Dissertations / Theses: '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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Hudson, Tina M., and Cathy Galyon-Keramidas. "Leaping over Firewalls! Identifying and Overcoming Barriers with School Districts to Promote Collaboration with Technology." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4000.

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Institutes of higher education with teacher education programs are increasingly utilizing video technology for field supervision. Many rural school districts, however, are still reluctant to allow the use of video, even when it is required of edTPA. The presenters will discuss recent experiences and propose possible solutions based on research.

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Lewy, Daniela. "Collaboration Not Compliance: Virginia’s Governor’s Children’s Cabinet’s Transformational Approach to Supporting Local School Divisions to Enhance Student Outcomes." Thesis, Harvard University, 2016. http://nrs.harvard.edu/urn-3:HUL.InstRepos:27013348.

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The Governor of Virginia, Terry McAuliffe, signed an Executive Order to establish the Virginia Governor’s Children’s Cabinet, an executive-level cabinet dedicated to the education, health, safety, and welfare of Virginia’s children and youth. One of the Cabinet’s initiatives was to improve academic outcomes for students in Petersburg, a low performing school division that was selected as a pilot site to help the Cabinet learn how to build trust and work collaboratively with localities. While the Virginia Department of Education had a Petersburg school improvement plan focused on school leadership and teacher quality, the Children’s Cabinet focused on reducing absenteeism through interagency collaboration to address drivers such as inadequate health, housing, and nutrition. These drivers were selected because 34 percent of Petersburg students had seven or more unexcused absences per year, with more than five percent missing over 21 days; there were over 300 homeless students in the division; the teen pregnancy rate was five times the state average; and 100 percent of students received free and reduced lunch. To improve attendance, the Children’s Cabinet partnered with the Petersburg Superintendent and City Manager to create the City Partnership with the Schools which included state and local leaders from across health, social services, juvenile justice, education, nonprofits, faith communities, families, and students. Because the state’s role had traditionally been one of enforcing compliance, not collaboration, this capstone describes the journey of transforming the state’s role from sanctions to support. Throughout this capstone, I recount and analyze my process for creating a sustainable state and local partnership by understanding Petersburg’s powerful history, brokering interagency relationships, leveraging state resources, building local capacity, establishing collaboration structures, shifting mindsets, developing trust, and moving diverse stakeholders toward a collective goal of improved student outcomes. Seven principles emerged to inform future Governor’s Children’s Cabinet collaborations with localities: 1) Culturally responsible engagement; 2) Asset-based approach; 3) Inclusion of local voice at all levels; 4) Development of a sustainability plan; 5) Equalized access to power; 6) Strengthened relationships; and 7) Improved local capacity.

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Keys, Deborah. "Collaboration efforts between special educators and the Division of Vocational Rehabilitation in school to work transition of students with disabilities." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998keysd.pdf.

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Kim, Hyŏng-ju. "IT goes to school : interactions between higher education institutions and information technology companies in U.S. metropolitan areas /." Thesis, Connect to this title online; UW restricted, 2004. http://hdl.handle.net/1773/5626.

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Liu, Wan-Chen. "An exploratory, descriptive study of art museum educators' attitudes in regard to art museum-elementary school collaboration." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0028/NQ38931.pdf.

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Hull, J. T. R. "Inter-school collaboration for improvement : towards an understanding of its power to transfer, and create new, knowledge." Thesis, University of Manchester, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.507930.

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Stites, Ellen. "The National Policy Board of Educational Administration Competency Skills for School Leaders and Their Relation to Interagency Collaboration." Digital Commons @ East Tennessee State University, 1994. https://dc.etsu.edu/etd/2977.

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This study examines the 21 competency domains of the National Policy Board of Educational Administration (NPBEA) and their importance in a collaborative effort like Cities in Schools (CIS). The purpose of the study was to identify the knowledge and skills which school principals need to facilitate an integrated service model. Data were compiled from a survey mailed to 195 CIS principals in the southeastern region of the United States. The 21 domains were rated and indicators in each of the domains were selected as essential to a CIS program. Conclusions of the study emphasize the importance of the 21 NPBEA domains when working with an interagency model. Factors such as, the length of time a principal had worked with CIS, the number of agencies involved, the percentage of children receiving free and reduced lunches and the gender of the responding principal were significant in determining the domains that principals selected as important. The domains found most significant were: motivating others, interpersonal sensitivity, leadership, delegation, staff development, judgment, problem analysis, student guidance, and written expression.

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Lazarevic, Lidija. "Start Your Motor to Break the Code: a case of collaboration between school and parents of children with dyslexia." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-31378.

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The intention of this case study is to contribute to the general body of special education needs (SEN) knowledge with the results from SEN provision practice for children diagnosed with dyslexia in one particular school. The aim of the study is to get a deeper understanding for how educators (headmaster, teachers and SEN teachers) and parents of children diagnosed with dyslexia experience their collaboration in meeting the needs of these children in the inclusive mainstream classroom. Questions addressed are: how communication of expectations for the remedial measures takes place, how the process of remedial measures is communicated, how educators and parents experience their cooperation and, what impact does the school policy have on the collaboration between teachers and parents. The theoretical framework is based on a communication, relations-based perspective (KoRP). The hybrid nature of this perspective covers the different aspects of the schools organisation and practice with the focus on relation between individuals and their environment. Participation of pupils with dyslexia in the learning process is observed in the classrooms as well as through the eyes of their educators and parents. Relations of all sides involved in the SEN: teachers and parents, teachers and pupils with dyslexia, parents and their children are studied. Formal and informal communication and collaboration, seen as participation in SEN activities, are analysed. The methods used are: observations of two lessons, school document analysis and seven interviews. Four educators and three parents are interviewed. The empirical findings confirm the vital role of good relations for learning of children with dyslexia. Good relations can be established and maintained by securing the clear routines in school with the special accent paid on the sensitivity of the initial contact between school and parents. Swift action in recognizing the difficulties, introducing a SEN toolkit and contacting parents is appreciated by all sides involved. The parents’ relief from the guilty feeling of inadequacy follows. Good relations require meetings in person. Collaboration is established by good relations and it enhances the participation in learning activities of children with dyslexia. School policy documents have a positive effect in giving clear guidance in securing routines of SEN. They provide enough maneuvering space before the action plans of provision (APP) are introduced. Educators see action plans of provision (APP) as necessary documentation while parents show indifference to them. Much about SEN routines in the years 1-3 remains to be done. In conclusion, the effects of clear routines as defined by Skolverket (2014) leave space for building good relations on all levels: organisational, group and individual and have a positive outcome in this case study. The implications of this study are directed mainly to broadening the mandatory rights of the SEN educators in organising a closer collaboration with the parents of children diagnosed with dyslexia and spreading SEN knowledge to the early stage of the school. Although the results of this case study cannot be generalized they cast the light on questions that need yet to be answered by all schools: how SEN educators can best be involved in the early intervention (years 1-3) and what more they can do to improve the collaboration between school and parents from the position of KoRP.

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Tittle, Michelle Estes. "Using Appreciative Inquiry to Discover School Administrators' Learning Management Best Practices Development." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4893.

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The U.S. Department of Education has mandated that each U.S. state develop successful initiatives to help students navigate their educational experience. Yet in Alabama students neither advance academically nor in improved life skills development. It is unclear if school administrators in Alabama Schools have contextual best practices for strategic planning and implementation to support and improve the experiences of vulnerable K-12 students. The purpose of this descriptive case study was to explore how administrators of Alabama schools develop contextual best practices for strategic planning and implementation to support students. The conceptual framework was designed using collaboration theory, organizational learning theory, and appreciative inquiry. The overarching question addressed developing an understanding about how Alabama school administrators develop contextual best practices for strategic planning and implementation. Appreciative inquiry was used to facilitate a focus group and individual interviews with 15 participants. Data were analyzed using inductive analysis and bracketing. Thus, 4 themes were identified from the interviews and focus group. Most significant results were the identification of having a positive, engaging mobile environment and improving full community participation in the collaborative process. Contributions to positive social change may be experienced by developing community-based collaboration where all contribute to, and benefit from, co-create, collaborate, and structure a more balanced and feasible approach to successful implementation of strategic plans in an environment of financial constraints.

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Gouseti, Anastasia. "A comparative investigation of the use of digital technologies to facilitate school collaboration within the framework of the eTwinning programme." Thesis, University College London (University of London), 2012. http://discovery.ucl.ac.uk/10020652/.

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This thesis looks at how digital technologies can create opportunities for online collaboration across schools within the framework of the eTwinning programme, an EU initiative that seeks to promote web-based learning and collaboration between schools across Europe. A socio-technical approach was employed, focusing on the role of social context in shaping the technology use surrounding the eTwinning activities. This 'social shaping of technology' approach allowed exploration of the range of social actors and factors that influence the implementation of digital technologies for school collaboration at micro, meso and macro levels of analysis. Through a comparative, qualitative case study of four different eTwinning projects in the UK and Greece, this thesis investigates how digital technologies such as wikis, blogs and discussion forums were used as online collaborative environments. Data collection took place during the course of the academic year 2009-2010, consisting of semi-structured individual and group interviews alongside classroom observations and online documentary analysis. The findings suggest that students' and teachers' use of digital technologies and, in particular web 2.0 tools, was influenced by a range of social issues relating to the wider school context. As such the tools per se did not lead to noticeable changes in practice - especially regarding collaborative activity. Specifically, all four case study projects were bounded by wider settings and factors such as time, resourcing, assessment regimes and 'fit' with curriculum. This thesis argues that amidst the enthusiasm that surrounds digital technologies in education, there is a pressing need for more critical consideration of the socially and institutionally shaped realities of use. The thesis concludes with a range of suggestions for the future improvement of such web-based collaborative initiatives.

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Williams, Timothy A. "Project Bridge of Honor collaboration between the school, church and community to equip and empower youth for success in life /." Theological Research Exchange Network (TREN), 2002. http://www.tren.com.

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Wilson, Diana. "Teacher support : an exploration of the concept of teacher support, investigating how secondary comprehensive school teachers perceive their classroom needs and define the support required to fulfil their professional role." Thesis, Leeds Beckett University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.340555.

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TEACHER SUPPORT An exploration of the concept of teacher support, investigating how secondary comprehensive school teachers perceive their classroom needs and define the support required to fulfil their professional role. DIANA WILSON Through a combination of narrative and ethnographic research methods, this research explores how secondary comprehensive school teachers perceive their professional role and define the support which they need to fulfil their role in the context of their classroom work. Building on research into the professional lives of primary school teachers carried out by Nias (1989) and Woods et al. (1997) and on the work of Poppleton and Riseborough (1988, 1990, 1991), I argue from the data that secondary school teachers have a dual commitment to the communication of subject and to the individual needs of pupils. A perceived inability to fulfil successfully this dual role within the constraints under which they are working causes teachers profound stress and distress, and may lead to distorted behaviour and confrontational situations. I explore the disjuncture which occurs when the gap between the self which the teacher strives to project (the conative self) and the professional persona which pupils and colleagues perceive (the apparent self) becomes too great. Support is defined as provisions which facilitate the expression of the conative professional self. The literature on teacher support and the perceptions of fieldwork participants suggest that collaborative initiatives based on shared values and purposes offer potential for fruitful development. This is also explored in the context of a whole school discipline system and a small self-help group. Ambivalent attitudes towards both collaboration and support are uncovered.

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Granström, Sara. "Mind the Gap - The transition from Swedish primary school year 3 to year 4 in the English subject : A mixed-methods study of teachers’ experiences of the transition from year 3 to year 4 in the subject of English in Swedish compulsory school." Thesis, Luleå tekniska universitet, Pedagogik, språk och Ämnesdidaktik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-79722.

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The purpose of this study was to describe and analyse teachers’ experiences of the transition from year 3 to year 4 in the Swedish compulsory school regarding the subject English. The study also concerned collaboration between teachers of English both within the same unit of the school system and between different units. Both questionnaires and interviews were used to collect the data and a total amount of 32 teachers from all over the country answered the questionnaires, 12 lower primary school teachers (years 1-3) and 20 upper primary school teachers (years 4-6). Three of the lower primary school teachers and eight of the upper primary school teachers also participated in a follow-up interview. The study revealed that the information passed on from lower primary school teachers to upper primary school teachers regarding the subject English differed greatly between different schools. The teachers’ experience of how well functioning the routines regarding meetings before the transition are also differed as well as how much attention the subject received during those meetings. Collaboration between teachers within the subject was found to be close to non-existent. This study shows the importance of functional and adequate routines and guidelines concerning the transmission of information about the pupils’ knowledge development to future teachers. The transition for and the continuous teaching of the pupils ease if sufficient information is passed on.

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Jackson, Caroline Dover. "Collaboration between Art Teachers and School Counselors of the Johnson City Elementary Schools to Assist At-Risk Students: An Art Experiences Model." [Johnson City, Tenn. : East Tennessee State University], 2003. http://etd-submit.etsu.edu/etd/theses/available/etd-0328103-181729/unrestricted/JacksonC041403a.pdf.

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Thesis (Ed. D.)--East Tennessee State University, 2003.
Title from electronic submission form. ETSU ETD database URN: etd-0328103-181729. Includes bibliographical references. Also available via Internet at the UMI web site.

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Jones, Sandrea Alexia. "A Study of Select Factors Associated with School Social Workers' Perceived Effectiveness in Providing Services to Homeless Students in Metropolitan Atlanta, Georgia." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2019. http://digitalcommons.auctr.edu/cauetds/187.

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This study examined the relationship between school social workers’ perceived effectiveness and their perceived levels of competency (knowledge and skills), collaboration, and school culture when providing services to homeless students. A quantitative descriptive research design was employed in this study. Specifically, this study provided insight on how these select factors influence school social workers’ perceived effectiveness in providing services to homeless students. The study sample consisted of 103 school social workers and homeless liaisons who serve the metropolitan Atlanta. Respondents participated in the study by completing the “School Social Workers’ Perceived Effectiveness Survey” that was disseminated via email or in person. All respondents participated in the study voluntarily. Data analysis was conducted at three levels. The first level presented descriptive findings associated with demographic information and school social work experience of the respondents. The second level utilized crosstabs to examine the relationship between the dependent variable, perceived effectiveness, and each of the independent variables (competency, collaboration, and school culture). The third level of analysis was analytical procedures which tested the hypothesis under this study. This section used Spearman’s Correlation Coefficient to determine the strength of the relationship between the dependent variable and each of the independent variables. This study found a positive, strong correlation between school social worker perceived effectiveness and skill-set, competency, collaboration, and school culture. There was a positive moderate correlation between school social worker perceived effectiveness and knowledge. The conclusions drawn from the findings of this research suggested that all of the independent variables showed a significant correlation with the dependent variable. The study findings proved to be useful for school social workers, policy makers, school administrators, homeless students and their families, and other school-based staff.

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Kedrowski, Ann M. "Teacher and counselor collaboration to support the development of ADD/ADHD students an analysis of variance between elementary, middle, and high school levels /." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999kedrowski.pdf.

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Salinas, Helen. "Teacher collaboration and development in practice : An ethnographic approach to language teachers’ professional development in a university and an upper secondary school in Cuba." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-182740.

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By learning and developing continuously in practice, many teachers are trying to improve their teaching. In order to support this process, schools promote models of professional development (PD). Previous studies point out the educational system of Cuba as especially successful in the PD of their teachers. To understand why their model is successful, the author of this study visited and participated in the field for three months observing and speaking with Cuban teachers. What is their model of PD and what are its opportunities and constraints? The study was conducted with an ethnographic approach, with field visits at foreign language departments of a university and an upper secondary school. Observations of different activities were made. Interviews and conversations took place with actors in the field. Much PD appeared to originate from collaboration, so this became the focus of the study. Wenger’s concept of learning in communities of practice formed a theoretical basis. To understand aspects of collaborative learning, Engeström’s theory of learning by expanding was also applied. The PD model is regulated and controlled from a top-down perspective, but at the same time ensures much time and space for continuous learning together in communities and gives teachers a meta-language to talk about development. Much learning in the communities is based on less experienced teachers learning from more experienced or from methodologists. These teacher communities may be interpreted as professional learning autonomies where individual and collective change and creativity is seen, sometimes even in conflict with other ideas in the educational system. This study also indicates that teacher PD is very intertwined in a context with a fine balance between opportunities and constraints. This high level of complexity implies that selecting and transferring separate success factors into other contexts may be difficult.

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Pace, Terrell M. "Perceptions of Florida school library media specialists relative to the saliency of collaboration, leadership, and technology tasks outlined in Information Power : changes since 1996." [Tampa, Fla] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0001930.

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Tully, Daniel. "Using action research to develop my solution-focused practice in collaboration with Year 6 And 7 pupils when discussing their behavioural self-regulation at school." Thesis, University of East London, 2016. http://roar.uel.ac.uk/5216/.

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This action research study aimed to develop the researcher's use of solutionfocused techniques when working with Year 6 and 7 pupils’ self-regulation. A systematic literature review highlighted an evidence base that demonstrated the efficacy of solution-focused methods when working with this population. The researcher’s intention was to add to the body of Educational Psychology practice-based evidence in this area. The researcher recruited eight participants from primary and secondary school provisions. Solution-focused techniques were systematically trialled in partnership with the pupils and were modified through an action research cycle. Semistructured interviewing provided participants the opportunity to critically evaluate the researcher’s solution-focused practice. Thematic Analysis was used to assess feedback in order to adapt the delivery of solution-focused techniques. Developments to practice explored within this study included modifications to the use of the six core components of Solution Focused Brief Therapy. Adaptations have the potential to inform the use of these solution-focused approaches with other educational practitioners.

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de, Montigny Joanne G. "Toward the Creation of Healthy Schools: Constructing a School Health Partnership Model for Student Well-being to Inspire and Guide Public Health and Education Professionals, at All Levels, and Mental Health Leads." Thesis, Université d'Ottawa / University of Ottawa, 2019. http://hdl.handle.net/10393/39223.

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Over twenty years ago, the World Health Organization launched a health promoting school movement as part of its settings approach to creating healthy environments. Partnerships across the public health and education sectors are vitally important in efforts to improve the health of children and youth in a school setting. In support of this principle, major advancements have been made within Ontario’s education sector, such as mandating local school systems to incorporate the goal of student well-being into their improvement plans and promoting the use of their Foundations for a Healthy School framework. Furthermore, the provincial ministries of education and health are actively encouraging the strengthening of local school health partnerships. However, there is a lack of knowledge within the health promoting school literature as to how to go about establishing well-functioning partnerships within local school systems. To address this problem, the thesis project aimed to generate knowledge about partnerships between public health professionals and local school system actors, and to shed light on the potential for collaboration toward the creation of healthy schools. Before embarking on this thesis project, however, a conceptual framework was developed to gain a firm understanding of cross-sector collaboration for social change, since collaboration represents a partnership at the highest level of engagement. Two other literature reviews were carried out to understand further the partnership component of health promoting school models, and to show the extent of the knowledge gap existing in this area. The literature review on health promoting schools identifies, to a limited extent, the fundamental elements that specifically constitute school health partnerships at both the school and school board levels. Likewise, the scoping review that examines the knowledge-base on the different types of partnership for health promotion within school systems revealed an absence of in-depth knowledge on this topic. When setting out to fill this knowledge gap, an exploratory research methodology that was primarily qualitative in design was chosen. It included a participatory orientation, whereby a research steering committee of 10 public health managers provided guidance with the formulation of the research question, and with the data collection and interpretation stages of the research project’s public health sector phase. An online survey of school health partnership actors from all 36 Ontario public health units was carried out, along with semi-structured interviews with key school health informants from 32 of these public health units and from six school boards in the province. Although the contribution from the education sector was not as pronounced, school board participants corroborated the findings from participating public health professionals and provided additional insights to gain a clearer understanding of partnership challenges and how to strengthen school health partnerships. Thematic analysis of the collected data was performed based on both deductive and inductive reasoning. From the public health perspective, a school health partnership model for student well-being was constructed. This model was enhanced to some extent by the views of school board representatives. It is composed of two dimensions: the Partnership Generator, and the Collaboration Continuum. The Partnership Generator comprises four inter-related components, namely cross-sector engagement, connection, capacity, and continuity, with relationship building at its core. The cross-sector engagement component encompasses various elements that enrich engagement across the public health and education sectors, while the other three components consist of those elements that enable this engagement. The connection elements motivate school health partners to engage, whereas the capacity elements determine the extent to which engagement can take place. Finally, the elements that make up the continuity component maintain the momentum that motivated cross-sector engagement created based on the capacity that was made available through this engagement. Each of these elements contribute to a school health partnership’s strength. The Collaboration Continuum dimension refers to school health partners’ movement from one partnership arrangement to the next, with increasingly more extensive levels of cross-sector engagement. It includes three sets of supporting conditions to promote movement along the continuum, going from networking to cooperation and then to collaboration. The resulting model provides the knowledge base for assessing the strengths of a given school health partnership and for shedding light on which partnership areas would need to be further developed. Overall, this model offers any professional, from the field of public health, education, or mental health, a closer look at what would be required for a school health partnership to become truly collaborative and reach its maximum potential. It promises to inspire and guide school health partners in their pursuit of more meaningful engagement with one another toward greater improvements in the well-being of school-age children, in recognition of their shared responsibility.

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Bengtsson, Mari. "Mot arbetslivet - en studie om samverkan mellan Arbetsförmedlingen och gymnasiesärskolornas studie- och yrkesvägledare." Thesis, Högskolan i Halmstad, Sektionen för hälsa och samhälle (HOS), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-24944.

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The number of students who finished special upper secondary school for pupils with intellectual disabilities without an employment has drastically decreased over the last decades. The purpose of this paper is to increase the knowledge of how career counselors at special upper secondary schools collaborate with the Employment Service, and how the special upper secondary school prepares their pupils for working life. The collection of data started with a national questionnaire survey which was directed to career counselors at schools. The result shows that the collaboration appears foremost in the pupils last year in special upper secondary school, and that the special upper secondary schools do not use the Employment Service's assistance to any great extent. In addition, the collaborative process consists of both inhibiting and promoting factors. The results also indicates that the collaboration between the special upper secondary schools and the local labor market can be developed more for the pupils to gain experience from working life.

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Eder, Rhonda. "School-to-work transition the collaborative relationship between schools and community rehabilitation programs /." Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000ederr.pdf.

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Lindgren-Göransson, Jenny, and Johanna Nilsson. "Från misstanke till anmälan om brott mot barn : ett etiskt problem för pedagoger." Thesis, Linköping University, Department of Thematic Studies, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-1784.

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Sammanfattning Uppsatsen synliggör processen från misstanke till anmälan och det etiska problemet att anmäla eller inte. Det övergripande syftet i uppsatsen är att synliggöra hur en del verksamma pedagoger hanterar och bör hantera barn som far illa utifrån olika yrkeskategoriers perspektiv. Vi belyser även olika yrkesgrupper som är delaktiga i processen och hur samverkan mellan pedagogisk verksamhet och socialtjänst fungerar utifrån våra informanters svar. Litteratur kring ämnet berör vi utifrån ett brett perspektiv och den påvisar att pedagoger har ett stort ansvar i och med anmälningsplikten, men att ansvaret skall fördelas inom pedagogiska verksamheter.

Vårt resultat bygger på kvalitativa intervjuer och enkäter utifrån kategorierna pedagoger, socialsekreterare, rektorer/enhetschefer, kuratorer/psykologer och vuxna som själva farit illa som barn.

Vår undersökning påvisar att många barn far illa men att anmälningsbenägenheten har ökat. Trots detta finns det barn som inte blir uppmärksammade idag och pedagoger har ofta svårigheter att anmäla. Det har visat sig, att det för barns bästa, är väldigt viktigt att samverkan mellan pedagogisk verksamhet och socialtjänst fungerar bra vilket även litteratur poängterar. Vi hoppas att uppsatsen skall kunna hjälpa människor som kommer i kontakt med barn som far illa för att dessa barn skall få den hjälp de behöver.

The essay contains the process from suspicion to report and the ethical problem to report or not. The comprehensive purpose of the essay is too show how some working educationalists manage and should manage maltreated children out of different professional categories perspective. We also show different professional categories that are involved in the process and how collaboration between preschool/school and social services work on the basis of our respondent’s answers. We research literature about the subject from a broad perspective which prove that educationalists have a huge responsibility with the duty to report, but that the responsibility should be divided between preschool/school.

Our result is based on qualitative interviews and questionnaires on the basis of the categories; educationalists, social workers secretaries, principals, school welfare officers/educational psychologists and adults that have been maltreated as children.

Our review shows that many children are being maltreated but that the tendency to report has increased. Despite this there are children today who do not get noticed and educationalists that often have difficulties in reporting. Well-functioning collaboration between preschool/school and social services has proved to be very important in the best interest of children, which also literature has shown. We hope that this essay will help people who meet maltreated children so that these children get the help they need.

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Rockette, Lolita Annette. "Principals as Instructional Leaders as Opposed to School Managers." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3234.

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In the Denver metropolitan area, many elementary school principals have been focused more on management than on instructional leadership issues, even though school administrators have been charged with overseeing academic achievement based on state and federal standards. According to research, participating in these 2 disconnected roles hinders principals' ability to achieve the academic and social success of their students. Guided by Bandura's self-efficacy theory and Hallinger's distributed leadership theories, this qualitative study explored factors that influenced 6 principals' adoption of the instructional leadership role to learn how principals might shift from managing the school to becoming its instructional leader. The selection criteria for the participants were that each principal was based in a linguistically and culturally diverse, low-income community and led successfully as noted in the School Performance Framework. Data from individual interviews and a focus group were triangulated with observational data (3 observations of participants in their work role at their individual school sites) and researcher field notes. Data analysis used open coding, from which 3 core themes emerged: voice, focus, and alignment of resources. Based on these findings, the proposed project, presented as a position paper, recommends the development of a district-level policy directed toward the building of a school-site infrastructure that supports elementary principals in the role of instructional leader. The implications for positive social change at the local level include providing recommendations that might enable administrators as the instructional leader to develop and oversee an infrastructure conducive to the academic and social success of the students they serve, thus increasing the number of successful schools throughout the district study site.

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Manning, Jessica Brooke. "An examination of collaborative training methods among participants in the Family Child Care Partnerships Program." Auburn, Ala., 2007. http://repo.lib.auburn.edu/07M%20Theses/MANNING_JESSICA_1.pdf.

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Leurs, Martina Theodora Wilhelmina. "A collaborative approach to tailored whole-school health promotion the schoolBeat study /." [Maastricht] : Maastricht : [Maastricht University] ; University Library, Universiteit Maastricht [host], 2008. http://arno.unimaas.nl/show.cgi?fid=10532.

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Richardson, Thomas Duncan. "Collaborative practice to support young people with ASN during the school to post-school transition in Scotland : the perspectives of young people, their families and professionals." Thesis, University of Dundee, 2014. https://discovery.dundee.ac.uk/en/studentTheses/051a8211-cca2-4003-8312-dac455ae93fe.

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The school to post-school transition has been identified as a time when young people with Additional Support Needs (ASN) need extra support. This thesis focuses on the school to post-school transition planning and preparation process for young people with ASN in Scotland. In particular, the author scrutinised the collaborative planning and preparation that takes place amongst professionals to support young people with ASN and their families during this transition. The author also examined the influence of the Education (Additional Support for Learning) (Scotland) Act 2004 upon the process. A mixed-methods research design was used to undertake three studies. Study 1 was a national on-line survey of professionals involved in post-school transition planning and preparation. Study 2 was a longitudinal study in which professionals involved in transition planning and preparations from one local authority were interviewed at 2 time periods (2004 before the implementation of the Education (Additional Support for Learning) (Scotland) Act 2004 and 2010). Minutes of transition meetings from both periods were also examined. Study 3 was a case study of a further education college undertaken in the same local authority as Study 2, to understand the experiences of transition planning and preparation from the perspectives of the young people with ASN who had experienced post-school transition and their families, along with school and college professionals. Participants (young people, parents and professionals) were interviewed. Visual resources were developed by the author to support the interviews with the young people. Data in all the studies were analysed using a thematic analysis approach. Finally, the findings of the three studies are presented and discussed. These include the perception that transition planning and preparation has become more young person centred since the Act was introduced. Implications for policy makers, practitioners, and future research are also discussed.

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Lyons, Joanne Patricia. "Using collaborative action research to support adoptive parents in their communications with school staff." Thesis, University of Manchester, 2017. https://www.research.manchester.ac.uk/portal/en/theses/using-collaborative-action-research-to-support-adoptive-parents-in-their-communications-with-school-staff(8499eee6-9489-4593-9fdc-7062526ab9f8).html.

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To address a gap in the empirical literature on Educational Psychology (EP) practice and on adoption, and to gain perspectives from the Local Authority (LA), this thesis describes collaborative action research conducted by an Educational Psychologist (EP) with adoptive parents to support their communications with school staff. Participants were members of an Adoption Support Group and colleagues in Social Care. Information was gathered via focus groups and semi-structured questionnaires to ascertain the types of difficulties expressed by adoptive parents and inform the processes of communication systems. Participatory action research empowered participants to engage in meaningful and purposeful actions of planning, designing and evaluating information. The research narrative reports on first person inquiry through personal reflection and learning. Second person inquiry was generated in the course of research interactions with participants and the data that emerged from their realities to inform practical learning in action. Third person inquiry moved towards thinking around explanations for issues and the generation of knowledge. Knowledge was developed about parents’ perspectives on the barriers and enabling factors involved in their communications with school staff. The action research approach captured the potential of the insider position to generate rich data in situ while promoting a collaborative response to the social situation faced by the adopters when communicating with school staff. My insider position as researcher, holding multiple roles as an adoptive parent, as an EP and LA officer, is actively acknowledged as influencing understanding and the conceptualisations of the findings. The participants collaborated in the generation of a resource that provided opportunities for insight into issues to improve working practice and may provide a tool to allow parents to communicate effectively with school staff. The resource supported two main recognised functions: practical structure and emotional support. Empowering approaches were those that respected their knowledge, used their language and meanings in an emancipatory way that removed barriers, and were inclusive of them and their children. Communication is enhanced by and depends on systems that are empowering for parents and staff to co-construct shared understandings.

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Mitchell, Clint Michael. "Protocol-structured Discussions to Improve Teaching and Interdisciplinary Learning: A School's Journey to School Reform." Diss., Virginia Tech, 2017. http://hdl.handle.net/10919/76748.

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School divisions and principals are tasked with meeting state standards and federal annual measurable objectives (AMOs), as well as with closing the achievement gaps that exist in schools. To accomplish this mission, organizational learning, specifically the use of protocol-structured discussions, has become a fundamental component of school reform processes. Protocols to examine professional practice, engage in data-driven decision-making (DDDM), and look at student work have gained more notoriety as school reform strategies in K-12 education. The purpose of this single-case embedded common qualitative case study was to examine and describe how Uprising Elementary School (UES), in the mid-Atlantic part of the United States, made changes during the school reform process that benefited students from 2012 to 2015. Qualitative data were collected through interviews, focus groups, observations, document reviews, and reflexive notes. I used NVivo 11 Pro to store the data transcripts by creating specific nodes and the constant comparative analysis method to determine themes in the data collected. During triangulation, the multiple sources of data of data kept the qualitative data reliable and accurate. The six findings included: (a) organization of the staff into organizational learning structures created a uniform system of continuous improvement, (b) leadership was a key element influencing the overall success of UES, (c) protocols can be organized into a professional learning model to promote organizational learning, (d) the professional learning model had a profound impact on organizational learning and teacher leadership, (e) the implementation of protocols had a positive effect on school culture, and (f) the strategic implementation of protocol-structured discussions as a school reform strategy transformed learning.
Ed. D.

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Kilburn-Peterson, Christopher. "Using quality improvement methodologies to enhance cross departmental collaboration and quality cost reduction." Thesis, Massachusetts Institute of Technology, 2005. http://hdl.handle.net/1721.1/34826.

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Thesis (M.B.A.)--Massachusetts Institute of Technology, Sloan School of Management; and, (S.M.)--Massachusetts Institute of Technology, Dept. of Mechanical Engineering; in conjunction with the Leaders for Manufacturing Program at MIT, 2005.
Includes bibliographical references (leaves 70-71).
The research and project implementations described in this study took place during a seven-month period in 2004 at a distribution transformer factory in Germany. The purpose of this research is to show how quality management tools were used to break down functional business barriers and spread the responsibility for quality improvement throughout the local factory organization. A Cost of Quality (CoQ) analysis was used to diagnose the factory's main problem areas and prioritize the ensuing improvement efforts. Based on the analysis results, projects were developed that focused on reducing expenditures associated with failures found internal to the factory. These projects included: redesigning the failure resolution process to improve documentation practices and root cause analysis, implementing a First Pass Yield metric to help reduce the number of revisions generated by the Engineering and Order Management departments, and implementing a process-focused problem solving methodology to reduce Partial Discharge failures (the site's most costly internal quality failure). Each of the aforementioned projects required collaboration from multiple departments, and tools were implemented to facilitate process improvements and cross departmental communication. The ultimate goals of these initiatives are to decrease failure costs, reduce waste and increase the profitability and competitive position of the factory's transformer product.
by Christopher Kilburn-Peterson.
S.M.
M.B.A.

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Dukuzumuremyi, S. (Salvador). "The use of technology to promote collaborative learning in inclusive education in primary school." Master's thesis, University of Oulu, 2014. http://urn.fi/URN:NBN:fi:oulu-201410221949.

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This study investigated the utilization of Computer Supported Collaborative Learning (CSCL) software and applications and its associated theories of learning and pedagogical models into inclusive classroom as well as conception of knowledge of diverse pupils in collaborative learning groups. A second grade class of a primary school in the northern Finland is used as a case of study. There are a total number of 23 participants for data triangulation; these include 21 pupils, one teacher and her assistant. The groups of 2 to 6 pupils were formed in five different computer science lessons. The principal data were collected through observation, however interview, questionnaire, documentation were also part of the data collection, which made it a methodological triangulation. The data were analysed using thematic analysis, content analysis and percentage analysis. The data showed that the use of CSCL software and applications with its various scaffolding icons in inclusive classroom of diverse pupils, has helped the pupils in developing good reading, writing, and information assessment skills, as well as discovery of new ideas, hence motivates and makes learning easier. The data suggested that the CSCL software and applications are a resourceful way of learning social skills because the group members share one laptop, to cooperatively a group task done. From these findings one can tentatively argue that the creation of pedagogical environment, which involves application of various pedagogical strategies like changing the seating arrangements, regrouping the pupils, as well as changing teaching methodologies; has greatly helped pupils to be more creative and think critically. The data also suggested that the results for the given tasks were relatively the same for all the groups, irrespective of the participating group members learning abilities. One can claim that the implication of the use of collaborative learning groups of diverse pupils assisted by CSCL should focus basically on how to promote trialogical activities, interactions of pupils to pupils, pupils to teachers and pupils to learning materials & ICT tools and scaffoldings.

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Eversole, Oriana. "Case Study of a Collaborative Approach to Evaluation Within a School District Central Office." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7617.

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This instrumental case study (Stake, 1995) provides an in-depth examination of a collaborative approach to evaluation within a school district’s central office. This study analyzes the implementation of collaborative approaches to evaluation (CAE) within a school district’s central office with an emphasis on evaluation use from the evaluators’ perspectives. It also explores the role and evolution of the evaluators throughout the evaluation process. Furthermore, this study adds to educational research on how to support the implementation and use of improvement processes in school district central offices. The analysis focuses on the evaluation activities that my colleagues and I led as internal evaluators for a school district’s school improvement initiative from September 2015 to October 2016. The conceptual framework that I used to guide my case study are the Principles to Guide CAE (Shulha, Whitmore, Cousins, Gilbert, & al Hudib, 2016), which were recently developed in response to the need for clarification on collaborative approaches to evaluation. Findings suggest that: (1) the organizational context and the evaluators’ skills in using CAE impacted evaluation use, including enhancing the capacity for evaluative thinking for involved stakeholders; (2) the quality of the evaluation process, especially the formation of the findings and recommendations, enhanced the credibility of the evaluation and stakeholders’ willingness to implement the recommendations; and (3) evaluator involvement over the long-term is needed to support all aspects of the continuous improvement cycle. Findings regarding the evaluator’s role within CAE include the need for evaluators: (4) to fully understanding their role and positioning themselves as critical friends and facilitators; and (5) to create a safe space for learning and inquiry to occur. The findings from this study have implications for evaluation researchers interested in evaluation use and the implementation of CAE, as well as for educational researchers focused on incorporating evidence-based practices and improvement processes in school district central offices.

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Berger, Michele. "The role of the educational psychologist in supporting inclusion at school level." Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/40459.

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The purpose of this study was to explore the role that the educational psychologist can play to support inclusion at school level in South Africa. The study aims to provide national, provincial and district support teams with information that could guide them on how best to utilise educational psychology services within the context of limited resources. It also aims to guide the educational psychology profession in how best to provide support within the South African public inclusive schooling system. The research was conducted using a conceptual framework based on three matrices designed by Wedell (2005) to address some of the ‘rigidities that hamper inclusion’ (Wedell, 2005, p. 4). My deduction was that these matrices do not adequately capture the stage of development of inclusive education in the South African context, and that additional matrices are needed which show the key variables that are impacting on the ability of the educational psychologist to support learners with barriers to learning in the South African public education context. In this study, I followed an interpretivist paradigm, and adopted an instrumental case study design. The intention was to gain insight at a very practical level, namely the school, into how the challenges related to inclusion are being, and could be, addressed. Data was collected in one Gauteng public school through semi-structured face-to-face interviews with the school principal, a private educational psychologist providing services to the school community, a parent and national Department of Basic Education officials, and focus groups with teachers and district officials. Three main themes emerged following thematic content analysis of the data: Participants’ understanding and experiences of inclusion and inclusive education at school level, perceptions of the role of the educational psychologist in supporting inclusion in schools, and the future role of educational psychologists in supporting inclusion in schools. The findings indicate that inclusion remains more of an aspiration than a reality, and show the important role the educational psychologist can play in helping to build collaborative approaches to planning and implementation of policy. Amongst other things, educational psychologists should find a way, collectively, of engaging with district offices to structure planning and implementation that includes the profession.
Dissertation (MEd)--University of Pretoria, 2013.
gm2014
Educational Psychology
unrestricted

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Rivera-Singletary, Georgina. "Interagency Collaboration for the Provision of Services to Migrant Children with Disabilities: An Exploratory Study." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5115.

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ABSTRACT Migrant students face many challenges to their educational experiences due to the migratory lifestyle of their families as they seek employment in agriculture across state and school district lines. For migrant student with disabilities, these challenges are exacerbated. Migrant children with disabilities may be eligible and entitled to educational services from migrant education, special education, and ELL programs which are distinct federal programs coordinated as separate agencies. This exploratory study examined the extent to which, if any, collaboration exists within three Florida school districts' providing educational services to migrant children with disabilities through the migrant education, special education, and ELL programs. Data were collected through personal interviews with nine district level supervisors, one each per district: migrant education, special education, and ELL programs using a semi-structured interview protocol. Data were analyzed through a latent content analysis to identify, code, and categorize patterns (Mayan, 2009) regarding the extent to which, if any, supervisors collaborated when developing and coordinating educational services for migrant students with disabilities. Further, data were reviewed through document analysis provided by the participants or accessed through school, district, or state websites. Finally, the data from the interviews and document analysis were aligned with Gitlin et al. (1994) five-stage model for collaboration framework to determine the extent to which, if any, the characteristics of the five stages for collaboration exists for each district, and if not, the potential for them to be developed and lead to collaboration. The intent of this study was to explore current practice and use this knowledge to provide recommendations for future practice and scholarship regarding interagency collaboration between migrant education, special education, and ELL programs providing educational services to migrant students with disabilities. The findings for this study suggest that collaboration benefits students, programs and overall school systems. However, instilling a spirit and developing a culture of collaboration is challenging and requires direct deliberate and explicit work by the districts. Recommendations for research and practice are provided.

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Davis, Kimberly. "CO-TEACHING: USING VIDEO TO IDENTIFY CURRENT PRACTICES AND PROMOTE TEACHER DISCUSSION IN MIDDLE SCHOOL MATHEMATICS CLASSROOMS." Doctoral diss., University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2767.

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ABSTRACT This study explored the co-teaching practices occurring within four middle school mathematics classrooms and the influence of video discussions on each co-teaching team. The study took place within three middle schools in central Florida. The study provides a clear picture of the current status of middle school co-taught mathematics classrooms. The research results were inconclusive in that the key components of co-teaching were not observed (co-planning, co-instructing and co-assessing) and the findings were similar to past co-teaching research indicating mixed results. Overall, concerns that emerged from the study were a lack of heterogeneous classrooms, clarity for the role of the special educator, inquiry-based based instruction, and individualization for behavioral and instructional needs. Encouraging findings were that teachers were willing to communicate to create richer content, instruction and assessment. In addition, one team showed overall growth and promise related to effective practices. From triangulation of the data teams were growing in the areas of communicating with each other, clarifying roles, building teacher relationships, and discussing student achievement. The hope for effective co-teaching lies in teams being given time to plan, dual preparation, and co-professional development to more effectively meet the needs of low achieving students and students with disabilities in mathematics classrooms. The findings from this study implicate that for co-teaching to be successful teachers need heterogeneous classrooms with both teachers having strong content knowledge, yet with clarity that the special educator's role is to provide individualized strategies for behavior and instruction while the general educator's role is to lead the content instruction. When this level of co-teaching emerges, perhaps further research will not be necessary.
Ph.D.
Department of Child, Family and Community Sciences
Education
Education PhD

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Taylor, Laura. "Coaching primary school teaching assistants to mediate learning : a collaborative action research project and realistic evaluation." Thesis, University of Birmingham, 2018. http://etheses.bham.ac.uk//id/eprint/8514/.

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Research in the area of teaching assistant (TA) deployment in UK schools has suggested TAs are not always successful in enhancing the attainment of pupils they work with, and can often experience low self-efficacy with regards to their role in supporting pupil learning. A collaborative action research (CAR) model was used to explore the influence of training three primary school TAs to use a mediation intervention entitled ‘Medi8’ to support pupils’ cognitive functions. The TAs worked with target pupils and their class teachers to mediate specific cognitive functions with which the pupil was experiencing difficulties. TAs undertook weekly solution-focused coaching sessions concentrating on embedding mediational practices in their work with the pupil. A realistic evaluation (RE) was conducted to elicit mechanisms through which the intervention had influenced TA practice and self-efficacy, as well as pupil outcomes in relation to the targeted cognitive functions. Findings suggested that TAs experienced an increase in their self-efficacy regarding supporting pupil cognitive functioning and changes to their practice to incorporate mediational strategies. The RE also suggested that pupils experienced small steps of progress in their independence in targeted cognitive skills. The research concluded with an action plan for further embedding mediational practices within the school.

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Borien, D. M. "Improving transition to school at 5 : the impact of collaborative cluster groups in the foundation stage." Thesis, Coventry University, 2008. http://eprints.worc.ac.uk/694/.

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My research evolved from a desire to explore barriers to partnership working between childcare and education providers and seeks strategies to overcome these barriers. The research focuses on relationships between the various early years practitioners and settings, the extent to which they work in partnership, what promotes and inhibits this, and how this affects the educational experience of children. Particular attention is paid to the quality of transition from a pre-school setting into a reception class and a child’s first experience of school. Cross sector cluster networks were established as a strategy to enable partnership working to evolve. Management of change, change agents, reflective learning are all key threads and a mechanism for developing and enhancing practice linked to transition for children at age 5. My research is qualitative; my qualitative approach is concerned with producing meanings and understandings. It is a non-positivistic approach, seeking to illuminate a set of circumstances in order to find more effective policies for future action. Data collection methods within this large-scale action research included questionnaires, semi structured interviews, focus groups, vignettes of practice and interviews with children. The concept of a Community of Practice introduced by Lave and Wenger (1991) underpins collaborative networks. Central to this concept is the process of learning from others, that members have shared interests, are motivated to do something about them and that the communities of practice are self–generating. The action research identified impact through the introduction of a change agent to facilitate the networks; the ability to engage with the practitioners at grass roots level and to motivate practitioners to attend was the catalyst for success. My findings were that collaborative networks promoted reflective thinking in practitioners from all early years sectors leading to change in practice. Children as a result of strong and equal partnerships experienced an enhanced transition to school. My recommendations were for a common model based on the collaborative networks to be established to develop a culture of change and innovation within early years provision. The professional learning that took place in this research crossed sector and institutional boundaries as one sector on its own could not provide the answer.

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Davis, Kim E. "Interpreting Middle and High School Teacher Concerns Toward RTI Implementation." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6197.

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Research exists about secondary school Response to Intervention (RTI) models, but little is known about the concerns of middle and high school teachers who are working together to implement RTI practices as a shared responsibility. The extensive body of documentation on RTI at the elementary level has not helped educators develop systematic RTI implementation practices across all levels (Ehren, 2013). The purpose of this quantitative study was to determine whether there were differences in practice concerns, if any among middle school and high school teachers' RTI practice concerns when measured by the Impact Stage of the Stages of Concern Questionnaire (SoCQ). The theory of planned behavior informed the framework for this research. A Snowball Sampling strategy was used to recruit a total of 31 general education teachers from a Northeastern USA County. Data from teacher's SoCQ were analyzed using ANOVA to investigate the differences in concerns, if any between middle school teachers in Grades 6-8 and high school teachers in Grades 9-12 about RTI practices. The results indicated no differences between 6-8 and 9-12 grade teacher concerns for all questions. Findings from this research may reinforce the importance of discussions about sharing RTI practice concerns between middle and high school teachers. Such conversations may foster more collaborative teacher working relationships which may lead to better implementation of the RTI initiative across grade levels for improved student learning outcomes.

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Zubak, Goran. "12 Years a Slave in upper secondary school : Using a slave’s narrative to raise students’ awareness of racism." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-53299.

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The overall aim of the study is to investigate how 12 Years a Slave can help raise awareness among upper secondary students about racism and to inspire sympathy with the characters presented in passages regarding the cruelty and injustice of slavery. The study is based on literary didactics methods, applied to the textual analysis of the passages, to create a hypothetical scheme for teachers that can be used to work with slave narratives in the classroom. The analysis of the passages, in conjunction with the literary didactics methods used, provides methods through which students may increase their awareness of racism and sympathize with the characters in the book by creating their own plays, reenacting the cruelty committed against slaves. Also, when dealing with the injustice of slavery, students can imagine themselves being present even though they will not be able to experience it physically. This may help students sympathize with the main character and help them understand racism from the victim’s point of view.

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Johannes, Edgar Anthony. "Using collaborative action research to improve classroom discipline: an action research study at a secondary school in the Boland." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&amp.

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This study focused on improving the learners behaviour through classroom management and the implementation of human rights awareness as an intervention strategy. The purpose of the research was to prevent learners from misbehaving through the implementation of different teaching strategies. Learners transgression will not stop completely and a second objective was to use the implementation of human rights awareness as an intervention strategy if the learners behaviour become unacceptable. The strategies the educators has to instigate were primarily considered to be those associated with classroom management.

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

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