Journal articles: '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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Mamabolo, Anastacia. "The influence of school principals as potential entrepreneurial leaders on the emergence of entrepreneurial activities for school funding." South African Journal of Education 40, no. 4 (November 30, 2020): 1–15. http://dx.doi.org/10.15700/saje.v40n4a2040.

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The South African Department of Basic Education introduced school funding regulations to ensure that all learners will have access to quality education. However, the dynamic, complex, turbulent and competitive macroenvironmental conditions, which have resulted in decreased public finances being available, will have a negative impact on the already burdened school funding system. This study explored the role of school principals as entrepreneurial leaders who influence the emergence of entrepreneurial activities for the purpose of school funding. This article explores school principals’ entrepreneurial leadership characteristics and entrepreneurial activities and the outcomes thereof. The qualitative findings of 9 interviews conducted with school principals show that these individuals possess the necessary entrepreneurial know-how and, in their leadership roles, they have the personal, and managerial skills required to identify and exploit entrepreneurial opportunities. The study found that the entrepreneurial activities introduced by the school principals comprised internal resource mobilisation through learner-led and management-led projects, and external mobilisation through partnerships with the private sector and former learners. Overall, the entrepreneurial activities contributed positively to the schools’ finances and improved learners’ entrepreneurial skills. The article concludes by making certain recommendations for various stakeholders.

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Broomhall, Helen, Janet Devlin, Sarah Anderson, and Martha Doyle. "MindMatters Plus: A Capacity-building Framework for Working with Secondary School Students with High Support Mental Health Needs." Australian Journal of Guidance and Counselling 14, no. 1 (July 2004): 96–105. http://dx.doi.org/10.1017/s1037291100002697.

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This article describes the history, development and status of MindMatters Plus (MM+). MM+ is a project developed within the context of MindMatters (MM), an ongoing initiative which aims to promote mental health within Australian secondary schools. MM+ is an integral component of the MM suite of initiatives and is consistent with its underlying philosophy of developing student resilience through a “whole of school”, capacity-building approach. The specific goal of MM+ is to develop best practice approaches to improving the mental health outcomes of secondary school students with high support mental health needs (SWHSNs) and is achieved in several ways: (1) assisting schools in early identification; (2) facilitating the implementation of preventative and other interventions; (3) developing new initiatives and refining existing processes, policies and strategies and; (4) encouraging the development of timely and accessible networks of care with external agencies and community partnerships.

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Katz, Beth N., Jessica Soldavini, Kiran Grover, Stephanie Jilcott Pitts, Stephanie L. Martin, Linden Thayer, Alice S. Ammerman, and Hannah G. Lane. "“Let’s Use This Mess to Our Advantage”: Calls to Action to Optimize School Nutrition Program beyond the Pandemic." International Journal of Environmental Research and Public Health 19, no. 13 (June 22, 2022): 7650. http://dx.doi.org/10.3390/ijerph19137650.

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School nutrition programs mitigate food insecurity and promote healthy eating by offering consistent, nutritious meals to school-aged children in communities across the United States; however, stringent policy guidelines and contextual challenges often limit participation. During COVID-19 school closures, most school nutrition programs remained operational, adapting quickly and innovating to maximize reach. This study describes semi-structured interviews with 23 nutrition directors in North Carolina, which aimed to identify multi-level contextual factors that influenced implementation, as well as ways in which the innovations during COVID-19 could translate to permanent policy and practice change and improve program reach. Interviews were conducted during initial school closures (May–August 2020) and were deductively analyzed using the Social Ecological Model (SEM) and Consolidated Framework for Implementation Research (CFIR). Analysis elicited multiple relevant contextual factors: director characteristics (motivation, leadership style, experience), key implementation stakeholders (internal staff and external partners), inner setting (implementation climate, local leadership engagement, available resources, structural characteristics), and outer setting (state leadership engagement, external policies and incentives). Findings confirm the strength and resilience of program directors and staff, the importance of developing strategies to strengthen external partnerships and emergency preparedness, and strong support from directors for policies offering free meals to all children.

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Martins, Jorge Tiago, and Rosa Canhoto. "Leveraging new knowledge with relational capabilities." Library Review 65, no. 6/7 (September 5, 2016): 386–403. http://dx.doi.org/10.1108/lr-10-2015-0099.

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Purpose This paper aims to identify and conceptualize a set of relational capabilities that school libraries in the Alentejo region of Portugal develop for acquiring new knowledge that exists externally in the wider community. Design/methodology/approach A qualitative research design operationalized via case studies was followed for the empirical analysis. Empirical findings are based on the analysis of the 84 narrative reports submitted by school libraries as part of a national performance evaluation exercise that took place between 2010 and 2012. Data analysis followed the techniques of inductive data categorization, within case-analysis, and cross-case analysis. Findings The exploration of the relational capabilities that school libraries in the Alentejo region of Portugal develop for acquiring new knowledge that exists externally in the community resulted in the identification of relationships that school libraries in the region have established to acquire new knowledge: connecting with and supporting organizations committed to civic engagement; facilitating discussions about challenging issues through strategic partnerships; convening community conversations to identify shared concerns and solutions; and embracing local culture to foster endogenous development. Originality/value The ability to seek and recognize the value of new and external knowledge, assimilate it and apply it to organizational ends has been traditionally linked to the concept of absorptive capacity. While absorptive capacity literature in business settings is prolific, literature that focuses on school libraries’ ability to identify and explore external knowledge and applying it to improve their performance is scarce. Focusing on the specific context of the Alentejo region of Portugal as an archetypical rural area, this paper identifies how knowledge existing externally in the community is absorbed by rural school libraries through specific relational capabilities that reflect school libraries’ community orientation and engagement in participatory processes that develop social resilience.

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Sagie, Netta, Miri Yemini, and Ullrich Bauer. "School-NGO interaction: case studies of Israel and Germany." International Journal of Sociology and Social Policy 36, no. 7/8 (July 11, 2016): 469–90. http://dx.doi.org/10.1108/ijssp-11-2015-0123.

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Purpose – The purpose of this paper is to examine the interaction between schools and non-governmental organizations (NGOs) in the Israeli and German education systems from the perspective of the stakeholders involved: school principals, the NGOs’ leadership, and regulatory authorities in each country. Design/methodology/approach – The study documents the process by which the interactions between schools and NGOs emerge, the motivations of each of the involved stakeholders, how stakeholders perceive the interaction and the power relations between the involved stakeholders. The study was conducted using the qualitative “grounded theory” methodology, which the authors applied to develop a concept that is anchored in data collected through the research and systematically analyzed. Findings – Using case studies, the authors examine how the relationships between the formal education system and the external entity are formed, reveal the motivations and strategies of the stakeholders involved in the interaction, and investigate the partnerships’ development process in the two different educational systems studied. Findings from the study leading to the conclusion that school-NGO interaction is based on entrepreneurial activities on the part of the school principals and the NGOs, which is gradually becoming institutionalized. Originality/value – Through this study, the authors have developed a new empirical based theory on the interaction between schools and NGOs as entrepreneurial activity.

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Pucher, Katharina K., Math J. J. M. Candel, Nicole M. W. M. Boot, and Nanne K. de Vries. "Predictors and mediators of sustainable collaboration and implementation in comprehensive school health promotion." Health Education 117, no. 1 (January 3, 2017): 2–23. http://dx.doi.org/10.1108/he-12-2014-0101.

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Purpose The Diagnosis of Sustainable Collaboration (DISC) model (Leurs et al., 2008) specifies five factors (i.e. project management, change management, context, external factors, and stakeholders’ support) which predict whether collaboration becomes strong and stable. The purpose of this paper is to study the dynamics of these factors in a study of multiple partnerships in comprehensive school health promotion (CSHP). Design/methodology/approach A Dutch two-year DISC-based intervention to support coordinators of five CSHP partnerships in the systematic development of intersectoral collaboration was studied in a pretest-posttest design. To uncover the determinants of sustainable collaboration and implementation of CSHP and to find possible mediators, the authors carried out multi-level path analyses of data on the DISC factors obtained from 90 respondents (response of approached respondents: 57 percent) at pretest and 69 respondents (52 percent) at posttest. Mediation mechanisms were assessed using joint significance tests. Findings The five DISC factors were important predictors of implementation of CSHP (explained variance: 26 percent) and sustainable collaboration (explained variance: 21 percent). For both outcomes, stakeholders’ support proved to be the most important factor. Regarding sustainable collaboration, mediation analysis showed that stakeholders’ support fully mediated the effects of change management, project management, external factors and context. This indicates that the extent of stakeholders’ support (e.g. appreciation of goals and high levels of commitment) determines whether collaboration becomes sustainable. The authors also found that the extent of stakeholders’ support in turn depends upon a well-functioning project management structure, the employment of change management principles (e.g. creation of a common vision and employment of appropriate change strategies), a favorable organizational context (e.g. positive experience with previous collaboration) and external context (e.g. positive attitudes of financing bodies and supporting health and educational policies). For the actual implementation of CSHP, partial mediation by the support factor was found. There was a direct positive effect of change management indicating that organizational knowledge is also necessary to implement CSHP, and a direct negative effect of project management, probably pointing to the negative effects of too much negotiation in the collaboration. Research limitations/implications A design lacking a control group, a small sample and a relatively early assessment after implementation support stopped limit the generalizability of the results. Practical implications Strategies targeting the DISC factors can enhance stakeholders’ support and thereby promote sustainable intersectoral collaboration and the implementation of CSHP. Originality/value The DISC model provides a fruitful conceptual framework for the study of predictors and processes in public health partnerships. The importance of stakeholders’ support and other factors in the model are demonstrated.

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Syukur, Fatah. "Model Strategi Pemasaran Jasa Pendidikan Islam pada SD Nasima Semarang." Jurnal SMART (Studi Masyarakat, Religi, dan Tradisi) 7, no. 01 (June 22, 2021): 1–14. http://dx.doi.org/10.18784/smart.v7i01.1084.

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Educational services marketing strategies are becoming increasingly crucial in line with the role of educational institutions. However, only a few educational institutions have implemented strategies in marketing their educational services to the public. This study examines the marketing strategy of educational services at Nasima Elementary School Semarang. This research uses a qualitative case study approach. Data related to marketing management of educational services obtained from interviews, observation, and documentation, then tested by triangulation and then analyzed. The results of this study indicate two marketing strategies by SD Nasima Semarang, namely: internal marketing and external marketing. In internal marketing, the strategy implemented is to provide direct admission policies for TK Nasima alumni, giving discounts, parenting classes, and optimizing the roles of homeroom teachers, teachers, and guardians of students. As for external marketing, the strategy is to establish partnerships with kindergartens in the Nasima market area, distribute brochures, load information about Nasima schools, install banners, strategic billboards, hold educational exhibitions, free trial classes, and open houses. The Nasima Elementary School Education Model has quite a significant opportunity because many middle-class people are aware that religion needs good quality Islamic education. On the other hand, the challenge is the provision of good quality and innovative education. In this case, SD Nasima is the first education in Semarang to hold a full-day school.

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From, Jörgen, and Fanny Pettersson. "In Need of Development, Learning and Research?" Journal of Digital Social Research 4, no. 2 (May 30, 2022): 47–65. http://dx.doi.org/10.33621/jdsr.v4i2.110.

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A growing body of initiatives aims to connect school improvement with external actors, such as universities, by means of networks and collaborative partnerships of different kinds. Simultaneously, many schools have difficulties in assessing or predicting their needs associated with the digitalization of a specific local school practice given their lack of existing tools to articulate those needs. This has made it difficult to study digitalization in a complementary and symmetrical way between academia and practice. In this study, we used a quantitative instrument to generate findings and development needs relevant to both research and school development. The instrument, which we distributed to all school leaders in one municipality, measures perceptions of three overall areas: (a) levels of digitalization, (b) organizational digital maturity, and (c) notions of leadership. The data shows, for example, that digitalization, in this municipality, was a concern or issue on an individual level. Achieving a more complex view of digitalization as school development—a collegial approach and mindset together with leadership and organization that focuses on strategy and common goals—appears to be a high priority for research and practice. To conclude, the results generated from the instrument used in this study can contribute to a shared understanding of the findings and the needs relevant to both research and school development.

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Ujang, Yusak, M. Syukri, and Sukmawati Sukmawati. "Management of Filial School Development (Case Study on Management Standards on Singkawang 11 State Junior High School)." JETL (Journal Of Education, Teaching and Learning) 3, no. 1 (March 15, 2018): 166. http://dx.doi.org/10.26737/jetl.v3i1.742.

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<p>The filial school is one of the model of school development where learners study and learn various skills as the basic capital to continue to higher education level. The responsibility of the school's management is fully filial by the parent school in accordance with the quality standards of education services. This research aims to reveal the management of philial school development on the standard of management at Singkawang 11 State Junior High School (SMP Negeri 11 Singkawang ) with the focus of: 1) development planning of filial school in management standard, 2) organizing the development of filial school in management standard, 3) implementation of filial school development on management standard, 4) supervision of filial school development on management standards, 5) constraints faced in the development of filial schools on management standards, and 6) efforts undertaken in the development of filial schools on management standards. The research method used descriptive research with qualitative approach. Data collected by in-depth interviews, participant observation, documentation and analyzed by data reduction, data presentation, conclusion or verification. Testing of data reliability is done by extending the observation period, and triangulation and member checking. The results of the study conclude: 1) Filial School Development Planning in Management Standards, has been done by Singkawang 11 State Junior High School by making the vision and mission is implied that support the implementation of philial school development and has been socialized and arranged based on consultation with certain teachers by considering the needs of the school as a basis making, 2) organizing the development of filial schools on the standard of management, that the head of Singkawang 11 State Junior High School has arranged the organizational structure in connection with the division of main tasks and functions of the teacher and socialized. 3) Implementing the development of filial schools on the standard of management that Singkawang 11 State Junior High School refers to document I which includes all aspects of school management including philial schools covering curriculum aspects, student aspects, educator aspect and educational staff, aspects of facilities and infrastructure, finance and financing , school culture and school areas, school committees and partnerships, and school management information systems, 4) supervision of filial school development on process standards, that Singkawang 11 State Junior High School has conducted School Self Evaluation (EDS) conducted annually as a basis for preparation of the Plan School Work (RKS) and principals have conducted classroom supervision activities on teachers. For managerial supervision of the eight national standards of education by school supervisors has been undertaken but not scheduled, 5) The barriers faced in the development of filial schools in management standards consist of internal (internal) and external (external) barriers. obstacles from within include the limitations of learning facilities and infrastructure of students in the form of limited learning buildings, laboratories, libraries, canteen, prayer room, learning books and desks and student learning seats. External obstacles in the form of poor, perforated, and muddy access roads make it difficult for teachers to carry out teaching duties at the filial schools. 6) The efforts made in the development of filial schools in the management standards include the proposal for the rehabilitation of the 2017 study by the principal to the education and cultural offices of Singkawang city, the cooperation of the principal of Singkawang 11 State Junior High School with Singkawang 3 State Junior High School in a grant program of learning facilities in the form of help desk and desk study as well as reference books for studying students in filial schools. </p>

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Kennedy, Kate, and Jeff Walls. "How district leaders create caring organizations." Phi Delta Kappan 103, no. 5 (February 2022): 13–17. http://dx.doi.org/10.1177/00317217221079973.

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Care and social-emotional supports are of concern for school district leaders who want to create a caring culture throughout their district. In their study of central office leaders, Kate Kennedy and Jeff Walls found that caring leadership is complex, that school district leaders practice care in collaboration with others, that partnerships with community organizations enable a constellation of care, and that diversity and equity initiatives are considered complementary but separate initiatives. They recommend that leaders work with stakeholders across their districts to define caring, plan for the provision of social-emotional well-being supports, promote collaborative structures, cultivate internal and external resources, draw on data to drive caring initiatives, and weave an equity orientation into caring leadership structures.

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Heinen, Ethan B., and Jay Paredes Scribner. "Bureaucratic discretion and alternative teacher certification: understanding program variation in Missouri." education policy analysis archives 15 (June 25, 2007): 13. http://dx.doi.org/10.14507/epaa.v15n13.2007.

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Alternative teacher certification literature has contributed significantly to our understanding of this approach to teacher preparation. However, this literature has more often than not treated alternative teacher certification programs (ATCPs) as a black box, thus ignoring program heterogeneity. The present study examines how and why five ATCPs in Missouri have evolved in different ways. To understand this variation and its potential significance for researchers and practitioners, we use political science literature on bureaucratic discretion to understand programs' varied responses within the same state policy context. Using a multiple case study design, we present two key findings. First, external factors such as the state's regulatory approach, programs' relationships with school districts, and programs' relationship with external partners shape program coordinators' perceptions of their discretionary authority. Second, within an environment of limited regulation, programs responded to these external factors in ways that shaped programs in dramatically different ways. These approaches ranged from formal partnerships with large urban school districts and philanthropic funders to alternative certification programs that were at least partially blended with existing undergraduate and post baccalaureate teacher preparation programs. In our discussion, we explore how state attempts to widen the discretionary space between the rules may have allowed external interests (e.g., school districts, and external funders) to backfill that space in ways that limit the potential for programs to provide high quality preparation experiences. This study explores these consequences and trade offs in order to inform policy makers and practitioners who are concerned with fostering innovative and creative ways to prepare high quality teachers.

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Zepeda, Sally J., Ed Bengtson, and Oksana Parylo. "Examining the planning and management of principal succession." Journal of Educational Administration 50, no. 2 (March 16, 2012): 136–58. http://dx.doi.org/10.1108/09578231211210512.

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PurposeThe purpose of this study is to examine principal succession planning and management by analyzing current practices of handling school leader succession in four Georgia school systems.Design/methodology/approachLooking through the lens of organizational leadership succession theory, the practices of school systems as they experienced changes in school leadership were examined. Participants included superintendents, assistant superintendents, other central office leaders, and principals. A multiple‐case approach was selected with semi‐structured interviews providing the major source of data.FindingsFindings suggest the following: there is a difference in the sense of urgency for the planning and management of the succession of principals; the development of aspiring leaders was identified as a critical component of planning and management of succession; mentoring was an essential practice through the succession process; and reliance on collaborative partnerships with outside organizations was highly valued.Practical implicationsThe implications of the study include a call for further research to determine the differences in leader succession planning and management needs related to the varying contexts. In addition, the study implies that building collaborative partnerships with university preparation programs and other external professional development organizations may assist systems in the planning and management of principal succession.Originality/valueThe originality of this study stems from the lack of literature that directly examines the experiences and practices of principal succession. The findings can inform school system leaders of succession planning and management issues and practices that exist in the four systems studied. As leadership becomes more recognized for its impact on student achievement and school performance, it is imperative that succession is managed and planned to ensure sustainability and effectiveness.

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Kohout-Tailor, Jessica, and C. Lili Klar. "Growing Collaborative Outreach Efforts to Support the Well-Being of Communities." Journal of Library Outreach and Engagement 1, no. 1 (October 26, 2020): 6–12. http://dx.doi.org/10.21900/j.jloe.v1i1.463.

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Libraries of all types provide outreach efforts for their patrons to reduce stress and promote well-being. Public, school, and academic libraries often partner with external entities to provide yoga, therapy dogs, and other creative activities for their patrons. Although collaboration is expected in public, school, and academic libraries, how to collaborate and/or grow collaborative efforts is lacking in the library literature. A former public library employee and a former school librarian came together to pilot a de-stressing program for students at their academic library and each semester have continued to grow their collaborative efforts with partners on and off-campus. Strategies for how to create partnerships and expand collaborative efforts are discussed within the framework of providing programs and activities to support the well-being of library visitors. Additional planning materials, such as a list of resources, budgets, and marketing ideas are provided.

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Malin, Joel R., and Donald Hackmann. "Urban high school principals’ promotion of college-and-career readiness." Journal of Educational Administration 55, no. 6 (September 4, 2017): 606–23. http://dx.doi.org/10.1108/jea-05-2016-0054.

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Purpose The purpose of this paper is to ascertain how two urban principals, in high schools that feature comprehensive college-and-career readiness practices, utilize distributed leadership to facilitate their implementation. Design/methodology/approach This study employed qualitative methods. Drawing upon semi-structured interview data, observational data gathered as part of site visits, and internal and electronic documents, case descriptions were developed of each school, focusing on principals’ activities in support of career pathways. Findings The principals contributed significantly to their schools’ college-and-career readiness reforms and programming. Although their approaches were distinct, six common themes were identified: facilitating processes to form a shared vision, developing relational trust, a focus on learning, successful partnerships, conducive structures, and developing leadership skills and capacity. The principals described utilizing distributed leadership approaches – including practices, structures, and tools – to support these reforms. Originality/value This study represents the initial phase of a multi-year research project investigating the implementation of college-and-career pathways in urban communities. Prior research has overlooked the important role of principals in leading and facilitating these reforms, and this study contributes to the literature because it focuses on principals’ contributions in supporting college-and-career readiness. Additionally, in both cases, substantive, regular leadership contributions were made by business representatives external to the organization.

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Militello, Matthew, Jason Schweid, and John Carey. "¡Sí se Puede en Colaboración! Increasing College Placement Rates of Low-income Students." Teachers College Record: The Voice of Scholarship in Education 113, no. 7 (July 2011): 1435–76. http://dx.doi.org/10.1177/016146811111300701.

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Background/Context Today we have moved from the debate of student opportunity to post-secondary educational setting to 100% access. That is, today's high school settings have been charged with preparing “college ready” graduates. Educational policy has leveraged mandates and sanctions as a mechanism to improve college placement rates, especially in high schools with a high percentage of low-income students. However, little empirical evidence exists to assist us in understanding how college readiness is actualized for low-income students. Focus of Study The purpose of this study was to identify specific strategies that schools employ to raise college application and attendance rates for low-income students. Research Design This study investigated 18 College Board Inspiration Award winning or honorable mention high schools across the United States. Phone interviews with all 18 schools informed the selection of five case study high schools. Data collection included interviews and observations with high school educators, parents, students, and other community members. Findings In this study, we describe evidence within and across the five case schools using a framework that was generated from the first phase of this study. These schools effectively improved college readiness by developing collaborative practices around: (1) Program Management, (2) External Partnerships, (3) Leadership, (4) College-focused Intervention Strategies, (5) Achievement-oriented School Culture, (6) Parental Outreach, (7) Systemic, Multileveled Intervention Strategies, (8) Use of Data, (9) Development and Implementation of Inclusive School Policies, and (10) Routinizing or Offloading Routine or Mundane Tasks. Conclusions/Implications This study operationalizes what effective practices look like in high schools with low-income students. The findings move beyond normative models to be implemented across sites to illustrations of exemplar practices that can guide collaborative efforts to enact the specific tasks necessary to improve college readiness for students.

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Sperka, Leigh, and Eimear Enright. "The outsourcing of health and physical education." European Physical Education Review 24, no. 3 (April 5, 2017): 349–71. http://dx.doi.org/10.1177/1356336x17699430.

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The outsourcing, or external provision, of Health and Physical Education (HPE) has only relatively recently become the focus of research. This critical scoping review of empirical work on outsourcing in HPE seeks to examine the extent, nature, and range of research that has been undertaken and provide a context for future scholarly inquiry. Literature was sourced from two educational databases, a manual search of five HPE journals, and searches of citations and references. A content analysis of the 31 empirical articles retrieved was undertaken to identify country of origin, study focus, participants recruited, subject and school level researched, study length, data sources, nature of analysis, and theoretical framework. This was followed by a critical analysis of the findings of each empirical study to identify knowledge gaps regarding the outsourcing of HPE. This process revealed that outsourcing varied from being an explicit research focus to becoming of interest as a result of the findings of the study. Nonetheless, there was consistency across all publications in the selection of primary schools as data collection contexts and the recruitment of either school staff or external agency employees as research participants. Thematic analysis of the findings of the articles resulted in three dominant themes: ‘curriculum, pedagogy, and assessment’, ‘expertise’, and ‘partnerships’. Overall, this critical scoping review highlighted that it is crucial that outsourcing continues to be a focus of inquiry for the field and that both balance and depth is sought in the research design of studies that are undertaken.

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Henry, Wesley. "Identifying and Allocating Resources for Learning Improvement." Theory & Practice in Rural Education 9, no. 1 (May 30, 2019): 61–73. http://dx.doi.org/10.3776/tpre.2019.v9n1p61-73.

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This article investigates efforts by rural superintendents and rural principals to identify and leverage the local resources available to them to support learning improvement agendas within their schools. This study investigates practices within a diverse range of rural schools located in Washington State to understand how resources can be identified and allocated to best support student learning. In addition, this article explores the importance of family and community engagement in administrators' school improvement agendas. The conceptual framework for this study is informed by literature investigating resource allocation for educational improvement. This study was designed to better understand how rural education leaders identify, leverage, and allocate supports and resources, particularly those available within their immediate communities, to meet the needs of their staff and students. The rural schools represented in this study demonstrate trends in student achievement gains, despite challenges facing rural schools, such as increasing economic stratification in rural communities and diseconomies of scale in operating small schools and districts. Administrators meet these challenges by (a) maximizing teacher's instructional time through assuming duties often performed by nonadministrative personnel in other settings, thereby reaffirming the particularly multifaceted nature of rural school leadership; (b) forging formal and informal partnerships within the immediate community and geographic region to support student learning; and (c) leveraging the interconnected nature of rural communities in ways that increase community engagement in schools. Thoughtful community engagement strategies help manage the external politics of resource distribution within schools and ultimately materialize support for student learning.

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Mitra, Dana L. "The Role of Intermediary Organizations in Sustaining Student Voice Initiatives." Teachers College Record: The Voice of Scholarship in Education 111, no. 7 (July 2009): 1834–70. http://dx.doi.org/10.1177/016146810911100708.

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Background/Context The sustainability of change efforts continues to be an important and challenging question in educational research. Purpose/Objective/Research Question/Focus of Study By examining 13 programs aimed at increasing student voice in school reform, this article examines conditions that enable and constrain the sustainability of this challenging form of educational change. Population/Participants/Subjects The 13 high schools in this study all received grant funding from a local foundation in the San Francisco Bay Area to work on building a student voice initiative in their school. All the grant recipients and their schools in the sample were situated within an urban environment, either within an inner city or a bedroom community in the Bay Area that possessed urban characteristics of the region. These characteristics include an ethnically diverse population comprising students of Asian, Latin, African, and European descent, insufficiently funded public schools, and high concentrations of poverty. Intervention/Program/Practice When placed into practice, student voice initiatives provide youth with opportunities to participate in school decision-making that will shape their lives and the lives of their peers. Student voice can range from the most basic level of youth sharing their opinions of problems and potential solutions, to allowing young people to collaborate with adults to address the problems in their schools, to youth taking the lead on seeking change. Research Design This study consists of a multiple case study designed for the purpose of explanation building. Data Collection and Analysis Semistructured telephone interviews served as the primary data source for this article. Observations, documents, and external evaluations served as validity checks and sources of triangulation for this study. Findings/Results The data indicate that the persistence of a student-voice effort after the initial influx of funds and support disappeared requires support from an intermediary organization (IO)—an organization located outside the auspices of school walls. IOs can help with fostering a clear and long-term vision, providing a more stable source of leadership, identifying ongoing financial and collaborative resources, and building a network for knowledge generation and sharing. Conclusions/Recommendations Although they are a part of many reform initiatives, partnerships with IOs are usually considered to be short-term relationships during the implementation phase of an initiative. This research instead suggests that IOs might be better suited as long-term partners in many change efforts. An awareness of the important roles that IOs can play in the long-term work toward change could help researchers, practitioners, and policy makers think more intentionally about how to plan for stabilizing such partnerships as an avenue toward sustaining reform initiatives.

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Halik, Abdul, and St Wardah Hanafie Das. "The Implementation of Quality Control Management for Student Guidance in Man 1 Parepare." Madania: Jurnal Kajian Keislaman 24, no. 1 (June 30, 2020): 49. http://dx.doi.org/10.29300/madania.v24i1.3078.

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The purpose of this study is to control the quality control of the guidance of the students, to minimize the quality control management barrier in the field of student guidance, and to formulate the applicative concept of the implementation of the quality control management field guidance of students in State Islamic Senior High School (MAN) 1 Parepare. This research method is case study at MAN 1 Parepare as the research object, data collecting technique are observation, interview, document study, triangulation, and Focus Group Discussion (FGD). Data analysis techniques are the identification and reduction of data, analysis, verification and conclusion. As results, MAN 1 Parepare has not applied quality management guidance and counselling learners. Barriers to the implementation of quality control management are limited human resources, insufficient infrastructure, limited budgets, uncompetitive learners, low external support, and limited partnerships. The implementation of quality control management of guidance and counselling field of students in MAN 1 Parepare is to carry out management functions in quality control, beginning with availability of quality standard system, quality procedure, quality audit, and quality control. The institutional requirements of the application of quality control management are the political will of the head of madrasah, the commitment and togetherness of human resources, the fulfilled infrastructure, the adequate budget, and the broad partnership.

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Andresen, Kathleen, and Pamela Levin. "Enhancing Quantity and Quality of Clinical Experiences in a Baccalaureate Nursing Program." International Journal of Nursing Education Scholarship 11, no. 1 (January 1, 2014): 137–44. http://dx.doi.org/10.1515/ijnes-2013-0053.

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AbstractNursing programs encounter barriers to clinical education, which may include limited clinical capacity for nursing students. Congestion of clinical placements compounded by multiple external influences prompted a need to develop an alternative approach for meeting program standards pertaining to clinical education. A curriculum improvement project was implemented within a school of nursing with the primary goal of expanding clinical learning opportunities while maintaining program quality. The unique aspect of this project was a comprehensive evaluative design, including qualitative responses from students, faculty, and clinical site stakeholders, as well as standardized student test scores. Augmenting the tools and processes for evaluation of clinical learning required collaboration from the faculty. Project outcomes include expanded clinical capacity, increased variety of clinical learning experiences, and improved quality of the clinical experiences. Collaborative partnerships yielded valuable lessons, which have implications for other nursing programs challenged with clinical placements.

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Zaid, Zaid. "IMPLEMENTATION OF SCHOOL BASED MANAGEMENT TO IMPROVE THE QUALITY OF ISLAMIC EDUCATION AT MTS NEGERI 1 IN PALU CITY." Risâlah, Jurnal Pendidikan dan Studi Islam 7, no. 2 (November 29, 2021): 356–67. http://dx.doi.org/10.31943/jurnal_risalah.v7i2.196.

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The study aims to describe the implementation of school based management to improve the quality of Islamic Education. The study was qualitative approach in MTs Negeri 1 Palu. The study results showed that (1) Madrasah independence can be seen in the availability of educators and education personnel and the availability of adequate facilities and infrastructure. (2) Madrasah partnerships/cooperation are good; this can be seen from the madrasah's internal relations that have been well established through working meetings, briefings, and MGMPs. Meanwhile, with external parties, it can be proven that the madrasa has established a relationship with the institution by being proven by the MoU. (3) The implementation of the program is managed by each component of the madrasa, by preparing written implementation instructions such as K13 document, organizational structure, division of tasks for teachers and education staff, academic regulations, and madrasa rules. (4) Program evaluation is more focused on academic programs than on learning and teacher performance effectiveness and efficiency, implementing Madrasah Self Evaluation and Madrasah accreditation. and the Inspectorate General (IRJEN) of the Ministry of Religion.

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Weidner, Amanda, Samantha Elwood, Richelle Koopman, Julie Phillips, David Schmitz, Li Li, A. Peter Catinella, et al. "Negotiating a new chair package: context and considerations." Family Medicine and Community Health 11, no. 1 (January 2023): e002062. http://dx.doi.org/10.1136/fmch-2022-002062.

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Negotiating a resource package as a potential new department chair is common practice in academic medicine. The foundations for this negotiation include the historical presence of the department in relation to the broader institution, projections for future growth, accounting for mission/vision, resource needs (space, personnel, finances, etc), faculty and staff development, and external partnerships within and outside the institution. Despite similarities in this process across departments, many nuances influence the development of a specific new chair package, such as, department size; desires, perspectives and talents of the incoming chair, the department faculty, the medical school and dean; prevailing agendas and mission imperatives; and the overall priorities of the institution. With strategy and forethought, a new chair package can promote a successful chair tenure and departmental growth. Assembled through the Association of Departments of Family Medicine with input from several dozen department chairs and senior leaders, this is intended to serve as a practical guide to new chair packages for chair candidates.

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Yukawa, Joyce, and Violet H. Harada. "Librarian-Teacher Partnerships for Inquiry Learning: Measures of Effectiveness for a Practice-Based Model of Professional Development." Evidence Based Library and Information Practice 4, no. 2 (June 14, 2009): 97. http://dx.doi.org/10.18438/b8gg7k.

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Objective – This study analyzed the effects of a practice-based model of professional development on the teaching and collaborative practices of 9 teams of librarians and teachers, who created and implemented units of inquiry-focused study with K-12 students during a yearlong course. The authors describe how the collection and analysis of evidence guided the development team in the formative and summative evaluations of the outcomes of the professional development, as well as the long-term results of participation in this initiative. Methods – The authors used an interpretive, participative approach. The first author was the external reviewer for the project; the second author headed the development team and served as a participant-observer. Triangulated data were collected from participants in the form of learning logs, discussion board postings, interviews, questionnaires, and learning portfolios consisting of unit and lesson plans and student work samples with critiques. Data were also collected from the professional development designers in the form of meeting notes, responses to participants, interviews, and course documents. For two years following the end of the formal course, the authors also conducted follow-up email correspondence with all teams and site visits with six teams to determine sustained or expanded implementation of inquiry-focused, collaborative curriculum development. Results – The practice-based approach to professional development required continual modification of the course design and timely, individualized mentoring and feedback, based on analysis and co-reflection by the developers on the evidence gathered through participant logs, reports, and school site visits. Modeling the inquiry process in their own course development work and making this process transparent to the participating community were essential to improvement. Course participants reported beneficial results in both immediate and long-term changes in practice. The summative evaluation identified significant changes in practice in three areas: (1) the design of inquiry-focused learning, (2) the roles of the teacher and librarian in collaborative development of instruction, and (3) the impact on student performance. Two years after the yearlong professional development course, most participants indicated that they continued to incorporate inquiry-based approaches, and over half of the participants were involving other colleagues at their schools in inquiry-focused practices. Six of the librarians assumed major curricular roles in their respective schools. Conclusion – The practice-based model of professional development appears to be effective and sustainable. It has been tested and modified by other development teams in the last two years. More extensive use of the model in other contexts with further testing and refinement by other developers is needed to ensure that the model is robust and widely applicable.

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Winfield, Fiona, and Tabani Ndlovu. "“Future-proof your Degree”." International Journal of Sustainability in Higher Education 20, no. 8 (October 24, 2019): 1329–42. http://dx.doi.org/10.1108/ijshe-10-2018-0196.

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Purpose The purpose of this paper is to present a case study of how a UK business school has explicitly linked sustainability to employability and embedded these into all levels of its undergraduate and postgraduate degree portfolio. Design/methodology/approach This case study features Nottingham Business School’s (NBS’s) journey of linking sustainability with employability to achieve the University’s strategic objectives and help deliver on the sustainable development goals (SDGs). After reviewing all courses, a cross-school approach was adopted in re-designing the curriculum, first at undergraduate and later postgraduate level. Partnerships, both internal and external were developed, involving the employability and enterprise teams, the University’s students and alumni, local employers, local authorities and businesses and charities. Feedback from graduates is included. Findings When NBS introduced new undergraduate modules in 2012, there was resistance with concerns over already crammed curricula and the perceived irrelevance of sustainability. This changed as students realised that an understanding of sustainability was benefiting them at interviews and adding value to their employers. While it cannot be proved that increased self-awareness and sustainability literacy have a direct effect on graduate prospects (as measured by the Destinations of Leavers from Higher Education survey), NBS has seen the percentage of students in graduate level employment and/or study increase from 71 to 89.6 per cent over the past five years. Originality/value Linking sustainability to employability, and embedding these in the curriculum, should benefit any institution, its students, employers and society, and can be replicated anywhere in the world.

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Aouad, Jennifer, and Fabio Bento. "A Complexity Perspective on Parent–Teacher Collaboration in Special Education: Narratives from the Field in Lebanon." Journal of Open Innovation: Technology, Market, and Complexity 6, no. 1 (December 31, 2019): 4. http://dx.doi.org/10.3390/joitmc6010004.

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Several studies have highlighted the importance of parent–teacher collaboration (PTC) in special education (SE). In Lebanon, there is a widespread perception among practitioners that out of many educational challenges facing SE organizations, there is the need to consolidate successful parent–teacher partnerships. We contribute to research on PTC by applying a conceptual framework from complexity science to investigate the interaction between teachers and parents in one SE organization in Lebanon. The interaction between teachers (internal agents) and parents (external agents) constitute an important dimension of the information flow between the school and its surrounding environment. We follow a narrative approach aiming at grasping the temporal dimension of teachers’ experience related to interacting with parents. Findings from this study indicate that teachers play an important role in sensing educational challenges and reaching out for a collaboration. However, although they gain access to valuable information regarding students’ background and social environment, several organizational factors restrain internal knowledge-sharing and communication about innovative practices. Teachers’ narratives depict learning on an individual level, but organizational barriers in the form of negative feedback loops for knowledge-sharing at the organizational level. This study recommends facilitating adaptive processes deriving from PTC. This demands positive feedback loops that facilitate behavioral variation, open communication, and thereby the exploration of innovative practices.

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Lima, Ana Lúcia Da Silva, Fábio Zanella, Gabriela Martins Gimenes, Camila Maria da Silva Pin, Sara Bianca Rodrigues Albuquerque, Jessica Aparecida de Souza Nascimento, and Debora Juliete Pereira Correia Santos. "Interação total entre o campus Assis Chateaubriand - Instituto Federal de Educação do Paraná e a comunidade externa." Revista Brasileira de Extensão Universitária 12, no. 01 (March 30, 2021): 77–87. http://dx.doi.org/10.36661/2358-0399.2021v12i01.11460.

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Para o desenvolvimento educacional e social, as parcerias entre entidades públicas e privadas são essenciais e desejáveis, sempre contemplando a valorização de um bem maior, o ser humano. No âmbito educacional, a troca de experiências e de saberes consolida o tripé - ensino, pesquisa e extensão. Desta forma, a oferta de ações de interação entre a comunidade interna do campus Assis Chateaubriand do Instituto Federal de Educação do Paraná (IFPR) e a comunidade externa está claramente institucionalizada em Programas e Projetos de Extensão do IFPR. O presente projeto objetivou sistematizar formalmente ações de extensão e educacionais comunitárias que causaram impactos positivos em diferentes segmentos da sociedade local. Durante o período de junho a outubro de 2019, foram desenvolvidas ações comunitárias, como por exemplo, oficinas, encontros, eventos e apresentações culturais (teatro). Todas as ações ocorreram de forma satisfatória quanto ao atendimento das expectativas da comunidade participante. Assim, a escola promoveu a construção de valores morais, a formação de cidadãos conscientes e críticos, de pessoas que saibam participar da vida comunitária e que dão valor ao bem-estar pessoal e coletivo, atuando na construção de um mundo melhor. Palavras-chave: Geração de Renda; Interdisciplinaridade; Vulnerabilidade Social Total interaction between Federal Institute of Paraná and external community Abstract: For educational and social development, partnerships between public and private entities are essential and desirable, always in order to contemplate the appreciation of a greater good, the human being. The exchange of experience and knowledge consolidates the tripod - teaching, research, and extension in the educational scope. Thus, the offer of interactions between the internal community of the Assis Chateaubriand campus of the Federal Institute of Paraná Education (IFPR) and the external community is clearly institutionalized in Extension Programs and Projects at IFPR. This project aimed to formalize both relevant extensional and educational actions, distributed in all social segments, that positively impacted society. From June to October 2019, community actions were developed, such as workshops, meetings, events, and cultural presentations (theater performances). All the actions took place in a satisfactory way regarding meeting the expectations of the participating communities. Consequently, the school has promoted the construction of moral values, forming conscious and critical citizens: people who know how to be engaged in community life and who value personal and collective well-being, who work to build a better world. Keywords: Income generation; Interdisciplinarity; Social vulnerability

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Zientarski, Clarice. "A RELAÇÃO ENTRE TRABALHO E EDUCAÇÃO E AS IMPLICAÇÕES NO ÂMBITO DAS ESCOLAS PÚBLICAS DE FORTALEZA/CE." Cadernos de Pesquisa 22, no. 1 (April 29, 2015): 59. http://dx.doi.org/10.18764/2178-2229.v22.n1.p.59-74.

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Esse artigo é parte da tese de doutorado cujo objetivo foi investigar a produção da atividade de estudocomo proceO estudo trata sobre as relações que se estabelecem entre o Trabalho e a Educação no contexto dasociedade dominada pelo capital, e as implicações destas relações no âmbito das instituições educacionais. Temcomo fonte empírica dez (10) escolas da rede pública estadual do Ceará, localizadas no município de Fortaleza, queassumem o compromisso de atender às determinações do Instituto Unibanco em nome da gestão eficiente, participativae com foco nos resultados positivos, por meio do Programa Jovem do Futuro. Trata-se de uma pesquisacom abordagem qualitativa, que utilizou como instrumentos, documentos e entrevistas semiestruturadas com professoresgestores das escolas e estudantes. Concluiu que as parcerias com os institutos privados e outros órgãosexternos às escolas reforçam e consolidam a relação entre trabalho e educação, no que diz respeito à lógica domercado e da meritocracia, ou seja, do trabalho estranhado.Palavras-chave: Trabalho e educação. Parceria público/privado. Políticas educacionais. THE RELATIONSHIP BETWEEN WORK AND EDUCATION AND THE IMPLICATIONSIN THE PUBLIC SCHOOLS OF FORTALEZA/CEAbstract: The study deals with the relationships established between Labor and Education in the context of societydominated by capital, and the implications of these relationships within the educational institutions. The workhas like empirical source ten (10) schools in the public state of Ceará, located in Fortaleza, who commit to meetingcertain requirements of Instituto Unibanco in the name of efficient management, participatory and focused onpositive result through the Programa Jovem do Futuro. This is a research with qualitative approach, which used asinstruments, documents and semi-structured interviews with managers school teachers and students. Concludedthat partnerships of private institutes and of other external agencies with schools reinforce and consolidate the relationshipbetween work and education, with regard to the logico of the market and meritocracy, that is, the estrangedwork.Keywords: Work and Education; Public / private partnership. Educational policies. LA RELACIÓN ENTRE EL TRABAJO Y LA EDUCACIÓN Y LAS CONSECUENCIASEN EL CONTEXTO DE LAS ESCUELAS PÚBLICAS DE FORTALEZA/CEResumen: El estudio se ocupa de las relaciones que se establecen entre el Trabajo y la Educación en el contextode la sociedad dominada por el capital, y las implicaciones de estas relaciones dentro de las instituciones educativas.Su fuente empírica son diez (10) escuelas públicas de Ceará, que se encuentra en Fortaleza, que se comprometena cumplir con ciertos requisitos del Instituto Unibanco en el nombre de eficiente, participativa y centrada en losresultados positivos a través del Programa Joven del Futuro. Se trata de una investigación con enfoque cualitativo,que utiliza como instrumentos, documentos y entrevistas semi estructuradas con profesores de las escuelas, los gerentesy los estudiantes. Concluyeron que las asociaciones con los institutos privados y otros organismos externos alas escuelas refuerzan y consolidan la relación entre el trabajo y la educación, con respecto a la lógica del mercadoy la meritocracia, es decir, el trabajo enajenado.Palabras clave: Trabajo y educación. Asociación público/privado. Políticas educación.

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Lechasseur, Kimberly. "Crafting Legitimacy in District–Community Partnerships." Teachers College Record: The Voice of Scholarship in Education 119, no. 11 (November 2017): 1–28. http://dx.doi.org/10.1177/016146811711901103.

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Background/Context Partnering across districts, schools, and other community organizations has become ubiquitous as a policy for promoting change. Despite growing attention to and scholarship on district–community partnerships, there is little examination of the organizational mechanisms involved in sustaining them. Purpose/Objectives This study examines the ways in which district–community partnerships establish and sustain legitimacy with multiple constituencies over time. Drawing on institutional theory, these analyses extend current theories of legitimation by describing the legitimacy-building events of districts and their community partners as they craft partnerships over time. Research Design I used a qualitative multi-case-study design to build grounded theory based on three district–community partnerships. Interviews with partnership leaders, focus groups with governance team members, and observations were collected between 2012 and 2014. Thematic analysis was conducted within and across the three cases to identify legitimacy-building activities. Findings/Results Five mechanisms for building legitimacy emerged across the three district–community partnerships: funder endorsement, attention to reciprocity, service provision, dedicated formal staff roles, and a systems-building approach. Each mechanism was deployed across the stages of partnership (e.g., identity formation, recruitment, sustainability). These mechanisms were used to leverage legitimacy with one stakeholder group to build new legitimacy with other stakeholder groups, creating complex chains of legitimacy across partners over time. Conclusions/Recommendations The findings extend current research on both legitimacy frameworks and the use of community partnerships in education reform. Themes across cases highlight the recursive nature of legitimacy during the recruitment of new partners, how partnerships can build legitimacy across cultural divides, and the role of external funders in supporting legitimacy building across multiple sets of stakeholders.

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Benn, Emma K. T., Janice L. Gabrilove, Layla Fattah, and Emilia Bagiella. "2518 InCHOIR learning lab: A TL1 and workforce development initiative at Mount Sinai." Journal of Clinical and Translational Science 2, S1 (June 2018): 57. http://dx.doi.org/10.1017/cts.2018.215.

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OBJECTIVES/SPECIFIC AIMS: Science and clinical practice are widely regarded as being complementary and synergistic. In an effort to enhance the team science, translational research capacity of the TL1 scholars at Icahn School of Medicine at Mount Sinai (ISMMS), the InCHOIR learning lab aims to provide an accessible, workforce-wide lecture series on the fundamental methods and concepts of randomized clinical trials. METHODS/STUDY POPULATION: The InCHOIR learning lab is a monthly 1 hour lecture series delivered by a range of expert clinical and translational researchers, followed by a 1 hour “Meet the Expert” session. The InCHOIR lecture series has covered a wide range of topics including, but not limited to: Decision Models; Race and Causal Inference; Innovative Strategies for Assessing Environmental Health across the Life Course; Statistics for Geneticists and Genetics for Statisticians; and From the Lab to Translation to Policy—The Neuroscience of Addiction. The “Meet the Expert” session offers TL1 predoctoral and postdoctoral scholars and KL2 scholars the opportunity to have intimate, informal discussions with experts about their career trajectories. RESULTS/ANTICIPATED RESULTS: Feedback from participants has been overwhelmingly positive. Participants have gained important insights into key topics relevant to early stage researchers. The “Meet the Expert” sessions have yielded honest and important conversations about crucial topics ranging from finding effective mentors to essential strategies for establishing a work-life balance, to overcoming adversity as underrepresented minorities and women in translational research. DISCUSSION/SIGNIFICANCE OF IMPACT: Attendance at the InCHOIR learning lab is increasing month on month, indicating the perceived need for this learning not just from early stage researchers, but also from students, senior faculty, and research staff more generally. The InChoir series provides added value through the creation of a video library, fostering new collaborations and contributing to the Icahn School of Medicine at Mount Sinai and Graduate Medical Education landscape. Priorities for the program are to increase internal visibility, in order to continue to grow attendance by MSHS students, research staff, nurses, postdoctoral fellows and residents. The program is also exploring how to engage external participation from regional CTSAs and from community advocates actively involved in community-academic research partnerships.

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Demers, Jennifer M., Samantha Gregus, and Rachel A. Petts. "New Communities, New Relationships: Reflections from Junior Faculty Engaging in Community-Based Research." Journal of Interpersonal Violence 37, no. 17-18 (September 2022): NP14938—NP14969. http://dx.doi.org/10.1177/08862605221106187.

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Promising community-level approaches to addressing interpersonal violence have increased in popularity over the last few decades. However, the shift towards community-based research has not necessarily extended to all graduate program pedagogies, especially given the range of disciplines from which researchers of interpersonal violence hail. Coupled with the fact that many new doctorates relocate to unfamiliar communities to secure their tenure-track positions, junior faculty may find the task of forming and maintaining rewarding community partnerships to be daunting at best. This article focuses on the process of embarking on community-based research as a new faculty member within a new community. In this article, three tenure-track assistant professors of a psychology department within an urban, Midwestern-based university reflected on their own experiences establishing community-based research collaborations after relocating for their positions. Personal narratives focused on experienced challenges and successes related to building mutually beneficial relationships with community organizations of relevance to addressing interpersonal violence (e.g., victim response services, healthcare providers, school systems) were written. Individual narratives were then compiled and six overarching themes (i.e., establishing initial connections, messaging and marketing one’s research to gain buy-in, overcoming misperceptions and distrust, maintaining relationships as an external partner, conducting research with community organizations, balancing community-based research and academic demands) related to challenges and multiple associated strategies and lessons learned were identified. Implications of this article for researchers of interpersonal violence who are building careers in a new community are discussed. Some of these implications include the need for increased mentorship, trainings and resources that are specifically targeted to junior faculty’s unique needs, and changes to departmental and college level infrastructures that better support and reward community-based research.

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Watts, A. G. "emerging policy model for career guidance in England: some lessons from international examples." Journal of the National Institute for Career Education and Counselling 27, no. 1 (October 1, 2011): 32–39. http://dx.doi.org/10.20856/jnicec.2706.

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The existing international evidence is reviewed in relation to four aspects of the emerging policy model for career guidance in England: an all-age service; revitalising the professionalism of career guidance; the partnership model between schools and an external service; and introducing school commissioning. It is concluded that the first three are supported by the international evidence; but that on the fourth, the evidence is more negative. Evidence is also reviewed in relation to six high-performing countries in terms of school performance. It is concluded that there is no common pattern that characterises the career guidance provision in these countries, but that any devolution of responsibility to schools needs to be accompanied by strong policy levers. These might include measures to assure professional standards, support for school planning and self-evaluation, and in-service training for school heads.

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Harjanto, J. T., E. Prasetyo, S. I. Santoso, and E. Rianto. "Performance of Islamic Boarding Schools in developing the beef cattle agribusiness partnership network as a community empowerment institution in Central Java." Journal of the Indonesian Tropical Animal Agriculture 44, no. 1 (March 21, 2019): 114. http://dx.doi.org/10.14710/jitaa.44.1.114-122.

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A study had been conducted to evaluate the performance of Islamic Boarding Schools (IBS) in developing the beef cattle agribusiness partnerships network in Central Java. This study involved 24 IBS with each IBS selected two respondents, namely one from internal (santri) and one from external (farmer community). Sample determination uses purposive sampling method. This study uses Gap Analysis by determining the Customer Satisfaction Index (CSI) value. Primary data were collected through direct observation and interviews with respondents. Secondary data was obtained from relevant government institutions. The results showed that the beef cattle agribusiness partnership network that was developed by IBS still did not satisfy for santries and farmer communities (CSI.s.total : 30.73% and CSI.f.total : 47.05%). It was concluded that farmer communities were very enthusiastic about establishing the beef cattle agribusiness partnerships with IBS; the santries needed additional livestock curriculums; IBS needed training and assistance from the other parties (government, private sector, etc.) in order to improve the ability to raise beef cattle and the ability to train, instruct and plan the beef cattle farming development in surrounding area. Increasing the ability of IBS automatically can increase the effectiveness of IBS role as an empowerment institution for surrounding community.

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Huong, Vu Thi Mai. "Factors Affecting Instructional Leadership in Secondary Schools to Meet Vietnam’s General Education Innovation." International Education Studies 13, no. 2 (January 29, 2020): 48. http://dx.doi.org/10.5539/ies.v13n2p48.

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Currently, there is a huge demand for secondary school education worldwide especially in the developing countries such as Vietnam. School leadership is occupying a central position in educational reform. In order to meet this for the secondary school education, the Vietnamese government tries to develop effective school leadership in its education policy agenda. The aim of this study is to investigate the influence of factors on instructional leadership of principals in lower secondary education. The study was completed with 97 secondary public schools teachers and principals in the North of Vietnam. A quantitative research design was used to conduct this study. The data was analyzed through factors such as internal and external from the role of principal in instructional leadership. Research findings underline that instructional leadership is had directly by external such as “The degree of autonomy of the school for instructional activities”, “Awareness of the managers and teachers about leading teaching activities” and “education innovation” more internal such as “System of guiding documents of management levels on teaching activities”; “Conditions of facilities and finance for school teaching activities” and “Principal’s training level” Principals should recognize the change of the context and enhance the improvement of teachers’ shared responsibility and partnership in school decision making. Therefore, the Vietnamese government should make sure to have many positive issues that may have effective instructional leadership capacity in order to improve the culture of teaching and learning in Vietnames secondary schools.

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Sutarto, Sutarto, Husaini Usman, and Amat Jaedun. "Impact-Based Training Evaluation Model (IBTEM) For School Supervisors in Indonesia." International Education Studies 9, no. 2 (January 25, 2016): 149. http://dx.doi.org/10.5539/ies.v9n2p149.

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<p class="apa">This article represents a study aiming at developing: (1) an IBTEM which is capable to promote partnership between training providers and their client institutions, easy to understand, effective, efficient; and (2) an IBTEM implementation guide which is comprehensive, coherent, easy to understand, effective, and efficient. The method used in the study was Research and Development (R & D) suggested by D. Gall, P. Gall, and Borg (2007) that was simplified into three phases: pre-development, development, and validation phases. The pre-development phase was used to review related theories, interview resource persons, and collect relevant documents. The result of this phase was an IBTEM draft. The development phase was used to organize a focus group discussion (FGD) attended by participants from the Yogyakarta Education Quality Assurance Institute, Regional Offices of Education, school supervisors, principals, and teachers. The result of this phase was a revised IBTEM draft. The validation phase consisted of internal and external validations. The internal validation was done through a Delphi technique. The team in the Delphi involved experts in educational evaluation, educational management, and vocational education. The result of the internal validation phase was a theoretical IBTEM that was then validated externally. The external validation was conducted by carrying out limited field testing of the theoretical IBTEM involving three institutions: the Center for Development and Empowerment for Arts Teachers, Center for Development and Empowerment for Mathematics Teachers, and the Yogyakarta Education Quality Assurance Institute. The external validation phase resulted in a final IBTEM. The study results confirm that: (1) the developed IBTEM is capable to promote partnership between training providers and their client institutions, easy to understand, effective, and efficient; and (2) the developed IBTEM implementation guide which is comprehensive, coherent, easy to understand, effective, and efficient.</p>

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Malkawi, Suad Fayez, and Mohammed Amin Hamid Al-Qudah. "Reality and Obstacles of the Partnership between Family and School in Jordan." Modern Applied Science 12, no. 2 (January 19, 2018): 81. http://dx.doi.org/10.5539/mas.v12n2p81.

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The study aimed at identifying the reality and obstacles of the partnership between the family and the school in Jordan (Qualitative Study). The study adopted the qualitative approach based on interviews with the school principals and parents participating in the Parents’ Councils in Jordan, a total of 30 interviews have been made for this study: 9 interviews with the school principals and 21 others with parents. The study resulted on a moderate level of partnership between the family and the school in Jordan and this is for both school administrators and parents, however and as for the obstacles of partnership between the family and the school, the result was a bit different; the school administrators believe that the external obstacle originating from the families and the ministry are high while the parents pointed to the same result for the internal obstacle represented by their preoccupation, working conditions and the lack of confidence that they were real partners with the school. Based on the results of the study, many recommendations were made, including the necessity of activating Parents’ Councils to be an effective tool for activating the partnership between the family and the school in Jordan.

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Macdonald, Maritza, David Silvernail, Natasha Cooke-Nieves, Sharon Locke, Aline Fabris, Nakita Van Biene, and Michael J. Passow. "How museums, teacher educators, and schools, innovate and collaborate to learn and teach geosciences to everyone." Terrae Didatica 14, no. 3 (September 28, 2018): 271–76. http://dx.doi.org/10.20396/td.v14i3.8653525.

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Natural History museums are well known and even famous for the multiple educational opportunities they offer to the public, which includes international visitors, and students and schools. This paper introduces a new role for museums, as sites for the education and certification of new science teachers. In 2017, the American Museum of Natural History (AMNH) completed evaluation of its initial six years as the first museum-based Master of Arts in Teaching (MAT) Earth science program in the USA. The program was conceptualized in response to multiple levels of local and national education policies, and the still cur-rent need to improve Earth science education for all students, especially those designated ‘at-risk.’ Race to the Top (RTTT) in New York State and the National Commission on Teaching for America’s Future had been call-ing for the reconceptualization of teacher education for several years. MAT began as a pilot program authorized by NYS, the result of a competition for inno-vation in the design of programs outside the traditional university structures that corre-sponded to areas of need (at the inter-section of the sciences and quality education for New English Learners and students with learning disabilities). In developing the museum-specific part of the program, theoretical perspectives from research on Strands of Learning Science in Informal In-stitutions, Spatial thinking, and Place-based Learning. Also the selection of candidates required background in one of the Earth Science fields. In addition, scientists and curators became part of the faculty and directed the field and laboratory residencies at the end of the school year and before beginning to teach in schools. After three years, the pilot was fully authorized to grant its own degrees. The institution operates on multiple levels: it is a teaching residency program that awards degrees, maintains strong partnerships with schools, is a member of the network of Independent Colleges and Universities in New York State, and provides on-site graduate courses for other col-leges and universities on the educational role of, and research on, informal learning in science institutions. The museum is at the heart of the program’s design. Courses include research on learning in museums, pedagogical content knowledge re-garding science, and experiential residencies geared toward preparing candidates to teach in both museums and public schools, as well as conduct independent and team science research. Courses are co-taught by scientists and educators, and are designed to use museum exhibitions and resources, including current and past scientific research, technology, and online teaching tools in order to facilitate instruction, demonstrate the nature of science, and com-plement science with cultural histories that highlight the role of science in society. Evaluation evidence indicates the program has been successful in pre-paring teachers to teach in high-needs urban schools in New York State. An external-impact quanti-tative study by NYU, focused on student performance on the standardized New York State Earth Science Regents Examination, indicated that (1) students of MAT graduates are doing as well as students taught by other Earth science teachers with similar years of experience in New York City; and (2) demographically, MAT teachers instruct a higher percentage of students with lower economic and academic profiles. This paper focuses on how the program design utilizes all aspects of a natural history museum to offer the science museum community, teacher educators, and policy-makers new approaches for the preparation of teachers and the education of their students.

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Plath, Debbie, Penny Crofts, and Graeme Stuart. "Engaging Families in Early Intervention for Child Conduct Concerns." Children Australia 41, no. 1 (May 20, 2015): 49–58. http://dx.doi.org/10.1017/cha.2015.5.

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Early intervention programs assist families to deal with emerging child behavioural difficulties that are likely to worsen over time. Identifying families suited to an early intervention program and then generating their interest in the program can be an uncertain and complex process. This paper describes the approach to family engagement in a school-based early intervention program for children with emerging conduct problems, calledGot It!, and presents some of the findings from an external evaluation of the program conducted by the authors for New South Wales (NSW) Ministry of Health. Child behaviour screening questionnaires were completed by parents/carers and teachers, and qualitative data were gathered through interviews with parents/carers, teachers and health staff. The views of families who participated in the targeted intervention and those who were exposed only to the universal intervention were sought. Results indicate that offering the specialised group intervention in the school, in the context of universal interventions and screening, supported engagement with families of children with identified conduct problems. Many parents said they would not otherwise have sought assistance. A partnership approach between schools and specialist child and adolescent mental health services is a central feature of program delivery. Factors that contribute to an effective partnership are discussed.

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HMS, Deden. "FIS (Fun-Innovative-Spritual): Manajemen Pemasaran di KB. Fun Islamic School Purworejo." Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini 5, no. 1 (April 7, 2020): 1–10. http://dx.doi.org/10.14421/jga.2020.1-10.

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Speaking of course school management has been widely discussed and has become a very interesting topic from year to year. The discussion is often focused on classroom management, financial administration and institutional structures and learning systems in schools. That's all the material is in internal management. This research will focus on the discussion of external management namely how an institution is able to build a brand and partnership with the community, and other institutions and then how the institution increases trust in the community and others. The success of an Eqrly Childhood Education institution is actually in external management. However, there are many institutions that have never paid attention to this, so that many Early Childhood Education instituttion are left behind and are not in demand by the community. For this reason, researcher will focus on how to build the success of an institution with the right management FIS (Fun-Innovative and spirituality).

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Harmon, Hobart. "Innovating a Promising Practice in High Poverty Rural School Districts." Rural Educator 41, no. 3 (January 18, 2021): 26–42. http://dx.doi.org/10.35608/ruraled.v41i3.1018.

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This article gives meaning to innovating promising practices in high poverty rural contexts, as experienced by the Rural Math Excel Partnership (RMEP). The project sought to develop a model of shared school-family-community responsibility to support student success in foundational math courses as preparation for science, technology, engineering, mathematics and health (STEM-H) careers. RMEP was one of the two rural development grant awards in the 2012 federal fiscal year, the first year for awards in the rural priority area of the U. S. Department of Education’s Investing in Innovation (i3) program. High poverty rural areas may have major implications for fidelity of implementation and measurement of intended impacts that raise important questions about project organizational structures, capacities and evaluation needs. If significant external funding and a partnership approach are key catalysts for innovating solutions to educational challenges, the answers to 10 questions of readiness could have major implications for project success.

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Dorner, Lisa M., Kelly Harris, and Blake Willoughby. "Policy Enactment During a Pandemic: How One School Responded to COVID-19 in Negotiation With a Nonprofit Partner." AERA Open 8 (January 2022): 233285842210783. http://dx.doi.org/10.1177/23328584221078328.

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Policymaking is not linear or neutral, nor is it ever made or enacted in isolation, especially not during a crisis. Framed by theories on the contextual, interactive nature of policy enactment, this year-long, ethnographic study examined how an urban elementary school and nonprofit organization worked to address challenges made visible by the COVID-19 pandemic. Analyses explored how negotiations among the school, its nonprofit partner, and district shaped pandemic policy responses. Data included 35 transcriptions and eight field notes from stakeholder interviews and principal–partner meetings, and 128 external stakeholder artifacts. Findings showcase the policy enactment of family–school communication and access to remote learning, and limitations of the partnership due to structural and racialized processes. The discussion presents implications for educational policymaking in response to crises, highlighting the need to understand the external contexts and racialized discourses that are part of shaping those responses to be dynamic and “nonlinear.”

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Journal articles on the topic 'External school partnerships'

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