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Tesis sobre el tema "College-school cooperation"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 30 de julio de 2024

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1

Kisker, Carrie Bourdon. "Integrating high school and community college a historical policy analysis /." Diss., Restricted to subscribing institutions, 2006. http://proquest.umi.com/pqdweb?did=1264609461&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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2

Nelson, Alison J. Klass Patricia Harrington. "Characteristics of a school-university partnership a grounded theory approach /." Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1276398251&SrchMode=1&sid=6&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1202155860&clientId=43838.

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Thesis (Ph. D.)--Illinois State University, 2006.<br>Title from title page screen, viewed on February 4, 2008. Dissertation Committee: Patricia H. Klass (chair), Wendy Troxel, Amee Adkins, Paula Ressler. Includes bibliographical references (leaves 175-181) and abstract. Also available in print.

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3

Jordan, Mary Ann Huffman Jane Bumpers. "Third-year evaluation of the University of North Texas/Dallas Independent School District/Southern Regional Education Board Leadership Development Program." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3956.

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4

King, Sharon Hortense. "High school/college collaborative : the impact of a co-enrollment program on student success /." Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3008369.

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5

Furedi, Andrew Leo. "Determining Leverage Points: A Program Design for a University/K12 Partnership." Digital Commons at Loyola Marymount University and Loyola Law School, 2009. https://digitalcommons.lmu.edu/etd/551.

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After a review of K12-University partnership models, research into the current local and national education reform context, and an in-depth analysis of contextual factors in the launching of an initiative, the author proposed a program design for K12-University partnerships that included five essential components necessary for successful implementation. These components, also termed leverage points, were: clarity of the problem, outcome planning, a theory of change, clear stakeholder enrollment and commitment, and flexibility. Actively acknowledging and factoring in the fluid nature of public

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6

Tatsui, Timothy Takashi. "Transforming aspirations to actions in early readiness programs action research in early college outreach /." Diss., Restricted to subscribing institutions, 2006. http://proquest.umi.com/pqdweb?did=1264617891&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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7

He, Peichang, and 何佩嫦. "Learning to teach in school-university partnership: tension, agency and identity." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hub.hku.hk/bib/B49858774.

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This thesis explores the identity formation of three EFL pre-service teachers during their teaching practicum in a school-university partnership school in Mainland China. Drawing on the sociocultural perspective, learning-to-teach is conceptualized as student teachers participating in and becoming a member of the communities of practice (Wenger, 1998) which consist of boundary-crossing members from both activity systems of the university and the school (Engestrom, 1987, 1999, 2001). Following a poststructural perspective, the student teachers’ learning-to-teach is also conceptualized as a pro

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8

O'Keefe, Lynette Marie Hayes DeMarquis. "The effect of participation in advanced placement and/or dual credit on four-year graduation rates." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/ark:/67531/metadc12172.

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9

Hopkins-Malchow, Janice Marie. "Perceptions of school faculty, university faculty, and teacher candidates participating in a professional development school partnership." Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/776.

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10

O'Keefe, Lynette Marie. "The Effect of Participation in Advanced Placement And/or Dual Credit on Four-year Graduation Rates." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc12172/.

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Advanced Placement and dual credit programs are designed for high school students and are used to earn college credit and possibly gain college admissions advantages. The present research examined the impact of participation in one or both programs on four-year college graduation rates. Findings indicated significant differences between the programs as well as with students who did not participate in either program. Students in AP achieved the highest four-year graduation rate, followed by students in dual credit, both programs, and neither program. These findings indicate the need for fur

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11

Eagle, Jean F. "Realizing Shared Potential Through School/University Partnerships: Enhanced Opportunities in the Learning Community." Connect to this document online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1133190714.

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Thesis (Ed. D.)--Miami University, Dept. of Educational Leadership, 2005.<br>Title from second page of PDF document. Document formatted into pages; contains [2], iv, 177 p. Includes bibliographical references (p. 170-174).

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12

Hobbs, Phillip M. "An assessment of the Dual Enrollment/Dual Credit program at Jefferson State Community College in Birmingham, Alabama." Diss., Mississippi State : Mississippi State University, 2008. http://library.msstate.edu/etd/show.asp?etd=etd-04012008-154553.

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13

Chan, Yu-yan Cheri, and 陳如茵. "Tensions and complexities in school-university collaboration: a HongKong case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B47228416.

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The aim of this study is to problematise the social practice of school-university collaboration in the context of assessment reform in Hong Kong English Language teaching. Hong Kong’s education system has been undergoing major reforms since 1997 and collaboration between tertiary institutions and schools has been negotiated in education policy discourse as a way to improve teaching and learning. In the key policy documents shaping professional development practices for Hong Kong teachers, school-university collaboration is neatly packaged as achievable and unproblematic. In reality, however,

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14

Woodward, Helen Lynette. "Portfolios : narratives for learning : assessment processes and phenomenon across multiple environments /." View thesis, 1999. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030814.100208/index.html.

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15

Swanson, Kathrine Bridgett. "An analysis of the effects of high school student concurrent enrollment at Collin County Community College District." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4354/.

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As efforts to provide seamless transitions from high school to college grow, so do the numbers of high school students who concurrently enroll in college courses across the country. The purpose of this study was to evaluate the effectiveness of various aspects of the concurrent enrollment program at Collin County Community College District in Texas. Six research questions were designed to address student success and continuing enrollment patterns after high school graduation, as well as evaluate differences in the various models of dual credit classes offered by the college. Literature related

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16

Laguardia, Armando Reinaldo. "A Study of the Success of School College Partnerships Created to Improve Minority and Disadvantaged Student Enrollment and Success in Postsecondary Education." PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/1309.

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This study focused on "comprehensive" partnerships between K-12 schools and postsecondary institutions created to improve the pre-college academic preparation, college enrollment and postsecondary success of minority and disadvantaged students. The study identified such partnerships in existence in the United States for more than five years, surveyed the partnerships to describe their characteristics, and selected two of the most successful to analyze their success characteristics. Sixteen such partnerships were identified and surveyed with a 12-item questionnaire designed to inquire about the

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17

Tripp, Lisa Marie. "Trying to bend the bars of the iron cage : a case study of a K-16 partnership /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2002. http://wwwlib.umi.com/cr/ucsd/fullcit?p3064468.

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18

Bowen, Gail Ann. "The Role of the Principal in Implementing Change in the Professional Development School." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc278893/.

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This qualitative research study investigated the role of the principal in implementing change in the professional development school (PDS). The study involved 7 elementary schools and 4 school-university collaboratives in the Texas network of 17 Centers for Professional Development and Technology (CPDTs). The research questions focused on the role, leadership, and management concerns of the PDS principal.

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19

Jordan, Mary Ann. "Third-year Evaluation of the University of North Texas/ Dallas Independent School District/ Southern Regional Education Board Leadership Development Program." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3956/.

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Under No Child Left Behind legislation of 2002, school principals shoulder the burden of school success determined by test scores of students. Challenges principals face demand school leaders possess greater knowledge and skills than administrators of the past. The need for well-trained, skilled school leaders makes it important to study the subject of school leadership training. This study examined a school leadership preparation partnership between the University of North Texas and Dallas Independent School District. Primary supporting references include work by Bottoms and O'Neill (2001) ca

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20

Waschak, Michael R. "Evaluating the impacts of partnership an electronic panel study of partnering and the potential for adaptive management /." Diss., Atlanta, Ga. : Georgia Institute of Technology, 2009. http://hdl.handle.net/1853/31779.

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Thesis (Ph.D)--Public Policy, Georgia Institute of Technology, 2010.<br>Committee Chair: Kingsley, Gordon; Committee Co-Chair: Norton, Bryan G.; Committee Member: Cozzens, Susan E.; Committee Member: Henry, Ronald J.; Committee Member: Rogers, Juan D. Part of the SMARTech Electronic Thesis and Dissertation Collection.

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21

Gonzalez, Jennifer Dawn. "Advanced Placement English and the College Curriculum: Evaluating and Contextualizing Policy." BYU ScholarsArchive, 2004. https://scholarsarchive.byu.edu/etd/215.

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This thesis examines the context in which Advanced Placement (AP) English policies are made, examining the political and economic realities that impact policy decisions as well as the discipline-based critiques of the AP English program which have led many writing program administrators (WPAs) and faculty to question existing credit and placement policies. Recent efforts to dramatically expand the AP program have left many questioning whether the AP English experience actually fulfills the promises suggested by the program. After reviewing current literature relating to AP English, this thesis

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22

Schiro, Victor Raymond. "Addressing students' competencies thru portfolio evaluation." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/2039.

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23

Senate, University of Arizona Faculty. "Faculty Senate Minutes January 22, 2018." University of Arizona Faculty Senate (Tucson, AZ), 2018. http://hdl.handle.net/10150/626508.

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24

Carter, Kathleen M. "Secondary-postsecondary partnerships : an analysis of the educational, cultural, economic and political characteristics of blended institutions /." 2007. http://www.consuls.org/record=b2842257.

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Thesis (Ed.D.) -- Central Connecticut State University, 2007.<br>Thesis advisor: Daniel Mulcahy "... in partial fulfillment of the requirements for the degree of Doctor of Education." Includes bibliographical references (leaves 174-187). Also available via the World Wide Web.

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25

Diden, Edward L. "A Study of Collaborative School-University Partnerships Involving Teams of Educators from Bulgaria and the United States." 2007. http://etd.utk.edu/2007/DidenEdd.pdf.

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26

Ogolla, Samuel Otieno. "The causes of, and possible solutions to the post-high school dropout problem within the education system of Lesotho (a focus on the immediate post-high school dropouts of Rankakala region of Qacha's Nek district) /." 2003. http://catalog.hathitrust.org/api/volumes/oclc/56936181.html.

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27

"院校協作過程中的教師專業性: 香港與上海的個案比較研究". 2003. http://library.cuhk.edu.hk/record=b6073863.

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操太聖.<br>論文(哲學博士)--香港中文大學, 2003.<br>參考文獻 (p. 233-247).<br>中英文摘要.<br>Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.<br>Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web.<br>Mode of access: World Wide Web.<br>Cao Taisheng.<br>Zhong Ying wen zhai yao.<br>Lun wen (zhe xue bo shi)--Xianggang Zhong wen da xue, 2003.<br>Can kao wen xian (p. 233-247).

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28

"大學-學校協作情景下的教師學習: 香港與北京的個案研究". Thesis, 2007. http://library.cuhk.edu.hk/record=b6074482.

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A sociocultural theoretical lens is used to study university and school collaboration, and the ways in which a context for teacher learning is created in this process. It also examines the results of teacher learning. Using qualitative data gathered in the two projects, the study confirms that collaboration can offer a supportive context for teachers to learn.<br>As an area of inquiry, teacher learning has grown increasingly important in the field of teacher development and school improvement. It is commonly believed that teacher development is a form of professional development; and professio

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29

Woodward, Helen Lynette, University of Western Sydney, and Faculty of Education. "Portfolios : narratives for learning: assessment processes and phenomenon across multiple environments." 1999. http://handle.uws.edu.au:8081/1959.7/27518.

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This document is a portfolio about portfolios and a narrative about narratives. It is a meta-portfolio and a meta-narrative. It breaks new ground by providing a conceptual framework that supports assessment processes and phenomena across multiple environments. It is a portfolio, a narrative for learning. The fundamental premises initially established in this study are constantly revisited throughout the document. These premises focus acutely on the value and worth of the portfolio authors as they negotiate their learning and develop their understandings of assessment and reflection. As the stu

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30

Woodward, Helen 1939, of Western Sydney Nepean University, and Faculty of Education. "Portfolios : narratives for learning: assessment processes and phenomenon across multiple environments." 1999. http://handle.uws.edu.au:8081/1959.7/27609.

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This document is a portfolio about portfolios and a narrative about narratives. It is a meta-portfolio and a meta-narrative. It breaks new ground by providing a conceptual framework that supports assessment processes and phenomena across multiple environments. It is a portfolio, a narrative for learning. The fundamental premises initially established in this study are constantly revisited throughout the document. These premises focus acutely on the value and worth of the portfolio authors as they negotiate their learning and develop their understandings of assessment and reflection. As the stu

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31

Wiers, Alison Joan. "A partnership of education and entertainment: a case study of the Larry Gatlin School of Entertainment Technology at Guilford Technical Community College." Thesis, 2007. http://hdl.handle.net/2152/3090.

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32

Wiers, Alison Joan 1963. "A partnership of education and entertainment : a case study of the Larry Gatlin School of Entertainment Technology at Guilford Technical Community College." 2007. http://hdl.handle.net/2152/13276.

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33

Fountain, Leharne. "School outreach from universities : a case study of the UnIChe school outreach program." Master's thesis, 2006. http://hdl.handle.net/1885/148217.

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34

Peters, Judith Helen. "Complexity of schooluniversity partnerships participants' perceptions of the Innovative Links Project in South Australia." 2002. http://arrow.unisa.edu.au:8081/1959.8/25030.

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This interpretive study investigated South Australian participants' perceptions of their experiences of professional development and partnership through the Innovative Links Between Universities and Schools for Teacher Professional Development Project (Innovative Links Project). The researcher was one of the academic participants. Data were collected in the final eighteen months of the project using participant observation, the researcher's journal, interviews, document review and a written questionnaire. The data analysis revealed findings about three phases of the project: the initiation pha

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35

Woodward, Helen. "Portfolios : narratives for learning: assessment processes and phenomenon across multiple environments." Thesis, 1999. http://handle.uws.edu.au:8081/1959.7/27609.

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This document is a portfolio about portfolios and a narrative about narratives. It is a meta-portfolio and a meta-narrative. It breaks new ground by providing a conceptual framework that supports assessment processes and phenomena across multiple environments. It is a portfolio, a narrative for learning. The fundamental premises initially established in this study are constantly revisited throughout the document. These premises focus acutely on the value and worth of the portfolio authors as they negotiate their learning and develop their understandings of assessment and reflection. As the stu

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36

Hansel, Janice Marie 1949. "A case study of the institutional elements of a university sponsored charter school: urban school reform in an age of accountability." Thesis, 2007. http://hdl.handle.net/2152/3239.

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The purpose of this study is to document and analyze patterns of institutional constraints and supports that emerge when an urban elementary school, sponsored by a local university, is conceived and created in a high-stakes accountability environment. The study considers the regulative, normative, and cultural-cognitive pressures placed upon the school in its early years. In its mission to provide a model of exemplary education to a minority population, it is influenced by institutions of governance, traditional schooling, the local community, the university, and others. The author documents t

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37

Treviño, Ramona Sullivan. "Creating an elementary charter school: power, negotiations, and an emerging culture of care." Thesis, 2006. http://hdl.handle.net/2152/3410.

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38

"透過大學與學校建立伙伴關係推動課程改革: 新全語文寫作計劃個案硏究". 2001. http://library.cuhk.edu.hk/record=b6073819.

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鄧薇先.<br>論文(哲學博士)--香港中文大學, 2001.<br>參考文獻 (p. 215-236)<br>中英文摘要.<br>Available also through the Internet via Dissertations & theses @ Chinese University of Hong Kong.<br>Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.<br>Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web.<br>Mode of access: World Wide Web.<br>Deng Weixian.<br>Lun wen (Zhe xue bo shi)--Xianggang Zhong wen da xue, 2001.<b

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39

Cormas, Peter C. "The effective research-based characteristics of professional development and how they relate to the National Science Foundation's GK-12 Program." Thesis, 2006. http://hdl.handle.net/2152/3762.

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