries biologists developed plans for those urban sites (including catfish stocking for the first time in our history) and created 11 Trout Parks to encourage family fishing. Agency communication professionals helped promote events with radio, newspaper and television outreach, hatchery trucks, stocking by the public, and having municipal leaders in attendance. Special recruitment and training produced an excited team of volunteer supporters. Hundred of families, with adults purchasing fishing licenses to participate, attended <em>Family Fishing Day </em>events. All activities included a continual focus on internal and external partnerships. Attractive fish stocking schedules at three ponds also helped entice 12 school, municipal, NGO and youth groups to join as stakeholders. Urban angling continues to grow, with urban fisheries, Trout Parks and <em>City Fishing </em>classes expanding into six additional city parks.
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Yemini, Miri, Claire Maxwell, and Christopher Lubienski. "Introduction." In The Rise of External Actors in Education, edited by Christopher Lubienski, Miri Yemini, and Claire Maxwell, 1–9. Policy Press, 2022. http://dx.doi.org/10.1332/policypress/9781447359005.003.0001.

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This book aims to contribute to the emerging field of research and practice that examines and advises how education systems might invite in, be critical of, and form partnerships with a growing number of actors and interests involved in today’s provision of education. In particular, we focus on in-depth analytical explorations of different forms of interactions between external actors and schools in different educational contexts. By doing so, the book conceptualises the various relations that have developed and consider the impact of these for issues of equality across various contexts.
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Quinn, Jane. "Sustaining Community Schools: Learning from Children’s Aid Society’s Experience." In Community Schools in Action. Oxford University Press, 2005. http://dx.doi.org/10.1093/oso/9780195169591.003.0024.

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Before The Children’s Aid Society (CAS) opened its first two community schools in Washington Heights (1992–1993), our staff and board had already begun to address the issue of sustainability—that is, how to plan for the long-term development, implementation, assessment, and institutionalization of this new line of work. Internal strategic planning led to decisions by CAS board and staff leadership to realign existing resources in support of this new work, while external planning resulted in explicit partnership agreements, forged in 1990, with the New York City Board of Education and Community School District 6 (see appendix to Coltoff, ch. 1 in this volume) that also set the stage for long-term sustainability. As CAS’s assistant executive director for community schools, my responsibilities include planning and overseeing our sustainability efforts. This chapter describes CAS’s experience in raising funds for its community schools and offers suggestions for how other practitioners might proceed. CAS views sustainability as involving not only aggressive fundraising but also public relations, constituency building, and advocacy, using a conceptual framework developed by the Finance Project, a national research and policy organization. These four components are interrelated; work in one area supports and complements efforts in the other three. For fiscal year 2003–2004, the operating budget for CAS’s 10 community schools totaled almost $13 million, which included approximately $8.6 million for the extended-day, summer camp, teen, parent, and adult education components and $2.8 million for health services (medical, dental, and mental health). In addition, two sites have Early Head Start and Head Start programs operated by CAS; the costs for these programs are covered entirely by federal grants totaling approximately $1.4 million. Because the programs differ, each school has a different budget, but the estimated additional cost per student per year of a fully developed community school is $1,000. CAS generates support for its community schools from a wide variety of sources. During the initial years, core support came primarily from private sources, including foundations, corporations, and individuals; the exception was the health and mental health services, which were financed partially by Medicaid and Child Health Plus (federally supported children’s health insurance), as well as by other public and private sources.
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Gordon, Kristina Coop. "Breaking out of the Ivory Tower." In Emerging Perspectives on Community Schools and the Engaged University, 157–72. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0280-8.ch010.

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This chapter outlines the author's process of moving from conducting laboratory research to community-based participatory research and her perspectives on the academic cultural barriers to making this shift. She also describes themes across her studies that are characteristic of successful projects and offers suggestions for future directions for clinical psychology that could increase academics' involvement in engaged research. The author also describes some important lessons from these experiences, such as (1) creative collaborations with interdisciplinary partners can lead to meaningful work outside of disciplinary and funding restrictions; (2) community partnerships can be “messy” to conduct, but the payoff in external validity is worth it; and (3) engaged scholarship requires a high level of investment and trust by both researchers and the community partners. However, despite the difficulties in establishing these connections and navigating differing agency structures, the final products can have a much larger impact and reward than carefully-controlled laboratory studies.
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Conference papers on the topic "External school partnerships"

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Mahony, Carolanne, and Andrew Pope. "Integrating industry into Business School education." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.12.

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There is pressure on Business Schools to offer value to multiple stakeholders, including students, employers and society. To this end, Business Schools need to undertake and combine three key activities: 1) research, 2) teaching theory, and 3) experiential learning (Hubbard, 2019). Creating links between academia and industry is one method to facilitate this process (Hardaway, Harryvan, Wang, & Goodson, 2016). Though the benefits of academic/industry collaboration are well accepted, operationalising such partnerships can be problematic. This research seeks to establish guidelines and best practice to enhance the likelihood of success. As part of the MSc in Design and Development of Digital Business, a mix of industry and community representatives were invited to engage with students. This presentation will discuss how external stakeholders were integrated into the master’s program. Our main discussion will be focused on the insights we gained from using outside stakeholders to help provide information systems students with experiential learning.
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Valach, Maroš, and Michal Cifranič. "Medziobecná spolupráca a jej efekty: prípadová štúdia okresu Nitra." In XXIV. mezinárodního kolokvia o regionálních vědách. Brno: Masaryk University Press, 2021. http://dx.doi.org/10.5817/cz.muni.p210-9896-2021-54.

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Cooperation is important in any area of human activity in which several actors strive to achieve the same goal. It allows, by joining forces, to achieve better results than individuals would be able to do. This so-called synergistic effect can also be used in local self-government. Partnership and cooperation are guided by the principles of legality, mutual benefit and compliance with the needs of the population. The aim of the paper is to identify and evaluate the forms, areas, benefits and barriers to inter-municipal cooperation in the Nitra district. A questionnaire survey was used to obtain primary data, in which 90.32% of local self-governments from the Nitra district participated. Municipalities most often cooperate in the management of municipal waste, in the provision of preschool education, school clubs and in the field of sport. In the area of delegated competencies inter-municipal cooperation is focused on building regulations and the competence of the building authority. The main source of financing inter-municipal cooperation is a combination of own and external revenues of municipalities.
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