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Preface | p. xi |
Introduction | |
Models of School--University Collaboration | p. 3 |
The PDS Model | p. 4 |
The Consultation Model | p. 6 |
One-to-One Collaborations Model | p. 8 |
The Umbrella Model | p. 9 |
The Process of Change in School--University Collaboration | p. 11 |
Habitus in Organizations | p. 12 |
Consequences of Habitus | p. 13 |
The Breaking of Habitus | p. 18 |
Possibilities | p. 21 |
Dancing in the Dark? Learning More About What Makes Partnerships Work | p. 23 |
Understanding Partnerships Means Understanding Process | p. 23 |
Origins of School Partnerships: Gearing up for Change | p. 24 |
Theoretical Frameworks | p. 25 |
Many Facets: Key Elements of Educational Partnerships | p. 29 |
Accepting the Challenge: Dancing the Two-Step | p. 35 |
Collaboration Through the Eyes of the Partners | |
Collaboration Between a University and Professional Development School | |
Formal Models | |
Recipes for Professional Development Schools: A Metaphor for Collaboration | p. 45 |
Acquiring and Honoring the Recipe: The Early Struggles of Our Partnership | p. 46 |
The Basic Ingredients: How Do We Describe Our Partnership? | p. 48 |
Blending the Old and the New: Our Voices Merge to Solve the Problems | p. 51 |
Changing the Flavor, Adding the Spices: The Vignettes of Successful Changes | p. 52 |
Creating a New Recipe: The Results | p. 55 |
Why Use Metaphor to Describe Our Work? Our Suggestions | p. 56 |
Final Reflections on Collaborative Partnerships | p. 57 |
Learning Connections: Working Toward a Shared Vision | p. 59 |
Description of the Partnership | p. 60 |
Collaboration Efforts and Perspective | p. 61 |
What We Have Learned | p. 69 |
A Collaborative Journey: Study and Inquiry in a Professional Development Middle School | p. 73 |
The Journey Began Through Portfolio Study Groups | p. 75 |
Continuing the Journey by Piloting and Studying Portfolios | p. 77 |
Expanding the Journey | p. 79 |
Redirecting the Journey Through Action Research and Teacher Portfolios | p. 81 |
Committing to Self-Reflection Through the National Board Certification Process | p. 82 |
Current and Future Journeys | p. 85 |
Informal Models | |
Blending Voices, Blending Lives: The Story of a New-Age Collaboration with Literature and E-mail | p. 87 |
Characters and Settings | p. 88 |
The Plot Thickens | p. 90 |
Complications, Conflicts, and Reality Checks | p. 91 |
External Conflicts | p. 95 |
Internal Conflicts | p. 96 |
Analysis of the Text: How Did We Determine Success? | p. 97 |
Reflection | p. 97 |
Our "Stealth PDS": An Undetected Professional Development School Relationship | p. 99 |
Context | p. 100 |
The Past | p. 100 |
Our "Stealth" PDS | p. 102 |
Our Major Strands of Connection | p. 102 |
Stresses and Influences on the Relationship | p. 106 |
Our Story of Collaboration | p. 107 |
Our Lessons | p. 109 |
Conclusion | p. 110 |
Consultation | |
Sailing the Ship: A Collaborative Journey | p. 115 |
Introduction | p. 116 |
Communication Problems | p. 117 |
Elements of Success | p. 123 |
Transformation | p. 125 |
Conclusion | p. 129 |
Developing School--University Intellectual Partnerships: The National Humanities Center's Teacher Leadership for Professional Development Program | p. 131 |
Program Description | p. 132 |
Why Collaborate? | p. 137 |
Challenges to Collaboration | p. 140 |
Elements of Successful Collaboration | p. 142 |
From Practicum Improvement to School Improvement: A Developing Partnership | p. 145 |
One School, One University | p. 146 |
Critical Collaboration for Innovation Evaluation and School Improvement | p. 150 |
The Dynamics Involved | p. 156 |
Key Features of a Successful Partnership: Conclusions from Experience | p. 158 |
Finding Keys to Educational Improvement Through Collaborative Work | p. 163 |
Getting Started | p. 164 |
Expectations and Roles | p. 165 |
The Sociocultural Context of the District | p. 166 |
Keys to Our Successful Collaboration | p. 166 |
Our Design | p. 169 |
From Collaborators to Friends | p. 170 |
Problems with Our Institutions | p. 171 |
Negotiating Differences | p. 172 |
Additional Dynamics | p. 173 |
In Conclusion | p. 174 |
One-to-One Collaborations | |
The Dialectic Nature of Research Collaborations: The Relational Literacy Curriculum | p. 179 |
A Collaborative Relationship | p. 180 |
The Relational Literacy Curriculum | p. 182 |
Goals of the Chapter | p. 183 |
Research Phases and Rawlins's Tensions | p. 183 |
Instrumentality--Affection Revisited | p. 190 |
Summary of Our Collaborative Process | p. 190 |
Implications for Practice and Research | p. 191 |
Working Together: A Successful One-to-One Collaboration | p. 193 |
Project Overview | p. 194 |
The Collaborative Process: Georgia's Voice | p. 194 |
The Collaborative Process: John's Voice | p. 196 |
Attributes and Complexities of the Teacher--Professor Relationship | p. 198 |
Impact on the Teacher: Georgia's Voice | p. 200 |
Impact on the Professor: John's Voice | p. 202 |
What We Learned from Our One-to-One Partnership | p. 203 |
The Angst, Ecstasy, and Opportunities of Collaborative Inquiry | p. 207 |
A Brief Statement about Who We Are | p. 208 |
What Do We Mean by Collaboration? | p. 210 |
Sustaining Collaboration over Time | p. 212 |
Conclusion | p. 216 |
A School--University Partnership: A Commitment to Collaboration and Professional Renewal | p. 223 |
The Impetus for Collaboration | p. 224 |
The Collaborative Process As It Emerged | p. 224 |
Mutual Minds at Work | p. 225 |
A Model for Successful School--University Partnership | p. 227 |
Some Issues and Resolutions | p. 230 |
Conclusion | p. 233 |
Multiple Collaboration Projects Under One Umbrella Organization Acting As the Facilitator | |
The Center for Collaborative Research at National-Louis University | p. 237 |
The Center for Collaborative Research | p. 238 |
Frustrations | p. 240 |
Successes | p. 242 |
Factors Contributing to the Success and Failure of Partnerships | p. 244 |
Final Thoughts | p. 245 |
About the Contributors | |
About the Editors | p. 249 |
About the Contributors | p. 249 |
Index | p. 257 |
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