Relevant bibliographies by topics / School-to-school collaboration

Academic literature on the topic 'School-to-school collaboration'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "School-to-school collaboration"

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Cunningham, Maria. "School-to-school collaboration to deliver effective CPD." SecEd 2019, no. 6 (February 28, 2019): 7. http://dx.doi.org/10.12968/sece.2019.6.7.

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Brulles, Dina. "School District and Researcher Collaboration: A School Administrator’s Practice and Perspective." Gifted Child Today 42, no. 2 (April 2019): 81–85. http://dx.doi.org/10.1177/1076217518825372.

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The author, as a school administrator, wrote this article to describe an effective collaboration with several universities on research projects that benefit both institutions. The outcomes described here focus on the process involved in such collaborations and the benefits to the school district these collaborations can create. Directed toward other school administrators, the article outlines processes employed to encourage similar partnerships between other school districts and universities. Based largely on the collaborative partnership between Paradise Valley Unified School District (PVUSD) and the College of William & Mary, the author shares a framework for initiating and planning such collaboration from a school administrator’s perspective. Within this framework, she describes approaches for obtaining administrative support, methods for planning proactively, suggestions for allocating time and resources, and the importance of integrating projects into existing structures and aligning them to district initiatives. The outcomes discussed describe what schools can expect from these collaborative partnerships. These outcomes can include professional learning opportunities with leading experts in the field, free curriculum and other resources, and access to school or district research-based data that have been analyzed by the higher institution’s researchers.
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Thielking, Monica, Jason Skues, and Vi-An Le. "Collaborative Practices Among Australian School Psychologists, Guidance Officers and School Counsellors: Important Lessons for School Psychological Practice." Educational and Developmental Psychologist 35, no. 1 (April 10, 2018): 18–35. http://dx.doi.org/10.1017/edp.2018.4.

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In Australia, policies such as the Better Outcomes in Mental Health Care initiative have been the impetus for improved collaboration between medical practitioners and psychologists in general. However, policies that promote collaboration between school psychologists and community mental health, health, justice and/or human services professionals are yet to occur. This is despite known benefits arising from integrated service delivery to people with complex needs, including young people. School psychologists are an integral part of the service mix and are in an excellent position to promote collaborative practices and to assist students and families to navigate and access school-based and community-based support. This study, conducted in Queensland, Australia, investigated school psychologists’, guidance officers’ and school counsellors’ current and preferred levels of collaboration, their perceptions of the drivers and barriers to collaborative practices, and their views on how collaborative practices affect students. Results revealed that participants engaged more fully in within-school collaboration than collaboration with professionals and agencies outside of the school; they had a desire to collaborate more fully both internally and externally; and that concerns regarding confidentiality, time restrictions, and lack of access to appropriate services can sometimes make collaboration and information sharing difficult. Implications for school psychological practice are discussed.
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Kim, Jangmin, and Carolyn Gentle‐Genitty. "Transformative school–community collaboration as a positive school climate to prevent school absenteeism." Journal of Community Psychology 48, no. 8 (August 30, 2020): 2678–91. http://dx.doi.org/10.1002/jcop.22444.

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Foley, Regina M., and Julia A. Lewis. "Self-Perceived Competence of Secondary School Principals to Serve As School Leaders in Collaborative-Based Educational Delivery Systems." Remedial and Special Education 20, no. 4 (July 1999): 233–43. http://dx.doi.org/10.1177/074193259902000407.

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Collaboration appears to be an increasingly important component in the design and delivery of school and community-based services. However, few data are available to describe the leadership skills of school administrators of collaborative-based programs serving students with and without disabilities. The purpose of this study was to describe the self-perceived competence of secondary school principals to function as leaders in collaborative-based systems and to identify factors contributing to their leadership skills. A national sample of secondary school principals was asked to rate their level of competence to serve as leaders of collaborative-based programs. The results indicated that principals view their leadership skills for guiding collaborative-based programs to be within the average range. The three significant predictors of secondary school principals' self-perceived competence in collaboration were number of clock hours of non-credit-generating professional development activities, academic degrees, and number of years teaching in general education. Implications for research and practice are discussed.
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Shoaf, Kimberley I., Melissa M. Kelley, Kaitlin O'Keefe, Katharine D. Arrington, and Michael L. Prelip. "Enhancing Emergency Preparedness and Response Systems: Correlates of Collaboration between Local Health Departments and School Districts." Public Health Reports 129, no. 6_suppl4 (November 2014): 107–13. http://dx.doi.org/10.1177/00333549141296s414.

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Objective. Collaboration between existing components of the public health system is important for protecting public health and promoting community resilience. We describe the factors that promote collaborative emergency preparedness and response activities between local health departments (LHDs) and school systems. Methods. We gathered data from a multistage, stratified random sample of 750 LHDs nationwide. Utilizing a mailed invitation, we recruited respondents to participate in an online questionnaire. We calculated descriptive and inferential statistics. Results. The majority of LHDs collaborated with school systems for emergency preparedness and response activities and most indicated they were likely to collaborate in the future. Characteristics of the jurisdiction, general experience and perceptions of collaboration, and characteristics of the preparedness collaboration itself predicted future collaboration. Conclusion. Our results help us understand the nature of collaborations between LHDs and school systems on emergency preparedness and response activities, which can be used to identify priority areas for developing successful and sustainable joint efforts in the future. By focusing on the perceived value of collaboration and building on existing non-preparedness partnering, communities can increase the likelihood of ongoing successful LHD-school system emergency preparedness collaborations.
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Min, Sookweon, Marsha E. Modeste, Jason Salisbury, and Peter T. Goff. "Heeding the CALL (Comprehensive Assessment of Leadership for Learning)." Journal of Educational Administration 54, no. 2 (April 11, 2016): 135–51. http://dx.doi.org/10.1108/jea-07-2014-0075.

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Purpose – The purpose of this paper is to examine what school leadership practices are associated with a school’s level of instructional collaboration among school professionals and also investigates what school characteristics are linked to the level of instructional collaboration in a school. Design/methodology/approach – This study drew data from the Comprehensive Assessment of Leadership for Learning (CALL) survey. CALL is a multi-source measure of distributed leadership, comprised of five domains of school leadership practices. Responses from 3,767 teachers and 167 administrators working at 129 schools were analyzed using ordinary least squares regression analysis. Findings – The findings show that there are significant relationships between school leadership practices and the extent of instructional collaboration taking place within schools, both in terms of quantity and quality. In particular, school leadership practices that are closely related to facilitating instruction and allocating resources are associated with a school’s instructional collaboration, whereas a leadership practice related to environmental factors tends not to be significantly correlated with a school’s collaborative culture. This study also found that leadership perspectives on instructional collaboration are an important predictor of both quantity and quality of collaboration among school professionals. Originality/value – This study clarifies the importance of school leadership in a collaborative culture and also provides empirical evidence of what specific practices of school leadership predict the frequencies of professional collaborative activities in school as well as their quality. In addition, this study demonstrates how schools’ contextual factors are related to the level of instructional collaboration among professionals.
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Bartleet, Brydie-Leigh. "Building vibrant school–community music collaborations: three case studies from Australia." British Journal of Music Education 29, no. 1 (February 21, 2012): 45–63. http://dx.doi.org/10.1017/s0265051711000350.

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This paper explores the relationship between school music and community music in Australia. While many Australian schools and community music activities tend to exist in relative isolation from one another, a range of unique school–community collaborations can be found throughout the country. Drawing on insights from Sound Links, one of Australia's largest studies into community music, this paper explores three case studies of these unique school–community collaborations. These collaborations include a community-initiated collaboration, a school-initiated collaboration and a mutual collaboration. The author brings these collaborations to life for the reader through the words and experiences of their participants, and explores their structures, relationships, benefits, and educational and social outcomes. These descriptions feature important concepts, which could be transferred to a range of other cultural and educational settings in order to foster more vibrant school–community collaborations.
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Dixon, Deborah. "School Matters: How to Make Collaboration Click." ASHA Leader 19, no. 2 (February 2014): 32–33. http://dx.doi.org/10.1044/leader.scm.19022014.32.

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Weinstein, Rhona S., Charles R. Soul#x00F9;, Florence Collins, Joan Cone, Michelle Mehlhorn, and Karen Sintontacchi. "Expectations and high school change: Teacher‐researcher collaboration to prevent school failure." American Journal of Community Psychology 19, no. 3 (June 1991): 333–63. http://dx.doi.org/10.1007/bf00938027.

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Dissertations / Theses on the topic "School-to-school collaboration"

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Colley, Kenna. "Coming to Know a School Culture." Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/28799.

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The purpose of this study was to identify specific cultural elements within one elementary school to provide information about the school's identity and functioning. These elements included values, beliefs, play, rituals, ceremonies, and cultural objects. Schools are distinct and unique cultures. The culture of each school building drives the daily happenings. The culture either enhances or stifles growth. By creating an awareness of school culture, educators can better understand the meaning of their day to day activities and how their school evolves towards continuous improvement. The aim of interpreting a school culture is thus to understand meaning and symbols as they have been created by the members of the culture (Schultz, 1995). This study uncovered evidence to demonstrate that the awareness of stakeholders of a school's culture influences how the culture works. Interviews, artifact collection, digital photographs, meeting analysis, and fieldnotes from observations comprise the data. The interviews were conducted with educators, staff, and parents to ascertain their perceptions of their culture. Artifacts include documents such as weekly bulletins and meeting agendas that reflect the cultural workings. These focus on personal and social aspects of the culture such a party invitation, which spoke of the members' personal and interpersonal connections. Digital photographs were taken of inanimate objects within the building that visually depicted the values of the culture. Meetings play a key role in cultivating and representing a culture's values and beliefs. Meeting analysis helped to emphasize how this culture made decisions and how the culture structured its daily rhythm. Fieldnotes based on direct observations of meetings an - 3 -d of key events within specific locations in and around the school building were taken. Data sources were analyzed across interconnected themes. These themes explain how the culture worked and why its members did the things they did. This study isolated specific cultural elements, specified the internal relationships among those elements, and then characterized the whole culture based on the current knowledge of the culture.
Ed. D.
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Leung, Ho-ping, and 梁浩平. "On the road to collaboration: a case study ofhome-school relationship in a local secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959568.

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Björn, Bengtsson. "Can Reearch on Peer Collaboration be Applied to Everyday School Work." Thesis, Halmstad University, School of Teacher Education (LUT), 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-673.

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This paper integrates and applies established findings from previous research into peer collaboration

to a realistic classroom situation in Swedish upper elementary school. The aim is to

survey the research literature and to replicate some of the potentially beneficial effects of peer

collaboration in an ‘ecologically valid’ setting, thus providing teachers with justifiable and

readily adoptable techniques. The study investigated the effect of collaborative problem solving

on students’ learning, where the conditions for collaboration were ‘optimised’ according

to previous findings with regard to ability, gender, task characteristics, and collaboration

strategy. Participants were 80 year 9 students (aged 15 years), who individually completed a

pre- and post-test comprising moderately complex diagram interpretation tasks. During the

experimental phase, students completed a similar task, either individually or collaboratively.

Students who collaborated were assigned to mixed-gender pairs using a ‘weak-strong’ heuristic,

based on pre-test results. Results indicated that lower-ability students collaborating with

higher-ability peers improved from pre-test to post-test, while higher-ability students regressed

significantly. Students working collaboratively did not perform significantly better

than did students working alone. Discussion extends beyond these findings to implications of

research on peer collaboration for teachers and students’ learning.

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Spencer, Gary L. "Mindful teacher collaboration| Strategies to address the call for school reform." Thesis, Washington State University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10043096.

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Over the past two decades public schools have faced an unrelenting demand for reform. In response to this call for change, researchers have identified two strategies that hold great promise – organizational mindfulness and teacher collaboration. Despite the volume of work that has focused on these areas, little has been done to investigate their overlap. This study discusses development of the Teacher Instructional Practice and Sentiments (TIPS), an 18-item survey to measure teacher practices and beliefs that reflect mindful collaboration for improving instruction. Teacher responses to the TIPS were gathered and analyzed from a representative statewide sample of elementary school teachers in Washington State. Findings examined survey items which were aligned to the five cognitive processes of HRO theory: preoccupation with failure, reluctance to simplify, sensitivity to operations, commitment to resilience, and deference to expertise. An exploratory factor analysis was complete using Principal Components Analysis with varimax rotation which revealed three factors underlying mindfulness in schools. The first factor, Mindful Focus on Students, includes items such as understanding a student’s home situation, as well as making accommodations for struggling learners. The second factor, Mindful Focus on Relationships, deals with interactions between teachers, students, parents, and the community. Finally, Mindful Focus on Instruction includes “checks for understanding” and brainstorming with colleagues on strategies to get students to standard. As an alternative to forcing the current labels of HRO theory on education, consideration should be given to application of these school-specific categories. They simplify the process of evaluating mindfulness in schools, and simplify the variables requiring investigation. Use of the TIPS survey to understand the extent to which mindfulness and teacher collaboration are evident in schools is recommended.

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Leung, Ho-ping. "On the road to collaboration : a case study of home-school relationship in a local secondary school /." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18876675.

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Fodo, Sihle. "Collaboration in inclusive education: teachers’ perspectives and practices." UWC, 2020. http://hdl.handle.net/11394/7554.

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Magister Educationis - MEd
Inclusive education (IE) is an international movement and South Africa is in the process of developing systems to support the process. The aim of this study was to develop narratives of teachers’ trajectories of collaboration in developing IE. The Department of Education acknowledged that collaboration between teachers and other professionals and between teachers and parents and the community at large is a critical strategy and skill for developing IE successfully (Department of Education, 2001). This study was conducted at a full-service school in the Western Cape Province which was selected purposively. Snowball sampling was used to select six teachers who were interviewed and observed in their collaborative spaces. This study used a qualitative approach and a case-study approach as a research design. It used Cultural-Historical Activity Theory (CHAT) as the theoretical framework to understand how teachers respond to the diverse needs of all learners and how they collaborate with others in developing more responsive pedagogies. Multiple methods of data analysis, such as thematic analysis and CHAT, were used to analyze data collected. The study revealed that teachers collaborated in school-initiated collaboration practices as well as in Department owned collaboration practices. Teachers reported to have voluntarily participated in school-initiated collaboration practices as their school had a culture of sharing knowledge and skills and this enabled them to work closely with each other, whereas in Department owned collaboration practices teacher reported that they participated because they had to obey instructions from their employee. Teachers felt that the Department owned collaboration practices used top-down approaches which hindered some of their collaboration practices. Teachers reported to have encountered some benefits from as well as barriers to collaboration. This study concludes that if collaboration is a critical strategy for the successful implementation of IE in South Africa, the Department of Education (DoE) should give schools an opportunity to indicate their areas of need so that they can be trained accordingly. Secondly, the DoE should continuously provide training for teachers on collaboration. Lastly, the DoE and the school should encourage and monitor teachers to continue to create environments where they work collaboratively in decision-making and problem-solving.
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Vartenisian, John Paul. "An Elementary School Speaks Out: Their Decision To Initiate An Innovation." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/26071.

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This study is a retrospective examination of elements that influenced one elementary school staff to initiate and implement a school-wide innovation in their reading program in 1990-91. This school served 315 preschool children through grade three in small town set in the rural countryside. Case study methodology was used to discover how the change was initiated; why the particular program elements were chosen; the role of the staff, the principal, and the parents played in initiating the innovation; and what lessons this school's experience may have for school reform. As the school community planned for the initiation of their new reading program, the â whole languageâ approach to reading was gaining momentum. The notion of â early interventionâ was popularly used to describe a variety of methods educators were using to deal with evidence of reading failure in young children. Their stories describe the challenges this school staff felt as they attempted a year-long initiative to merge phonics and whole language into a holistic approach to reading for grades one through three. Findings were reported around seven central themes emerging from the data collection, including: 1) empowerment, 2) academic improvement, 3) shared vision/beliefs, 4) collaboration, 5) focus on childrenâ s needs, 6) site-based decision making, 7) participatory leadership.
Ed. D.
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Brent, Howard Jehu. "Middle School Teachers' Acceptance and Use of Edmodo to Sustain Networked Collaboration." Thesis, Walden University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13862679.

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Although some middle school teachers integrate social media platforms into instruction, they generally use traditional and teacher-centered strategies rather than those that are innovative and student-centered. A gap exists in the literature on how teachers could use social media tools such as Edmodo to engage middle school students for innovative online collaboration. This qualitative case study explored the factors that contributed to the acceptance and use of Edmodo by middle school teachers in a Mid-Atlantic urban school district. Specifically, the research explored how teachers leveraged Edmodo to initiate and sustain networked collaboration with their students. The Unified Theory of Acceptance and Use of Technology 2 model, sociocultural development theory, and connectivism supported the conceptual framework. A criterion selection process was used to select 6 middle school teachers as participants. Data sources included 6 semi structured interviews, a focus group of 3 educational technology leaders, and school district documents. Data were analyzed using a priori codes based on the literature review and conceptual framework. Themes that emerged from the analysis included the following: acceptance and use of Edmodo as a communication platform, increased support of students’ organizational needs, enhancement of professional practice, initiation of networked collaboration, barriers and challenges in networked collaboration, and sustained networked collaboration. This research may contribute to positive social change by informing educational leaders and teachers on how to best leverage social media tools such as Edmodo in the middle school classroom to actively engage students in online collaboration, fostering a more student-centered learning environment.

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Turriff, Alison. "The effective evidence-based high school librarian : a journey to decision." Thesis, Robert Gordon University, 2008. http://hdl.handle.net/10059/375.

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This thesis aims to establish how high school librarians in Scotland and America can become effective evidence-based decision-makers. Initial data collection consisted of written questionnaires to elicit background data from librarians on the extent of their evidence-based practice. Three main themes emerged: collaboration; interprofessional relationships and roles; and decision-making. These themes are discussed in more detail. A range of qualitative methodologies was designed and implemented to gain more in-depth information on practice and viewpoints, involving librarians and stakeholders. A draft model was created of the effective evidence-based practitioner in a high school library, based on an interpretation of findings and readings from the literature. After member-checking and validating by stakeholders, a final model was produced. This emergent model focuses not on the role of the school librarian in isolation, but stresses the importance of interrelationships involving the librarian. The study makes an original contribution to knowledge by giving a better understanding of the effective evidence-based high school librarian in the wider context of education. There is also a contribution to knowledge by adding to the general theory of workplace decision-making and evidence-based practice which is applicable outwith the school sector, and the pragmatic solution-driven model of decision-making is introduced. Key findings give an insight into the complexity of the school library situation, and highlights that ideally there will be positive relationships between school management, school librarian and collaboration. When these come together, it can mean an increase in student achievement, and more effective evidence-based decisions can be made. Findings also demonstrate links between these elements with evidence, national bodies and skills and qualities needed to be an effective evidence-based high school librarian, and identify how the new and complex expectations made of school librarians can be met. Recommendations are made to help stakeholders improve practice.
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Lawwill, Kenneth Stuart. "Using Writing-To-Learn Strategies: Promoting Peer Collaboration Among High School Science Teachers." Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/28374.

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Writing-to-learn strategies have been well documented in the promotion of student learning (Poirrier, 1997c). Less is known about how teachers come to use these strategies in every day instruction. This study is a description of the experiences of one science teacher at a large suburban high school who shared writing-to-learn strategies with his department to promote the use of these strategies in daily instruction of his colleagues. The strategies involved 1) improving reading comprehension using paraphrasing, 2) activating prior knowledge using generic questions: who, what, where, when, why, & how, and 3) writing before and after other classroom activities to activate prior knowledge and then better integrate new information. The strategies were shared during informal meetings at lunch. Participation was voluntary. Of the eighteen faculty members, four chose to implement the strategies on a longer-term basis. Follow-up analysis in subsequent years, showed that the strategies were still in use and that the colleagues who used the strategies had passed them on to newly inducted members of the department. Results were discussed with regards to how teachers acquire or decline the incorporation of new teaching ideas in the normal course of their work in collegial settings.
Ed. D.
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Books on the topic "School-to-school collaboration"

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Gaudiani, Claire L. Academic alliances: A new approach to school/college collaboration. Washington, D.C: American Association for Higher Education, 1985.

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Gaudiani, Claire. Academic alliances: A new approach to school/college collaboration. Washington, D.C: American Association for Higher Education, 1985.

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Wikis for school leaders: Using technology to improve communication and collaboration. Larchmont, NY: Eye on Education, 2011.

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Bell, Mary Ann. School librarians and the technology department: A practical guide to successful collaboration. Santa Barbara, California: Linworth, 2013.

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Pratley, David. Musicians go to school: Collaboration between music organisations and the statutory education sector in London. London: London Arts Board, 1993.

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Kinard, Lee. Guilford Technical Community College, 1958-2008: Creating entrepreneurial partnerships for workforce preparedness. Durham, NC: Carolina Academic Press, 2008.

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Guilford Technical Community College, 1958-2008: Creating entrepreneurial partnerships for workforce preparedness. Durham, NC: Carolina Academic Press, 2008.

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Gaudiani, Claire. Academic alliances: A new approach to school/college collaboration /by Claire L. Gaudiani and David G. Burnett ; with a preface by Marc Tucker. Washington, D.C: American Association for Higher Education, 1986.

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Ross, Roundtable on Critical Approaches to Common Pediatric Problems (24th 1992 Washington D. C. ). School dysfunction in children and youth: Report of the twenty-fourth Ross Roundtable on Critical Approaches to Common Pediatric Problems, in collaboration with the Ambulatory Pediatric Association. Columbus, Ohio: Ross Products Division, Abbott Laboratories, 1993.

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Donnelly, Andria C. The library collaboration and flexible scheduling toolkit: Everything you need to know to get started. Santa Barbara, CA: Libraries Unlimited, 2015.

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Book chapters on the topic "School-to-school collaboration"

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Kolbert, Jered B., Laura M. Crothers, and Tammy L. Hughes. "Consultation and Collaboration." In Introduction to School Counseling, 150–71. 2nd ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003167730-8.

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Chapman, Christopher. "School-to-School Collaboration: Building Collective Capacity through Collaborative Enquiry." In The SAGE Handbook of School Organization, 540–61. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2019. http://dx.doi.org/10.4135/9781526465542.n32.

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Slater, Judith J. "The Ready-to-Wear School." In Anatomy of a Collaboration, 1–24. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003248996-1.

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Evans, Julie. "Collaboration." In Learning to Teach Music in the Secondary School, 210–25. 3rd edition. | London; New York: Routledge, 2016. |: Routledge, 2016. http://dx.doi.org/10.4324/9781315621203-15.

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Kolbert, Jered B., Laura M. Crothers, and Tammy L. Hughes. "Social Justice, Advocacy, Collaboration, Leadership, and Systemic Change." In Introduction to School Counseling, 38–59. 2nd ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003167730-3.

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Muijs, Daniel, Mel Ainscow, Chris Chapman, and Mel West. "Widening Opportunities? A Case Study of School-to-School Collaboration in a Rural District." In Collaboration and Networking in Education, 103–14. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-94-007-0283-7_9.

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Sarja, Anneli, Pirjo-Liisa Poikonen, and Monica Nilsson. "Interprofessional Collaboration in Supporting Transition to School." In Transitions and Transformations in Learning and Education, 87–101. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-2312-2_6.

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Weinstein, Rhona S., Charles R. Soulé, Florence Collins, Joan Cone, Michelle Mehlhorn, and Karen Simontacchi. "Expectations and High School Change: Teacher-Researcher Collaboration to Prevent School Failure." In A Quarter Century of Community Psychology, 311–41. Boston, MA: Springer US, 2002. http://dx.doi.org/10.1007/978-1-4419-8646-7_16.

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Sasot, Sílvia, and Esther Belvis. "Hack the School: A Creative Toolkit to Transform School Spaces." In Teacher Transition into Innovative Learning Environments, 305–14. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7497-9_24.

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AbstractThe ‘Hack the School’ project provides school communities a guided experience to support the transformation of their learning spaces. The aim is to foster change through a comprehensive and co-creative approach facilitating the transition from traditional uses of space to innovative ones with the concept of wellbeing as primary agency. A conceptual framework based on seven principles—welcome, belonging, communication, cooperation, diversity, movement and transduction—and an applied creative toolkit equip the process and provide a unique and novel perspective to the topic of innovative learning environments. Thus, the project channels the emerging needs regarding educational spaces challenging the current regulations that the public administration applies in Spain and initiates a dialogical collaboration between the field of education and architecture. The challenge open to all schools and funded by the Jaume Bofill Foundation received over 170 proposals in the Catalan context, where 30 schools were selected and are now becoming effective ‘hackers’.
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Zeleke, Waganesh A., Tammy L. Hughes, and Natalie Drozda. "Home–school collaboration to promote mind–body health." In Promoting mind–body health in schools: Interventions for mental health professionals., 11–26. Washington: American Psychological Association, 2020. http://dx.doi.org/10.1037/0000157-002.

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Conference papers on the topic "School-to-school collaboration"

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Baucal, Aleksandar, Dragica Pavlović Babić, Ana Altaras Dimitrijević, Ksenija Krstić, Zorana Jolić Marjanović, Ivana Stepanović Ilić, Marina Videnović, et al. "From Collaboration to Solutions: Encouraging Collaborative Problem Solving through School Practice." In 9th International Scientific Conference Technics and Informatics in Education. University of Kragujevac, Faculty of Technical Sciences Čačak, 2022. http://dx.doi.org/10.46793/tie22.470b.

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The aim of this paper is to present a viable, psychologically based framework designed for systematical promotion of the adolescents’ capacities for collaborative problem solving and possibilities for their cultivation through everyday school practice. Specifically, a model for designing teacher-training programs is proposed, wherein several elements of effective collaborative problem solving are drawn together
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Paula, Liga, and Linda Valaine-Rohnana. "Collaboration between Pre-School Institution and Family." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.040.

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Collaboration in all educational institutions including pre-school establishments is a topical issue especially within the framework of competence-based learning approaches. The aim of the study was to find out what is the collaboration between pre-school and parents in relation to the acquisition of pre-school curriculum which in Latvia is defined as compulsory for children in the age of 5 to 6 (7) years. A quantitative approach was used in the research and two surveys were conducted in April 2020. Both parents and pre-school teachers who work with 5 to 6 (7) year old children were asked to participate in the on-line survey, which was developed in the platform VisiDati.lv. Analysis of collaboration between parents and preschool was based on the framework of six types of school-family-community involvement created by J.L. Epstein. The research analysis revealed that pre-school teachers and parents have different understandings of the child’s need for parental support so that parents can get involved and promote the acquisition of compulsory pre-school curriculum. Teachers and parents have clear communication channels to fully exchange the necessary information, however, to form collaboration, teachers have difficulties in developing individual curricula in some cases. The research results are useful to understand what hinders cooperation and how to improve it.
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Ulbrich, Karin, Oliver Schweiger, and Josef Settele. "CAN THE SDGS HELP TO ESTABLISH RESEARCH-SCHOOL COLLABORATION?" In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.0227.

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Cavalli, Matthew, Nate Carlson, and Pat Compton. "Design Collaboration Between High School, On-Campus, and Distance Engineering Students." In ASME 2007 International Mechanical Engineering Congress and Exposition. ASMEDC, 2007. http://dx.doi.org/10.1115/imece2007-42284.

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A collaborative design project has been implemented in a junior-level materials selection and manufacturing course. The team-based design problem involved the design of playground equipment for elementary school children. Focus groups of elementary students and a review of applicable construction standards were used to set design requirements. Each team comprised undergraduate on-campus students, undergraduate distance education students and junior/senior high school technology students. Initial design choices were made by the entire group. Subsequent calculations of stress, deformations, etc. to refine the design as well as choices of materials and manufacturing processes were primarily the purview of the undergraduate students. Drafting and integration of the design segments into a complete computer model was the responsibility of the high school students. Continuous communication between the groups was required for the process to be successful. This collaboration was facilitated via online forums and site visits. An overview of the project structure is presented along with a summary of the project outcomes and recommendations for improving the process.
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Popescu, Delia-Mioara, Florica Miu (Rotaru), and Alina Manache (Șerban). "Management of Activities “School after School”." In G.I.D.T.P. 2019 - Globalization, Innovation and Development, Trends and Prospects 2019. LUMEN Publishing, 2022. http://dx.doi.org/10.18662/lumproc/gidtp2022/18.

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The Romanian teacher is in a permanent change, which is why education is required to go beyond this context. Therefore, the school, in addition to the educational preparation of the student, must consider its education in non-formal and informal environments. In order to be able to carry out and implement such activities, the Ministry of National Education has elaborated the Methodology for organizing the "School after School" Program, through OMECTS no. 5349 / 07.09.2011, an official document, which presents the legislative framework in order to be successful. With the help of local authorities, these programs are much more flexible. They are carried out under the guise of educational projects and help the student both in the preparation of the subjects, as well as in various recreational activities, depending on his skills. An efficient partnership between the three factors involved in the educational process, the school and local authorities on the one hand, and the family on the other, implies mutual respect and trust, but also efficient communication and collaboration. All these concerns have as main objective to find the methods by which the students acquire the necessary knowledge to be able to cope with the daily changes of the society. As the learning must be carried out permanently, not only within the formal framework of the school, the local authority comes to support the family and the school so that the learning environment does not suffer and offers the student comfort.
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Surikova, Svetlana, and Manuel Joaquín Fernández González. "Theoretical Insights and Parents’ Views about Family-School Collaboration for Character Education in Latvia." In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.64.

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This article presents a mixed-method study aimed at identifying preconditions of effective family-school partnerships for implementing character education at school. The research questions were: ‘What do parents think about the existence and quality of family-school collaboration for character education in Latvian schools? Which are the most/least common family-school relationship models and strategies for promoting effective family-school partnerships to implement character education at school in Latvia?’ The theoretical background of the study provided a brief overview of existing theoretical (conceptual and processual) models of family-school relationships and parental involvement, and identified different strategies facilitating parental involvement and family-school collaboration in meaningful and effective ways. Parents’ viewpoints (N = 461) were collected in 2019-2020 from all five regions of Latvia through an online questionnaire containing closed and open questions. Most parents believed that collaboration with the school for character education was good and fairly regular. The most commonly used family-school relationship model for character education was the curriculum enrichment model, where teachers and parents enhance mutual communication for improving the curriculum and providing a more family-friendly school climate. The least common model was the protective model, where parents are perceived as non-partners and outsiders. Improving two-sided family-school communication was instrumental for promoting effective partnerships.
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Zgureanu, Rita. "Collaboration between school and family in the context of pandemic crisis." In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p231-234.

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The pandemic crisis caused the school to fail to carry out its mission without a family. In recent years, family and school are working together more and more. With the shift to teaching the digital divide online it has become a chasm. The family is struggling to discover a new technology, in a new language with a single computer for multiple children and unsafe or non-existent internet access. Today, the educational duties of the school and the parental, in order to bear fruit, the school needs the conscious support and collaboration of the parents. Without them, children are not receptive enough and teachers' work is always compromised. Parents are our main partners in the educational process. An important part of decision-making at school level is the involvement of parents.
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Xiao, Ping-ping, and Yong Zhang. "Research of How to Cultivate the Applied Talents under School-enterprise Collaboration." In 2018 2nd International Conference on Education, Economics and Management Research (ICEEMR 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iceemr-18.2018.18.

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Feirsen, Robert. "Building Partnerships: High School–College Collaboration to Increase College Readiness and Retention." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1577250.

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Larson, Nicole. "Work in progress - collaboration between middle school and college to enhance both." In 2007 37th annual frontiers in education conference - global engineering: knowledge without borders, opportunities without passports. IEEE, 2007. http://dx.doi.org/10.1109/fie.2007.4417810.

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Reports on the topic "School-to-school collaboration"

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Soroko, Nataliia V., Lorena A. Mykhailenko, Olena G. Rokoman, and Vladimir I. Zaselskiy. Educational electronic platforms for STEAM-oriented learning environment at general education school. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3884.

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The article is devoted to the problem of the use of educational electronic platform for the organization of a STEAM-oriented environment of the general school. The purpose of the article is to analyze the use of educational electronic platforms for organizing the STEAM-oriented school learning environment and to identify the basic requirements for supporting the implementation and development of STEAM education in Ukraine. One of the main trends of education modernization is the STEAM education, which involves the integration between the natural sciences, the technological sciences, engineering, mathematics and art in the learning process of educational institutions, in particular, general school. The main components of electronic platform for education of the organization STEAM-oriented educational environment should be open e-learning and educational resources that include resources for students and resources for teachers; information and communication technologies that provide communication and collaboration among students; between teachers; between students and teachers; between specialists, employers, students, and teachers; information and communication technologies that promote the development of STEAM education and its implementation in the educational process of the school; online assessment and self-assessment of skills and competences in STEAM education and information and communication technologies fields; STEAM education labs that may include simulators, games, imitation models, etc.; STEAM-oriented educational environment profiles that reflect unconfirmed participants’ data, their contributions to projects and STEAM education, plans, ideas, personal forums, and more. Prospects for further research are the design of an educational electronic platform for the organization of the STEAM-oriented learning environment in accordance with the requirements specified in the paper.
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Wandeler, Christian, and Steve Hunt. The Fresno State Transportation Challenge. Mineta Transportation Institute, January 2022. http://dx.doi.org/10.31979/mti.2022.2009.

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The Fresno State Transportation Challenge uses an action civics approach to support K-12 students in developing transportation-related projects that have a positive impact on the community. In 2020 the goal was to expand, refine, and create structures to sustain the implementation of the Transportation Challenge across subsequent years. As a result of the COVID pandemic, the process and goals of the project were adapted. The project was extended into April 2021 and was entirely conducted through remote participation. The focus was on two high schools. The expansion into the high school age bracket was successful and the experience with these two projects will allow for easier expansion in additional high schools in the future. One high school focused on the topic of active mobility, specifically biking, and addressed the challenge of how to get more students to bike to school. The other high school combined the transportation challenge with an economic vitalization project. The students were asked to also develop a modern transportation concept. Both projects exposed high school students to the topic of transportation and expanded awareness of transportation careers. Students also developed important competencies in the domains of problem solving, collaboration, communication, and leadership.
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Kaminski, Linda, Magaly Lavadenz, Elvira Armas, and Grecya López. No. 11, November 2022: Insights from Co-Designed English Learner Improvement Networks. Center for Equity for English Learners, November 2022. http://dx.doi.org/10.15365/ceel.policy.12.

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This research brief presents a case study of an English Learner Improvement Network (ELIN), a group of educators focused on a shared problem of practice in English Learner education and supported through extensive collaboration between researchers and practitioners in English Learner education and Improvement Science. The case study involves an urban school district and a charter organization each serving between 50-80% of students who have ever been English Learners. The research brief identifies five key themes that contribute to knowledge of the English Learner Improvement Networks’ ability to support English Learner improvement: (1) Expert Partnerships Support Improvement; (2) Context Impacts Improvement; (3) Smaller Steps Lead to Larger Changes; (4) Collaborative Coaching Counts; and (5) Teacher Leaders Support Implementation. This ELIN is highlighted as a model of a systemic and coherent approach to educational improvement for ELs through the extensive collaboration provided in English Learner content and Improvement Science process.
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Lavadenz, Magaly, Elvira Armas, and Irene Villanueva. Parent Involvement and the Education of English Learners and Standard English Learners: Perspectives of LAUSD Parent Leaders. Loyola Marymount University, 2007. http://dx.doi.org/10.15365/ceel.policy.1.

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This policy brief reports findings from a survey of parent leaders in 2007 that sought to understand what parents of English Learners and Standard English Learners think about the education of their children and about parent education and involvement in the Los Angeles Unified School District (LAUSD). Surveys with 513 LAUSD parent leaders revealed low ratings for LAUSD’s parent education efforts as well as for student academic programs. Open-ended responses point both to educational as well as policy recommendations in the following areas: 1) home/school collaboration; 2) professional development, curriculum and Instruction, and tutors/support; and 3) accountability. This policy brief concludes that improvement in the educational experiences and outcomes for Standard English Learners and English Learners can happen by capitalizing on existing parent leadership.
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Stanley-Wall, Nicola, and Joana Carneiro. Life of Bacteria over 200 degrees centigrade: Teachers' Guide. University of Dundee, 2022. http://dx.doi.org/10.20933/100001272.

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The “Life of bacteria over 200 degrees centigrade” video was created by the Public Engagement team at the University of Dundee’s School of Life Sciences, in collaboration with the Nicola-Stanley Wall Lab. This video follows a microbiologist performing an experiment in the laboratory and explains how scientists can study bacteria and biofilms. The video can be used by teachers to show their pupils how some microbial research is done in a professional laboratory environment. This guide helps teachers in this process.
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Barton, Adam Barton, Lauren Ziegler Ziegler, Mahsa Ershadi Ershadi, and Rebecca Winthrop Winthrop. Collaborating to transform and improve education systems: A playbook for family-school engagement. Washington, DC United States: Brookings Institution, October 2021. http://dx.doi.org/10.15868/socialsector.40270.

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Groeneveld, Caspar, Elia Kibga, and Tom Kaye. Deploying an e-Learning Environment in Zanzibar: Feasibility Assessment. EdTech Hub, July 2020. http://dx.doi.org/10.53832/edtechhub.0028.

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The Zanzibar Ministry of Education and Vocational Training (MoEVT) and the World Bank (the Bank) approached the EdTech Hub (the Hub) in April 2020 to explore the feasibility of implementing a Virtual Learning Environment (VLE). The Hub was requested to focus primarily on the deployment of a VLE in lower secondary education, and this report consequently focuses primarily on this group. The report is structured in four sections: An introduction to provide the background and guiding principles for the engagement with a short overview of the methodology applied. An analysis of the Zanzibar education system with a particular focus on elements relevant to deploying a VLE. This includes the status of ICT infrastructure, and a summary of the stakeholders who will play a role in using or implementing a VLE. A third section that discusses types of VLEs and content organisation, and their applicability to the Zanzibar ecosystem. A conclusion with recommendations for Zanzibar, including short- and long-term steps. In this collaboration with Zanzibar’s MoEVT, the Hub team sought to understand the purpose of the proposed VLE. Based on discussions and user scenarios, we identified two main education challenges a VLE may help to resolve. In the short term, students cannot go to school during the COVID-19 crisis, but need access to educational content. There is content, but no flexible and versatile platform to disseminate content to all students. In the long term, a mechanism to provide students with access to quality, curriculum-aligned content in school, or remotely, is required.
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Armas, Elvira, Gisela O'Brien, Magaly Lavadenz, and Eric Strauss. Rigorous and Meaningful Science for English Learners: Urban Ecology and Transdisciplinary Instruction. CEEL, 2020. http://dx.doi.org/10.15365/ceel.article.2020.1.

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This article describes efforts undertaken by two centers at Loyola Marymount University—the Center for Equity for English Learners (CEEL) and the Center for Urban Resilience (CURes)—in collaboration with five southern California school districts to develop and implement the Urban Ecology for English Learners Project. This project aligns with the 2018 NASEM report call to action to (1) create contexts for systems- and classroom-level supports that recognizes assets that English Learners contribute to the classroom and, and (2) increase rigorous science instruction for English Learners through the provision of targeted program models, curriculum, and instruction. The article presents project highlights, professional learning approaches, elements of the interdisciplinary, standards-based Urban Ecology curricular modules, and project evaluation results about ELs’ outcomes and teachers’ knowledge and skills in delivering high-quality STEM education for ELs. The authors list various implications for teacher professional development on interdisciplinary instruction including university partnerships.
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Fullan, Michael, and Joanne Quinn. How Do Disruptive Innovators Prepare Today's Students to Be Tomorrow's Workforce?: Deep Learning: Transforming Systems to Prepare Tomorrow’s Citizens. Inter-American Development Bank, December 2020. http://dx.doi.org/10.18235/0002959.

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Disruptive innovators take advantage of unique opportunities. Prior to COVID-19 progress in Latin America and the Caribbean for integrating technology, learning, and system change has been exceedingly slow. In this paper we first offer a general framework for transforming education. The framework focuses on the provision of technology, innovative ideas in learning and well-being, and what we call systemness which are favorable change factors at the local, middle/regional, and policy levels. We then take up the matter of system reform in Latin America and the Caribbean noting problems and potential. Then, we turn to a specific model in system change that we have developed called New Pedagogies for Deep Learning, a model developed in partnerships with groups of schools in ten countries since 2014. The model consists of three main components: 6 Global Competences (character, citizenship, collaboration, communication, creativity, and critical thinking), 4 learning elements (pedagogy, learning partnerships, learning environments, leveraging digital), and three system conditions (school culture, district/regional culture, and system policy). We offer a case study of relative success based on Uruguay with whom we have been working since 2014. Finally, we identify steps and recommendations for next steps in Latin America for taking action on system reform in the next perioda time that we consider critical for taking advantage of the current pandemic disruption. The next few years will be crucial for either attaining positive breakthroughs or slipping backwards into a reinforced status quo.
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Elliott, Kerry, Hilary Hollingsworth, Aiden Thornton, Liz Gillies, and Katherine Henderson. School leadership that cultivates collective efficacy: Emerging insights 2022. Australian Council for Educational Research, November 2022. http://dx.doi.org/10.37517/978-1-74286-694-9.

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The work of the Menzies School Leadership Incubator suggests we need a new approach to leadership that supports school leaders to better manage transformational change and deepen collaborative capacity necessary to cultivate collective efficacy to improve student learning outcomes. This paper provides a description of the work of the Menzies School Leadership Incubator (“the Incubator’) and insights generated so far. The Incubator has identified five leadership domains which underpin the leadership of Collective Efficacy: Understanding Collective Efficacy; Systems Leadership; Change Leadership; Team Leadership; and Collaborative Capacity.
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