scholarlypartnershipsedu

Development of Effective School-Family Partnerships for Students from Culturally and Linguistically Diverse Backgrounds: From Special Education Teachers’ and Chinese American Parents’ Perspectives

Szu-Yin Chu et al. — Thu, 12 Apr 2012 15:35:21 PDT

An Analysis of Student and Parent Perceptions: School Climate Surveys for the Public Good

Get W. Nichols et al. — Thu, 12 Apr 2012 15:35:18 PDT

Collaborative Literacy Project: A Framework for Improving Practice

Barbara S. Rieckhoff et al. — Thu, 12 Apr 2012 15:35:16 PDT

Introduction

Cheu-jey Lee — Thu, 12 Apr 2012 15:35:12 PDT

Collaborating in Higher Education: Improving Pedagogical Practice

Nimisha H. Patel et al. — Thu, 10 Feb 2011 11:36:40 PST

We presuppose that thoughtful pedagogical practice should be included in higher education as much as it is in K–12 classrooms. Effective and purposeful collaborative efforts provide faculty with opportunities to better develop their pedagogical practice. This article describes how collaboration has been utilized at the university level between a full-time faculty member and a K–12 educator from a partnership school district. Discussed here are the ways by which the instructors regularly collaborated, and when possible, incorporated elements of coteaching, to the benefit of the instructors and students alike. Furthermore, discussed are the lessons learned from the process and considerations that should be made when collaborating in higher education.

Making High-Quality Early Childhood Settings Visible:

Ruslan Slutsky et al. — Thu, 10 Feb 2011 11:36:40 PST

This article explores the role early educational environments play in shaping a child’s first school experiences. The authors call for more intentional support and consideration of early childhood environments and the possibilities for the positive developmental outcomes they provide. Review of the current literature on quality early childhood settings, discussion of the variables that are key agents in promoting a quality early childhood setting and experience for young children, and a case study of a quality preschool environment is highlighted to illustrate and support this argument. Advocacy for authentic early childhood experiences in quality preschool classrooms provides a strong foundation for redefining educational practices and is necessary if we are to provide a foundation for future development and positive outcomes for all children.

The Writing Leadership Project: A Partnership to Produce Effective Writing Teachers

Dorothy Willis et al. — Thu, 10 Feb 2011 11:36:39 PST

This article describes a two-year university and school district collaboration to provide English/language arts teachers of grades 5, 8, and 12 with long-term professional development and follow-up support. The Writing Leadership Project, initiated to help teachers meet demands of high-stakes writing assessment, was designed to improve writing instruction and develop peer leaders. Based upon analysis of teacher surveys and participant interviews as well as analysis of results in on-demand writing tests that are part of the state’s accountability testing system, this partnership produced the following positive outcomes: 1) improvement of teachers’ knowledge and skills in best practice writing instruction, 2) increase in participants’ confidence to serve as writing mentors, 3) gains in students’ writing achievement scores, 4) improved retention of writing teachers, and 5) establishment of a collegial university-school district network to continue collaboration and research in effective writing strategies.

Elementary School Teachers’ Perceptions of No Child Left Behind and Its Effect on Morale

Richard D. Deniston et al. — Thu, 10 Feb 2011 11:36:38 PST

The purpose of this study was to determine elementary school teachers’ perceptions of No Child Left Behind and its effect on teachers’ morale. Teachers from four elementary schools within the same educational corporation of a Midwestern state (N = 39) were surveyed. The mean perception score among the participants was 44.7 (SD = 6.4), indicating that the teachers have unfavorable perceptions of No Child Left Behind. Results also revealed a relationship between teachers’ years of experience and their perceptions (r = -.342). School climate also appeared to be related to teachers’ perceptions. Forty-six percent of the participants agreed, to some extent, that ramifications of No Child Left Behind had negatively affected their morale, while nearly 80 percent of the participants indicated that they considered leaving the profession because of ramifications brought about by the act. Implications for the profession may include establishing ways in which teachers can encourage and support fellow colleagues, recognizing and addressing students’ most basic needs, and developing and implementing authentic experiences that may ensure curricula are not limited by the testing requirements of No Child Left Behind.

Grade-Level Content Expectations: Inducing a Meaningful Middle School-University Partnership

Derek Anderson et al. — Thu, 10 Feb 2011 11:36:38 PST

This paper portrays a one-to-one collaboration partnership (Ravid & Handler, 2001) between a university elementary teacher education program and a public middle school. The authors, including three professors, a middle school teacher, and a teacher candidate, used multiple data sources, including meeting notes, interviews, lesson plans, and teacher candidate reflections, to analyze the partnership. The collaborative partnership, now in its eighth semester, was initiated by the classroom teachers’ desire to gain help adopting new state-mandated grade-level contact expectations, as well as by the partner university’s desire to provide elementary teacher candidates with opportunities to teach whole class lessons to middle school students. Results suggest that the various stakeholders find the partnership worthwhile. Though confronted with minor challenges, the partners have been able to sustain the partnership through effective communication and ritualized activities.

Breaking Down the Ivory Tower: Creating a School/University Partnership Where Everyone Benefits

Karen Thomas-Brown et al. — Thu, 10 Feb 2011 11:36:37 PST

An effective and sustainable university-school partnership requires active participation on the part of both institutions involved. There also need to be clearly articulated goals that outline how the partnership will be beneficial for the school and university. This article provides a description of a partnership formulated on this premise of being mutually beneficial and elaborates on the necessary steps required to foster such a collaborative effort. The theoretical framework underpinning the partnership between a Midwestern university and urban school district is described providing guidance on how other similar institutions might facilitate the creation of their partnerships.

Introduction

Stella C. Batagiannis — Thu, 10 Feb 2011 11:36:36 PST

Eradicating a Minimalist Treatment of Racism: Modeling an Ally’s Responses When Teaching Huckleberry Finn

Connie Titone et al. — Mon, 01 Nov 2010 18:48:44 PDT

A Scholarly Partnership for Examining the Pragmatics of Scholarly Partnership and Reggio-Inspired Practices: Provocations, Documentation, and Time

Denise Jean Cross et al. — Mon, 01 Nov 2010 18:48:44 PDT

Are We There Yet?: One Public School’s Journey in Appropriating the Reggio Emilia Approach

Alice H. Merz et al. — Mon, 01 Nov 2010 18:48:43 PDT

Politics, Pragmatics, and Passion: Three Markers on the Teacher Research Journey

Suzanne SooHoo et al. — Mon, 01 Nov 2010 18:48:42 PDT

Constructing a University/Public School Partnership: Scholar-Practitioner Pursuits

Barry Kanpol et al. — Mon, 01 Nov 2010 18:48:42 PDT

Introduction

The Editors — Mon, 01 Nov 2010 18:48:41 PDT

Mon, 01 Nov 2010 18:48:39 PDT

Controlling Hispanic Dropouts: A Leader’s Responsibility

Edgar Rodriquez et al. — Mon, 01 Nov 2010 17:52:03 PDT

Scholar-Practitioner Dialogue: Implementing Student-Centered, Authentic Professional Learning Communities in Urban Schools

Stella C. Batagiannis et al. — Mon, 01 Nov 2010 17:52:02 PDT

scholarlypartnershipsedu

Development of Effective School-Family Partnerships for Students from Culturally and Linguistically Diverse Backgrounds: From Special Education Teachers’ and Chinese American Parents’ Perspectives

An Analysis of Student and Parent Perceptions: School Climate Surveys for the Public Good

Collaborative Literacy Project: A Framework for Improving Practice

Introduction

Collaborating in Higher Education: Improving Pedagogical Practice

Making High-Quality Early Childhood Settings Visible:

The Writing Leadership Project: A Partnership to Produce Effective Writing Teachers

Elementary School Teachers’ Perceptions of No Child Left Behind and Its Effect on Morale

Grade-Level Content Expectations: Inducing a Meaningful Middle School-University Partnership

Breaking Down the Ivory Tower: Creating a School/University Partnership Where Everyone Benefits

Introduction

Eradicating a Minimalist Treatment of Racism: Modeling an Ally’s Responses When Teaching Huckleberry Finn

A Scholarly Partnership for Examining the Pragmatics of Scholarly Partnership and Reggio-Inspired Practices: Provocations, Documentation, and Time

Are We There Yet?: One Public School’s Journey in Appropriating the Reggio Emilia Approach

Politics, Pragmatics, and Passion: Three Markers on the Teacher Research Journey

Constructing a University/Public School Partnership: Scholar-Practitioner Pursuits

Introduction

Table of Contents

Controlling Hispanic Dropouts: A Leader’s Responsibility

Scholar-Practitioner Dialogue: Implementing Student-Centered, Authentic Professional Learning Communities in Urban Schools