Journal articles: '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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Chapman, Christopher, and Daniel Muijs. "Does school-to-school collaboration promote school improvement? A study of the impact of school federations on student outcomes." School Effectiveness and School Improvement 25, no. 3 (October 29, 2013): 351–93. http://dx.doi.org/10.1080/09243453.2013.840319.

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Hartman, Jenifer J. "Urban School District–University Research Collaboration: Challenges and Strategies for Success." Education and Urban Society 50, no. 7 (June 9, 2017): 617–40. http://dx.doi.org/10.1177/0013124517713611.

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School district–university research collaborations represent one strategy to increase educators’ ability to use current, research-based information in program decision making and efforts to improve student achievement. However, differences in organizational structures, goals, values, and prior collaborative experiences have made successful school–university research partnerships challenging. This project intentionally structured and examined a mutually beneficial research collaboration between one small urban university with a significant percentage of first-generation college-going students and two local school districts (P-12) to examine high school math achievement and subsequent college math success. One partnership successfully conducted the study and identified actions to increase student success. The other was successful only to the point of partial data collection. This article describes the structures, mechanisms, and conditions that led to the successful partnership and compares them with the unsuccessful one. It contributes to our understanding of developing effective, mutually beneficial school–university research collaborations to improve student outcomes.

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Mellin, Elizabeth A., Elise E. Belknap, Ian L. Brodie, and Kristen Sholes. "Opening School Doors to Communities and Families: A Social Capital Perspective for Multiparty Collaboration." Journal for Social Action in Counseling & Psychology 7, no. 1 (June 1, 2015): 1–18. http://dx.doi.org/10.33043/jsacp.7.1.1-18.

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Multiparty collaboration is largely acknowledged as a best practice strategy for school counselors. Although collaboration among schools, families, and communities is seen as necessary for community change and systems transformation, policies and efforts to increase collaboration in and with schools are a step ahead of theory and research. This article introduces social capital theory as a lens for school counselors who are working to transform their communities through multiparty collaboration. Practical suggestions for strengthening collaborative practice and research on multiparty collaboration are offered.

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Vostal, Meg, Kristina N. LaVenia, and Christy Galletta Horner. "Making the Shift to a Co-Teaching Model of Instruction: Considering Relational Trust as a Precursor to Collaboration." Journal of Cases in Educational Leadership 22, no. 1 (August 22, 2018): 83–94. http://dx.doi.org/10.1177/1555458918796876.

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Collaboration among teachers is necessary for school improvement efforts. In the case below, a high school shifts its instructional model to include students with disabilities in general education classes. The school needs to raise state test scores for students with disabilities and hopes this instructional change will help. To implement a full-inclusion model, general education and special education teachers will be assigned to teach classes together as co-teachers. Co-teaching, however, is a collaborative model that requires relational trust among colleagues. Leaders are encouraged to consider how developing trust for collaboration may be difficult during times of school improvement.

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Borsch, Jennifer Chisler, and Ruth Oaks. "Effective Collaboration at Central Elementary School." Language, Speech, and Hearing Services in Schools 23, no. 4 (October 1992): 367–68. http://dx.doi.org/10.1044/0161-1461.2304.367.

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This article discusses a collaborative effort between a speech-language pathologist and a regular third grade teacher. The overall goal of the collaboration was to improve communication skills of students throughout the school. The factors that contributed to making the collaboration a success are discussed.

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Jankovska, Jekaterina, and Ilga Prudņikova. "The family and pre-school collaboration role for the child's preparation to school." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 3 (May 17, 2015): 106. http://dx.doi.org/10.17770/sie2015vol3.395.

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The child's preparation for school is a period of laying the foundations for a child's future social inclusion. Children's preparation for school is as important a problem as the child's comprehensive development of pre-school age. Preparation for school is a continuous process that starts from the arrival of the child's pre-school and continues until the transition for school. Preparation for school is a socialization process that is child self-determination in the new social environment basis. Socialization, comprehensive child's preparation for school is a very important problem that exists preschools for students with visual impairments. Modern education is a main objective the child's individuality educational support. The child's personality development can be only in a family and pre-school collaboration.

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Bogel, Gayle. "Social Marketing and the School Library: An Effective Path to Collaboration?" Evidence Based Library and Information Practice 3, no. 2 (June 17, 2008): 61. http://dx.doi.org/10.18438/b8bg6z.

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A Review of: Immroth, Barbara and W. Bernard Lukenbill. “Teacher-School Library Media Specialist Collaboration through Social Marketing Strategies: An Information Behavior Study.” School Library Media Research 10 (2007). 22 April 2008 . Objective - The study attempted to apply the strategies of social marketing theory to collaboration between school librarians and teachers. Design - Based on the 1972 theory of social marketing by Zaltman, Kotler and Kaufman, a cohort of students in a graduate-level practicum established a collaborative unit with selected teachers within their school. In addition, two focus groups were conducted in alternate schools to gauge the overall attitudes of teachers toward collaboration with school librarians. Subjects - Students (student librarians) in a graduate-level certification class for Texas school librarians, and both teachers and librarians in host schools/districts for the graduate students’ practicum experiences Methods - Researchers used qualitative approaches, both case study and focus groups, to gather data about the collaborative interactions between teachers and school librarians. The interactions were designed using the social marketing AIDA model (Attention, Interest, Desire, and Action). Social marketing, based on models of commercial marketing, assumes that social goodwill is a motivator for establishing interactions between groups – or selling a service that is for the greater good. Students in a graduate-level practicum were instructed to develop a strategy based on the AIDA model to elicit and carry out a collaborative unit with teachers in their host schools. They were given specific guidelines by the principal investigators that included: • Instructions for designing announcements, leaflets, and conferences as marketing strategies • Instructional unit designs for subject content and information literacy skills • Incentive payments of $200 to be used for library resources as an incentive to collaborate. • The steps to engaging in the collaborative process • Procedural guidelines for taking field notes, unobtrusive observations and informal evidence. Summative evaluation was based on a reflective journaling exercise by both student librarian and teacher. Measurements and recordings were analysed using accepted case study methods. Main Results - Social Marketing Model The researchers evaluated the study in each of the four aspects of the Social Marketing Model. Attention (A) – Gaining Attention and Convincing. Efforts to gain attention through student choices of flyers to teachers were not successful. E-mail announcements were more effective, but it appeared that direct librarian-teacher contact was the most effective. The monetary incentive also did not appear to have an effect on response rate. Host librarians did make suggestions regarding the appropriateness of when and how to distribute the flyers in some cases. Researchers concluded that perhaps such a straightforward advertising approach did not fit in the established relationships, and may be a better choice for new librarians who are establishing their presence in schools. Interest (I) -- Promoting Interest in Services and/or Products Researchers noted that initial strategies did not promote interest in the field study project. Teachers cited time and test–related curriculum restraints, and viewed the project as an “extra” responsibility. The researchers note the need to establish the value of the collaborative instruction to long-term goals for both teachers and librarians. The focus groups showed more interest in collaboration, and an awareness of the value of librarians’ collaboration in promoting effective teaching and improving student achievement. Desire (D) and Action (A) – Recognizing Values and Taking Action. Field test responses did not reflect desire on the part of teachers to collaborate with student librarians. Only two teachers responded directly to the advertisement. The offer of monetary incentive ($200 in library supplies) also did not appear to increase motivation of teachers to participate. Results after the field test showed that overall, teachers gained an appreciation of the value of collaboration with school librarians, and indicated they would be open to future projects. Action Process themes of successful marketing campaigns were evident in the results of the study and benefits in being exposed to new resources and information approaches were reported by teachers. The concept of territoriality of teachers, and how much authority is shared with librarians in a collaborative setting, was an aspect not explored by the study, although indications from both the field test and the focus groups showed that the perception of the competency of the student librarian, and the teacher’s personal approach (structured vs. more relaxed) affected the release of teaching authority. The librarian bringing ideas, concepts and directions to teachers can enhance collaboration. Opportunities to collaborate based on objectives of state-mandated exams to develop specific skills can also foster collaboration. Main Results - Collaborative Research This project reflected much of the earlier research in collaboration and added data to support the importance of the findings of the landmark Mettessich and Monsey (1972) study of collaboration. Shared interest, mutual trust, flexibility, adaptability and clear roles and policies were all reflected as needs in the current study. In addition, clear communication, shared goals and purposes and the need to have leadership from the school librarians in establishing collaborative interactions was reiterated. Predictive behaviour of teachers toward collaboration included time and overall commitments to other teaching responsibilities. Confidence in the skills and knowledge of the librarian also affected the teachers’ willingness to collaborate. Conclusions - Social exchange theory and community psychology were cited by the researchers as two theoretical concepts that affected the design and interpretation of data. They suggest that these two strategies may be most helpful in situations that have less than optimal environments for collaboration, where librarians have not been successful, or are not considered equal to the tasks.

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Nicoll, William G. "A Response to "School-Based Collaboration with Families"." Family Journal 2, no. 4 (October 1994): 301–12. http://dx.doi.org/10.1177/1066480794024003.

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Tahili, Mashuri H., Ismail Tolla, Muhammad Arifin Ahmad, Sulaiman Samad, Abdul Saman, and Pattaufi Pattaufi. "Developing the strategic collaboration model in basic education." International Journal of Evaluation and Research in Education (IJERE) 11, no. 2 (June 1, 2022): 817. http://dx.doi.org/10.11591/ijere.v11i2.21907.

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The strategic collaboration approach has recognized widely can overcome the complexities and challenges of teaching and learning programs and achieve sustainable education quality improvement. This study analyzed the development of a strategic collaboration approach in education at local government in Indonesia. The mixed-method analyzed the correlation of the strategic collaboration approach in education. Data gained through the questionnaire for quantitative data and in-depth interview with the key informants for qualitative data. The school collaboration networks, school strategic leadership, teacher strategic alliances capacity, school culture innovation, and school committee collaboration. Besides, the education service innovation as the core objective of the element education strategic collaboration has determined by two factors consist of school collaborative strategic planning and strategic collaboration development in education. Research samples were teachers, school leaders, and school supervisors and also the personnel of the education agency of Banggai Regency, Central Sulawesi, Indonesia. The research samples selected by using a stratified random sampling technique. There were 521 selected respondents and 15 key informants. The questionnaires for quantitative model are scaled on a 6 point-Likert scale ranged from strongly agree to strongly disagree. The strategic collaboration development model viewed as a better approach to achieve education quality improvement, creating a service innovation, and quality control in education.

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Dale, Brittany A., Natalie A. Kruzliakova, Constance E. McIntosh, and Jayanthi Kandiah. "Interprofessional Collaboration in School-Based Settings, Part 2: Team Members and Factors Contributing to Collaborative Success." NASN School Nurse 36, no. 4 (April 7, 2021): 211–16. http://dx.doi.org/10.1177/1942602x211000117.

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This article is the second in a series of three articles discussing the importance of interprofessional collaboration between the school nurse and other school-based and community professionals to create a healthcare team. Developing the healthcare team begins with identifying the individual medical, mental health, and educational needs of the student. Expertise in both education and healthcare systems makes school nurses ideal candidates for coordinating with the healthcare team to meet the needs of the student. This article builds on the first article by providing some examples of the collaboration that occurs between the school nurse and other team members, as well as identifying facilitators and barriers to this collaboration.

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Winland, Julie, and Amy Shannon. "School Staff’s Satisfaction With School Health Services." Journal of School Nursing 20, no. 2 (April 2004): 101–6. http://dx.doi.org/10.1177/10598405040200020801.

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The School Nurse Impact Committee of the Columbus Public Schools in Columbus, Ohio, initiated a survey to determine staff satisfaction with the delivery of health services. School nurses need the cooperation and support of the staff to successfully deliver school health services, therefore, the staff’s satisfaction with school health services is crucial to the school nurses’ ability to fulfill their role. The objectives of the survey were to (a) determine staff satisfaction with school nurse interventions, (b) determine staff satisfaction with the effectiveness of interventions, (c) identify areas of health service delivery which may need improvement, and (d) determine areas of school health services where school nurses may need to more effectively communicate their involvement. Critical elements of school nurse practice included staff health, safety and environment, classroom education, medication, school system collaboration, and program management. Several key issues were identified through the survey. School system collaboration issues need more school nurse involvement. School nurses also need to improve their visibility regarding school system collaboration, and in classroom and individual pupil education. Traditional school nurse functions were adequately covered. Results indicate that staff would be more satisfied if they had more nursing support in the classroom and more nurse time in their building.

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Bryan, Julia A., Anita Young, Dana Griffin, and Cheryl Holcomb-McCoy. "Leadership Practices Linked to Involvement in School–Family–Community Partnerships." Professional School Counseling 21, no. 1 (January 2017): 2156759X1876189. http://dx.doi.org/10.1177/2156759x18761897.

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Using the School Counselor Leadership Survey and the School Counselor Involvement in Partnerships Survey, this study of 546 school counselors explored which of the 5 school counselor leadership dimensions were associated with involvement in school–family–community partnerships. A hierarchical multiple linear regression analysis revealed that the leadership dimension that predicted counselor partnership involvement was systemic collaboration along with self-efficacy and role perceptions about partnerships, collaborative climate, and principal expectations. The authors discuss practice and training implications for school counselors.

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Muijs, Daniel. "Widening opportunities? A case study of school-to-school collaboration in a rural district." Improving Schools 11, no. 1 (March 2008): 61–73. http://dx.doi.org/10.1177/1365480207086755.

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Mcintosh, Constance E., Cynthia M. Thomas, and Erin Maughan. "INTRODUCTION TO THE SPECIAL ISSUE: INCREASING THE COLLABORATION BETWEEN SCHOOL NURSES AND SCHOOL PERSONNEL." Psychology in the Schools 52, no. 7 (June 26, 2015): 631–34. http://dx.doi.org/10.1002/pits.21852.

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Rudge, Lucila T. "A Self-Study of Factors Affecting the Collaboration Between University and School Professionals." International Journal of Teacher Education and Professional Development 1, no. 1 (January 2018): 21–35. http://dx.doi.org/10.4018/ijtepd.2018010102.

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Self-study research is aimed at making explicit the knowledge of practice gained through systematic investigation of one's professional practices. This self-study examines the collaborative practices between school and university professionals during the implementation of the International Baccalaureate Educator Certificate Program in a U.S. university. This article investigates the challenges encountered throughout the implementation of the program and the complexities of collaboration between school and university professionals. Six school professionals and one university professor (author) were involved in the collaboration. Analysis is focused primarily on the university professor's actions and disposition to collaboration through the perspectives of the school professionals. The determinants of successful collaboration—interactional, organizational, and systemic determinants, identified by Martin-Rodrigues et al. informed the analysis of this self-study.

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Griffin, Dana, and Sam Stern. "A Social Justice Approach to School Counseling." Journal for Social Action in Counseling & Psychology 3, no. 1 (April 1, 2011): 74–85. http://dx.doi.org/10.33043/jsacp.3.1.74-85.

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Based on the 2010 Multicultural-Social Justice Leadership Development academy presentation, this article focuses on how school counselors can collaborate with critical stakeholders to help mitigate barriers to academic success for low-income students and students of color. The overarching goal of the presentation was to define social justice, collaboration, and present a multicultural-social justice approach to school-family-community collaboration. The presenters were two school counselor educators, a mental health counselor educator, and a college/university counselor educator who all believed in the necessity of working together in order to help promote academic achievement for all students. In this article, barriers to social justice advocacy, strategies for implementing a social justice framework, and implications for school counselor practice and research are discussed.

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Pfeiffer, Danika L., Stacey L. Pavelko, Debbie L. Hahs-Vaughn, and Carol C. Dudding. "A National Survey of Speech-Language Pathologists' Engagement in Interprofessional Collaborative Practice in Schools: Identifying Predictive Factors and Barriers to Implementation." Language, Speech, and Hearing Services in Schools 50, no. 4 (October 10, 2019): 639–55. http://dx.doi.org/10.1044/2019_lshss-18-0100.

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Purpose This study examined the models of collaboration used by school-based speech-language pathologists (SLPs) during the provision of special education services including factors predicting use of the interprofessional collaborative practice (IPP) model and barriers to collaboration. Method School-based SLPs responded to a survey on models of collaboration within their work setting. Anchored vignettes were created to determine their engagement in 3 different models (i.e., multidisciplinary, interdisciplinary, and interprofessional) used in the provision of special education services during evaluation and intervention. Predictive factors supporting and/or hindering the use of IPP were identified. Results Results demonstrated low percentages of school-based SLPs engaging in IPP during initial evaluations (8%), eligibility meetings (43%), and intervention sessions (14%). Three factors predicted use of IPP in schools: prior training in collaboration, years of experience, and educational setting. The most frequently cited barriers to SLPs' engagement in collaboration included time constraints/scheduling (48%), resistance from other professionals (23%), and lack of support from employers/administration (11%). Conclusions The results of the current study indicated that systemic change is needed at both the university and public school levels. At the university level, preprofessional students need collaborative learning opportunities that are integrated across programs and colleges. School-based SLPs and other education professionals could benefit from job-embedded learning focused on IPP to increase their knowledge and engagement in IPP and improve student outcomes. Supplemental Material https://doi.org/10.23641/asha.9340760

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Cinotti, Daniel, Robert Feirsen, Carol A. Dahir, and Nayoung Kim. "Leveraging State Policy to Promote School Counselor–Principal Collaboration." Professional School Counseling 26, no. 1c (November 15, 2022): 2156759X2211346. http://dx.doi.org/10.1177/2156759x221134662.

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Over the past two decades, state policy pertaining to school counselors has grown to the point that most states now require the delivery of counseling services. Some states mandate the presence of a school counselor in each school, and several specify required student-to-school counselor ratios. In 2019, New York State instituted regulations requiring the delivery of a comprehensive school counseling program. The purpose of this study was to measure the impact of this mandate on the perceptions of principals, assistant principals, school counselors, and counseling supervisors. This study includes a comparison of these professionals’ understanding of the school counselor’s role and responsibilities, and school building and district expectations and priorities. Results suggest that a mandate requiring comprehensive school counseling programs fostered more agreement between school counselors and principals than found in previous studies. Implications for practice include state policy as a tool to increase collaboration and opportunities for social capital between school counselors and principals.

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Stålhammar, Börje. "School and Music-school Collaboration in Sweden." British Journal of Music Education 14, no. 3 (November 1997): 237–50. http://dx.doi.org/10.1017/s0265051700001224.

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How do we channel teenagers' interest in music? What guides our music teaching today, and what possibilities are there for development and change? These questions have given me occasion to take a closer look at the situation of music teaching today.Many teachers have asked themselves how we in the comprehensive school and the music school can look after the zest and creative power which are often exhibited by teenagers when they perform music freely, not under the direct control of a teacher. I have also, on quite a number of occasions during lessons, registered resignation and tedium on the part of pupils.The consequence has been drop-out from music school – sometimes experienced as a relief both by teacher and pupil. Despite the fact that the educational orientation has been based on a ‘musical encounter’ between teacher and pupil, this encounter has not occurred (or has sometimes occurred with a difference which certainly might have been corrected). But the pupil's great interest in music has not diminished – great interest, that is, in music as the pupil understands the term!

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Thun, Sylvi, Linn Thøring, and Lisbeth Øyum. "Et kvalifisert utdanningsvalg for dagens ungdom: Resultater fra et innovasjons-samarbeid mellom en ungdomsskole, en videregående skole og en bedrift." Nordic Journal of Vocational Education and Training 11, no. 1 (April 26, 2021): 71–96. http://dx.doi.org/10.3384/njvet.2242-458x.2111171.

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The purpose of this article is to investigate how an innovative collaboration between one lower secondary school, upper secondary school and industrial company can contribute to a more informed educational choice (vocational vs. programme for specialisation in general studies) among today’s youths. Eight lower secondary school students, five upper secondary school students, one employee in the participating industrial company, one teacher from lower secondary school, one from upper secondary school together with the section leader for vocational education programme (upper secondary school) have been interviewed. Thematic analysis has been used to analyse the data. The theoretical perspectives undertaken are self-determination theory and social-cognitive theory. Findings highlight that the study’s innovative collaboration gives youths an essential insight into the future school- and work practices. During the collaboration, the youths learn about the competence needs for future work life, and gain knowledge about their own learning potentials. Practical experience, new ways of collaboration, work centred communication, engaging and challenging training situations, experience of meaning, together with responsibility taking for own and other’s learning contribute to a more qualified education choice. We find that the pupils in lower secondary school experienced this innovative collaborative practice to produce more autonomous than controlled motivation, and more positive outcomes in terms of both behavioural, cognitive and affective dimensions of learning, at school.

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Peel, Henry A., and Bradford L. Walker. "Collaboration: Getting All Hands on Deck Facilitates School Change." Journal of School Leadership 3, no. 1 (January 1993): 30–39. http://dx.doi.org/10.1177/105268469300300104.

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Collaboration, a powerful tool for school reform, facilitates school improvement efforts and minimizes the overwhelming dimensions of change. A collaborative change process underway in North Carolina emphasizes using input from teachers, as well as supporting the notion of school leaders working collaboratively with many others who are interested in improving schools: higher education, the state agency for public education, colleagues from other schools, and consultants. Principals are encouraged to take an “all hands on deck” approach to problem-solving and change efforts. This article discusses the successes and frustrations of school leaders involved in this collaborative reform project.

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Malin, Joel R., Donald G. Hackmann, and Ian M. Scott. "Cross-Sector Collaboration to Support College and Career Readiness in an Urban School District." Teachers College Record: The Voice of Scholarship in Education 122, no. 1 (January 2020): 1–48. http://dx.doi.org/10.1177/016146812012200110.

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Background School reforms requiring collaborations spanning multiple sectors are increasing in prevalence, but extant research has primarily focused only upon cross-sector partnerships involving education and social services. College and career readiness (CCR) reforms, such as the one highlighted in this study, are also often intrinsically cross-sectoral in nature. It is necessary to understand how such complex collaborations are developed and maintained. Purpose: This study examined how cross-sector collaboration has shaped the development and implementation of district-wide high school career academies in a large urban school district. Research Design We applied case-study methodology to examine a mature cross-sector collaboration that guides and supports the district's career academy reforms. A meta-framework concerning cross-sector collaboration—developed by Bryson, Crosby, and Stone—supported our design, data collection, and analysis. Conclusions Findings disclose a complex system of structures and processes to support reform implementation and illuminate the role and nature of cross-sector collaborations. This study provides an initial step toward understanding the elements, processes, and leadership required to develop and sustain cross-sector CCR reforms. The findings hold relevance for practitioners (e.g., how to develop and strengthen such complex reforms), community partners, and researchers (e.g., theory-building regarding reform-supporting elements and their interactions).

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Rock, Wendy D., Theodore P. Remley, and Lillian M. Range. "Principal-Counselor Collaboration and School Climate." NASSP Bulletin 101, no. 1 (March 2017): 23–35. http://dx.doi.org/10.1177/0192636517698037.

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Examining whether principal-counselor collaboration and school climate were related, researchers sent 4,193 surveys to high school counselors in the United States and received 419 responses. As principal-counselor collaboration increased, there were increases in counselors viewing the principal as supportive, the teachers as regarding one another with respect, the school community as having high yet achievable standards, and decreases in schools being vulnerable to outside influences such as vocal parents and community groups. Principal-counselor collaboration was significantly correlated to four dimensions of school climate.

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ITO, MINAKO. "Attending to Health Room in School, and Troubles and Opinions on it of School Nurses: Collaboration with School Counselors." Japanese Journal of Educational Psychology 51, no. 3 (2003): 251–60. http://dx.doi.org/10.5926/jjep1953.51.3_251.

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Cooper, Leslie, Cynthia S. McKibben, Sonja J. DiPaolo, and J. Scott Bennett. "Recommendations for Constructing School Nurses’ Offices Designed to Support School Health Services." Journal of School Nursing 21, no. 3 (June 2005): 164–69. http://dx.doi.org/10.1177/10598405050210030701.

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When attempting to locate guidelines for designing school nurses’ offices, one finds there are minimal resources that address this need. In an effort to solve this concern, the authors were instrumental in writing an article for The Journal of School Nursing published in April 1997. The current article is an updated perspective that defines recommendations to be utilized in new construction or renovation of school nurses’ offices. It encompasses information on square footage, design, utilization of space, location, and necessary equipment. Prototypes are provided that apply to elementary, middle school, and high school settings. The article outlines the importance of continued collaboration between the school nurse and key people involved in the planning and construction process, such as the school principal, administrators, and the district engineer.

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Ramdani, Sulaeman Deni, Agung Hanfi Astana, and Moh Fawaid. "Pengembangan Model Kolaborasi Ekonomi Berbasis Sekolah Kejuruan." TAMAN VOKASI 7, no. 2 (December 26, 2019): 160. http://dx.doi.org/10.30738/jtv.v7i2.6304.

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Abstracts. The ASEAN Economic Community (AEC) encourages competition in the fields of human, economic, technological and industrial resources. MEA has the potential to open up opportunities and more challenging expectations and force to work hard to be able to take roles and opportunities in the competition. The purpose of this study are 1) developing a vocational school-based economic collaboration model, 2) knowing the feasibility of a vocational school-based economic collaboration model. This research is a research and development study using the 4D model, namely define, design, develop, and disseminate. Data comes from literature and questionnaire studies. Research data analysis techniques using descriptive statistical analysis. The results of the study show that the model of economic collaboration based on vocational schools requires collaboration and collaboration between institutions and the community to create sustainable and mutually beneficial synergy. Vocational school-based economic collaboration models produce collaborative models that involve industry, retail, MSMEs, farmer groups, and start-ups. Expert assessment of the collaboration model falls into the "very appropriate" category. The implementation of collaboration needs to consider several aspects, namely regional characteristics, local government regulations, school readiness, community readiness, and local industry characteristics.

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DeGagné, Derrique. "Trust and Go: Enhancing Collaborative School Cultures Through Improv." International Journal for Leadership in Learning 22, no. 1 (June 20, 2022): 117–48. http://dx.doi.org/10.29173/ijll7.

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Contemporary educational leaders are tasked with supporting their teams, with limited time and resources, to unite and thrive through political, social, economic, and environmental instability. Educational scholars and leaders agree upon the need to foster collaboration within school communities; the practices for achieving this outcome are not always clear. The primary research question of my integrative literature review is: How can improvisational theory support educational leaders to enhance collaboration within school cultures? Secondary questions include: What are the guiding principles of improvisation? What does the research reveal about leading collaboration within schools? What practices surface because of this research? I conducted an integrative literature review and used thematic analysis within a constructivist approach to examine whether the principles of improvisation can offer leaders insight into practices for establishing and sustaining collaborative school cultures. Improvisational theatre offers leaders a lens to examine the work of developing and sustaining collaborative cultures. After an extensive review of two bodies of literature, I identified four themes common to improvisation and leading collaborative school cultures: Connect, Define the Rules, Share the Lead, and Play the Game. Nested within each of these themes, I uncovered eight practices school-based leaders can apply to enhance their school’s collaborative cultures: Use Time and Space Creatively; Create Opportunities for Meaningful Dialogue; Co-create Norms; Articulate Vision, Values, and Goals; Integrate Evidence-Informed Pedagogical Practices; Provide Shared Leadership; Amplify Strengths; and Fail Forward. The model that emerged from this research will prove useful to school-based administrators and other leaders looking to empower their teams to solve problems and innovate in community.

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Reif, Glenn, and Stephen Coulon. "University-School Collaboration: Working to Improve Rural Physical Education." Journal of Physical Education, Recreation & Dance 65, no. 1 (January 1994): 76–80. http://dx.doi.org/10.1080/07303084.1994.10606840.

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Webs, Tanja, and Heinz Günter Holtappels. "School conditions of different forms of teacher collaboration and their effects on instructional development in schools facing challenging circumstances." Journal of Professional Capital and Community 3, no. 1 (January 15, 2018): 39–58. http://dx.doi.org/10.1108/jpcc-03-2017-0006.

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Purpose Teacher collaboration is regarded as a central feature of school quality that promotes students’ learning processes, teachers’ professional development, and school improvement. Although the phenomenon is complex, studies often use global constructs and measures. To meet the research demands, the purpose of this paper is to take a differentiated perspective on teacher collaboration, its particular school conditions and effects on instructional development. Design/methodology/approach Data were collected through a survey of 1,105 teachers at 36 secondary schools in North Rhine-Westphalia (Germany). Using multivariate analysis of variance and structural equation modeling, the occurrence of three different forms of teacher collaboration and their relations to activities of instructional development, structural and cultural working conditions, represented by appropriate scales and indexes, are analyzed. Findings The results show that teachers use less resource-intensive forms of collaboration more often and practice more demanding forms of collaboration less frequently. More demanding forms of collaboration not only depend on the working climate but also on individual self-efficacy, institutionalized teams, collaborative and instructional principal leadership and in turn promote the development of interdisciplinary curricula and concepts for individual support. Originality/value This study provides evidence for the importance of distinguishing different forms of teacher collaboration. Furthermore, by relating different collaborative activities of teachers to certain school conditions and instructional development, this study makes a contribution to research by emphasizing the relativity of teacher collaboration regarding its desired outcomes as well as its necessary requirements.

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Ocampo, Alaine, and Kelly Kennedy. "The Relationship of Collaboration and Job Satisfaction Between Speech-Language Pathologists and School Psychologists." Perspectives of the ASHA Special Interest Groups 4, no. 1 (February 26, 2019): 188–203. http://dx.doi.org/10.1044/pers-sig16-2018-0003.

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Purpose The professions of speech-language pathology and school psychology appear to be moving in similar directions in the 21st century. Legal mandates suggest the importance of speech-language pathologists (SLPs) and school psychologists (SPs) adopting more of a collaborative role in the school setting as opposed to past roles resembling separate deliveries of service. Moreover, both professions are encouraged to address service provision in a more comprehensive manner to reach all students, regardless of special education eligibility. However, the changing roles of SLPs and SPs may result in higher workload demands and eventually lead to a decrease in job satisfaction. A collaborative model may alleviate their growing workloads and thus increase their job satisfaction. This study examined collaboration among SLPs with SPs and the relationship of collaboration to job satisfaction. Factors that increased the likelihood of the SLPs engaging in collaborative practices were also investigated. Data were collected from 363 SLPs through a web-based survey. Conclusions The results revealed a significant correlation between job satisfaction and collaboration. A multiple regression analysis identified attitude toward collaboration and perception of the other professional's competency level to be significant predictors of collaboration for the SLPs. The results add to the emerging body of research describing the influence of collaboration on job satisfaction and strengthen the notion that collaboration increases job satisfaction.

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Wilhelmsen, Terese, and Marit Sørensen. "Physical education-related home–school collaboration: The experiences of parents of children with disabilities." European Physical Education Review 25, no. 3 (June 3, 2018): 830–46. http://dx.doi.org/10.1177/1356336x18777263.

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In this hermeneutic phenomenological study, we describe the physical education (PE)-related home–school collaboration as experienced by parents of children with disabilities. We further explore which conditions parents experienced as either promoting or inhibiting the collaborative relationship and how they became involved in school activities to secure quality education in PE. The data consisted of 25 semi-structured interviews with parents of children with disabilities. Inductive thematic analysis generated five themes: (1) lack of PE-related information; (2) contradictory expectations; (3) competence and continuous systematic communication; (4) involvement in school-based activity; and (5) navigating the system. PE was often absent in the formal collaboration between home and school. The conditions emphasised as inhibiting collaboration were lack of information, contradictory expectations, conflict over resources and short-sighted planning. The promoting conditions were continuous systematic communication, trust in the competencies of the school personnel, and joint problem solving and collaboration among professionals. The study illuminates the ways in which parents informally involved themselves in their children’s education and their use of various strategies to promote participation and quality in PE.

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Hopkins, Michael T. "Collaborative Composing in High School String Chamber Music Ensembles." Journal of Research in Music Education 62, no. 4 (December 17, 2014): 405–24. http://dx.doi.org/10.1177/0022429414555135.

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The purpose of this study was to examine collaborative composing in high school string chamber music ensembles. Research questions included the following: (a) How do high school string instrumentalists in chamber music ensembles use verbal and musical forms of communication to collaboratively compose a piece of music? (b) How do selected variables (music performance and composing experience, quality of group collaboration, gender grouping, perceptions of the project) influence the process of composing collaboratively in a high school chamber music ensemble? and (c) What variables influence the quality of the resulting collaborative composition? High school string instrumentalists ( N = 37) formed eight chamber music ensembles. Participants completed a presurvey regarding music performance and composing experiences, were videotaped while composing chamber music compositions, and completed a postsurvey regarding their project experiences. All groups spent a larger percentage of time engaged in task-directed musical communication than in verbal communication. Balance of collaboration had a strong relationship with composition quality. Mixed-gender groups had a stronger balance of collaboration than same-gender groups. Postsurvey data indicated that enjoyment of the project was found to have a strong relationship with composition quality.

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Kruzliakova, Natalie A., Brittany Dale, Leslie J. Remache, Constance E. McIntosh, and Jayanthi Kandiah. "Interprofessional Collaboration in School-Based Settings, Part 3: Implementation of IC Through Case Scenarios." NASN School Nurse 36, no. 5 (May 14, 2021): 271–75. http://dx.doi.org/10.1177/1942602x211008639.

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This article is the last in a series of three that discusses the importance of interprofessional collaboration (IC) between the school nurse and other school-based and community professionals and provides a succinct recap on the importance of IC along with illustrating how IC can successfully be implemented in the school setting through case scenarios. The case scenarios will depict how the school nurse works interprofessionally with school healthcare professionals, community healthcare professionals, and school staff to provide a comprehensive, collaborative approach.

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Burkard, Alan W., Theresa Kruczek, and Charlene M. Alexander. "School Counseling and Counseling Psychology Collaboration: A Cautionary Tale." Counseling Psychologist 48, no. 5 (April 6, 2020): 738–67. http://dx.doi.org/10.1177/0011000020913932.

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Counseling psychology and school counseling programs have been historically aligned since the inception of their respective professions. Given current trends, there appear to be differences in the foci and approach to training and professional engagement in the two disciplines. The current investigation surveyed programs in which counseling psychology and school counseling programs were housed within the same department or college to identify areas of collaboration. The survey and journal reviews revealed a divide in the areas of curriculum, service delivery, and professional organization engagement. There appeared to be better collaboration in research, although limited in scope. Although counseling psychology and school counseling continue to have shared values, current trends in curriculum needs, accreditation and professional foci suggest a limited scope of collaboration. Research may be an area in which the two professions can remain professionally engaged. We offer suggestions for increasing collaborative activities.

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Štefulj, Lana, and Barbara Kušević. "Family, school and community collaboration - school edagogues caught in double binds." Školski vjesnik 70, no. 1 (2021): 415–30. http://dx.doi.org/10.38003/sv.70.1.13.

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Emphasizing the importance of community collaboration is a recent and in Croatian research a relatively unexplored way of positioning family-school relationships in the wider exosystem and macrosystem, within which they develop. The aim of this paper is to analyse contradictory expectations school pedagogues are exposed to in the process of family, school and community collaboration. More specifically, after analysing the discrepancies between theoretical and legislative articulations of community collaboration and the practical limitations that arise in their implementation, we discuss the responsibility of pedagogues to identify specific needs of families in collaboration with the community contrasted with the remedial and deficit perception of families which can, in doing so, be easily demonstrated, as well as consider the imperative theoretical requirements for a close connection between family, school and community contrasted with the managerial and coordinating role that pedagogues can, due to contextual limitations, take on. The concluding part of the paper offers guidelines for further research on this topic.

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Zebehazy, Kim, and Elizabeth Whitten. "Do Residential Schools and Local Education Agencies Collaborate to Improve the Transitions of Students with Visual Impairments?" Journal of Visual Impairment & Blindness 92, no. 9 (September 1998): 647–55. http://dx.doi.org/10.1177/0145482x9809200907.

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It is important for residential schools for students with visual impairments to collaborate with students’ local education agencies (LEAs), especially during transitions from one school to another. This study explored whether these schools are collaborating with LEAs, how the collaborative process is defined, what the benefits of such collaboration are, and what changes in the process the schools would like to see.

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White, Shawna R., and Joseph M. McKenna. "Improving School Policing Programmes through Strategic Collaboration." Policing: A Journal of Policy and Practice 14, no. 2 (June 12, 2018): 512–25. http://dx.doi.org/10.1093/police/pay035.

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Abstract School–police partnerships that place police officers in K-12 schools are continually forging nationwide, despite a lack of empirical evidence of effectiveness. In response to this trend, we examined the current state of such partnerships, as well as school policing practices in general. We conducted focus groups with educators and school-based law enforcement officers (N = 43) across the state of Texas. Our results revealed five key areas of opportunity for improving collaboration: recognizing the desire for cross-training; knowing who has authority when; nurturing the ‘serve’ component of school policing; gaining community support; and the need for strategic documentation. The present study serves a larger purpose, which is to inform the development of a strategic framework to guide school policing programme implementation. All results indicate a need for and potential positive impact of such a framework to enhance school–police collaboration and thereby improve school policing outcomes.

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Rawn Boulden and Christine Schimmel. "More Than Just an Internship: One University’s Collaboration with a Rural School District to Attract, Develop, and Retain School Counselors." Rural Educator 42, no. 3 (November 17, 2021): 56–62. http://dx.doi.org/10.35608/ruraled.v42i3.1237.

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This promising practice describes an innovative collaboration between West Virginia University, a land grant institution situated in the middle of rural Appalachia, and Kanawha County Schools, located in Charleston, WV. The partnership aimed to assist the rural school district by supporting children in three elementary schools and by providing the university’s school counseling students an immersion experience in rural schools, with the hope of retaining them in the school district following graduation. The collaboration fulfilled the original mission of the program in two ways; first, the school district retained one-third of the school counseling students who participated. Secondly, the collaboration was met with overwhelming support by district leadership, resulting in an increase in school counseling students entering the program in the next academic year.

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Sahlin, Susanne. "Collaboration with private companies as a vehicle for school improvement." Journal of Professional Capital and Community 4, no. 1 (January 21, 2019): 15–35. http://dx.doi.org/10.1108/jpcc-03-2018-0013.

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Purpose The purpose of this paper is to examine principals’ experience and sensemaking of collaboration with private companies, focussing on leadership and school improvement. Design/methodology/approach This paper is set against the backdrop of a project where three public Swedish schools collaborated with private companies within their communities. Data were collected over three years and consisted of semi-structured interviews, meeting notes, field observations, field notes and document analysis. A qualitative content analysis was performed using the Atlas.ti 6.2 software tool. Findings The study shows that important sensemaking for the principals in this collaboration between schools and private companies is related to the sense of collective responsibility and involvement, development of improvement culture and trust between key actors, and common improvement initiatives based on mutual interest. Challenges in the collaboration are related to principal changes, a lack of implementation of the collaboration, and that there was no clear vision of external collaboration in two out of three schools. In terms of possibilities, the collaboration was based on the needs of the school, a collaborative culture was developed, and the development/activities were undertaken between involved schools and private companies during the collaboration. Research limitations/implications Inevitably, there are limitations that need to be identified and recognised in this study. First, the small number of cases in this multiple case study, as well as the specific social context, limits the possibility of generalising the findings. Second, the study was not independently selected, and the findings and analyses are linked to national and local contexts, which can be seen as a limitation and strength. Notwithstanding, this study contributes with in-depth information about how a beyond-school collaboration with private companies is practised as well as how involved principals made sense of the collaboration from the perspective of school improvement. Originality/value The originality is the collaboration between schools and private companies. The paper contributes with new knowledge about how principals experience and make sense of this collaboration as a vehicle for school improvement.

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Moore-Thomas, Cheryl, and Norma L. Day-Vines. "Culturally Competent Collaboration: School Counselor Collaboration with African American Families and Communities." Professional School Counseling 14, no. 1 (October 2010): 2156759X1001400. http://dx.doi.org/10.1177/2156759x1001400106.

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Emerging literature on school-family-community partnerships suggests positive educational and social outcomes for students (Koonce & Harper, 2005; Mitchell & Bryan, 2007). This article discusses the historical and contemporary factors and barriers that affect African American students and their families as they partner with schools and communities. The article explores cultural competence as it relates to effective collaboration and interactions as well as an understanding of the political structures and sociocultural realities of African American students, families, and their communities. Specific models, strategies, and recommendations for school counselors’ and counselor educators’ effective work with African American students and families within school-family-community collaborations are discussed.

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

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