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Descriptors:
Information Literacy; College Readiness; High School Students; Urban Schools; Partnerships in Education; Academic Libraries; Public Libraries; High Schools; School Libraries; College School Cooperation; Best Practices; Outreach Programs; Advanced Placement Programs; Program Implementation; Program Development

Abstract:
This article describes a nearly decade-long partnership between three institutions representing school, public, and academic settings in Westchester County, New York. The program, designed to improve the academic performance of local high school students, is unique due to the extensive contact students have with academic librarians during the school year, including two day-long orientations and individual consultation sessions. Using experiences as partners in this collaborative effort, interviews with six teachers and librarians, and the existing literature, this article identifies best practices and key factors for academic libraries that are considering or currently providing instructional and outreach activities to high schools. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Coaching (Performance); Faculty Development; Researchers; Literacy; Professional Development; Partnerships in Education; Interviews; Vignettes; College School Cooperation; Discourse Analysis; Intervention; Expertise

Abstract:
In this article, the researchers use positioning theory and de Certeau's theoretical insights into cultural production in everyday life to examine how first-year literacy coaches negotiate issues of power, positioning, and identity during their professional development. Data were collected during a yearlong qualitative study of literacy coaches participating in a district-university partnership to provide professional development to first-year literacy coaches. The researchers used positioning analysis of three small stories drawn from interviews with literacy coaches and one vignette from a professional development session to investigate how the literacy coaches positioned themselves within the moral order of the district's literacy and professional development model. Findings demonstrate how the literacy coaches both shaped and were shaped by the institutional spaces through which they moved as they tactically negotiated conflicting expectations and discourses about coaching. These negotiations highlight the emotional nature of literacy coaches' work as they co-constructed their identities and negotiated understandings of how school spaces are used and the purposes of literacy coaching. The researchers argue that it is necessary to move beyond current conceptions of literacy coaching as a series of roles and tasks to recognize the complexities of literacy coaching and to offer more meaningful professional development for literacy coaches. (Contains 2 tables and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Research; Masters Programs; Research and Development; Theory Practice Relationship; College School Cooperation; Interviews; Leadership; Case Studies; Colleges; Schools

Abstract:
School-university research networks aim at closer integration of research and practice by means of teacher research. Such practice-oriented research can benefit both schools and universities. This paper reports on a multiple-case study of five participants in a school-university research network in a Dutch master's program. The research question was: In what way is knowledge based on practice-oriented research by master's students developed, shared, and used in school-university research networks in which education is primarily offered within a university setting? Twenty interviews were conducted, on the basis of logs, over a period of 10 months. Results show that (1) for master's students, the most significant motive for developing, sharing or using knowledge was that the content knowledge about their research topic could be useful to school practice and colleagues; (2) research supervisors reported more than master's students about the procedural knowledge that they had developed and shared. This knowledge focused on the collaborative process of supporting research and knowledge processes in school and university; (3) activities of knowledge sharing and use appeared to depend to a significant extent on individual purposes and leadership initiatives of master's students and their supervisors; and (4) in the school-university research network, master's students and research supervisors continued--to a limited extent--knowledge processes based on master's students research after their graduation. Outcomes indicate that use of existing network structures in master's programs is complex, but could be a promising avenue for creating successful school-university research networks. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Competition; Robotics; Experiential Learning; STEM Education; Engineering Education; Technology Education; College School Cooperation; Skills; Curriculum; Middle School Students; High School Students; Competency Based Education

Abstract:
Robotic competitions continue to gain popularity in the educational community as a way to engage students in hands-on learning that can raise a student's interest in science, technology, engineering, and mathematics. In 1992, For Inspiration and Recognition of Science and Technology (FIRST) held its first competition and presented a style of robotic competition that included a robust design challenge, a cooperative learning environment through the use of team alliances, and a format that emulated and generated the excitement of a sporting event (FIRST, 2010). In 2002, VEX robotic competitions began to emerge, based on the model developed by FIRST that generated success and attracted many students. VEX utilizes a model that enables a local team to host a VEX Robotics Competition (VRC). Through local VRCs, teams can compete throughout the year in multiple events and hopefully qualify for national and world competitions. In the Department of Engineering and Technology Education at Utah State University, the Design Academy allows middle school and high school students to compete in the VRC. As the Design Academy developed, it became apparent there were specific constraints the curriculum needed to address. An obvious constraint, and the one the developers became aware of early on, was the identification of certain skill sets (knowledge) that students need to possess to be competitive. Less obvious constraints were the need for curriculum to address the busy schedules of the students (sports, music, scouts, etc.), and that teams would be made up of students with various levels, even years, of experience. As a result, a performance-based, open-entry/open-exit approach was used. This allowed student performance to be measured against identified criteria and student progress to be monitored in stages. The curriculum developed for the Design Academy is divided into six skill sets, all pertaining to different skills that students should possess in order to be successful in VEX Robotic Competitions. The six skill sets are Driver/Operator, Builder I, Builder II, Programmer I, Programmer II, and Team Leader. Each skill set is structured into multiple lesson plans consisting of terminal and enabling objectives. The curriculum developed for the Design Academy will be continually modified and improved to ensure that students are able to effectively and efficiently meet the objectives. (Contains 2 tables and 7 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Field Trips; Enrichment Activities; Engineering; Foreign Countries; Summer Science Programs; Course Descriptions; Course Objectives; Science Course Improvement Projects; Hands on Science; Lecture Method; Junior High School Students; College School Cooperation; Participant Satisfaction; Program Effectiveness; Engineering Education; Outreach Programs

Abstract:
A summer academy is held for grade 9-12 high school students at the University of Toronto, Toronto, ON, Canada, every year. The academy, dubbed the Da Vinci Engineering Enrichment Program (DEEP), is a diverse program that aims to attract domestic and international high school students to engineering and sciences (and possibly recruit them). DEEP also provides them with the opportunity to experience the university setting. This paper discusses the organization of DEEP and presents the details of a DEEP course developed to introduce students to electrical engineering. This course is designed for junior (grades 9 and 10) students and includes lectures, hands-on activities (both in a team and individually), and a field trip. The survey results, collected as both formative and summative feedback, indicate the success of the course. This paper also provides recommendations for future offerings of the course. (Contains 6 tables, 3 figures and 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Stakeholders; Conflict; Foreign Countries; Professional Development; Partnerships in Education; College School Cooperation; Professional Identity; Interviews; Second Language Instruction; Empowerment; Discourse Analysis

Abstract:
This study examines the continuing professional development of one group of secondary school English language teachers who participated in a school-university partnership in Hong Kong. Grounded in a framework of teacher identity and using in-depth interviews conducted over the entire 12 month period of the partnership, the study explores the teacher's professional development experiences in terms of their negotiation of membership within and across multiple communities. Results suggest that the teachers' experienced professional development through partnership partly as identity conflict, as they negotiated recognition of the competencies they associated with the partnership within the different communities of teachers in which they participated. It is argued that such identity conflict can inhibit the opportunities for professional development that partnerships potentially offer teacher and schools and that a critical understanding of the contribution of partnerships to the professional development of teachers and other stakeholders within and beyond the partnership is necessary. (Contains 1 table and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Higher Education; School Personnel; Catholic Schools; Catholics; Elementary Secondary Education; Self Concept; Religious Factors; Conference Papers; Partnerships in Education; College School Cooperation; Religious Education; Teaching Methods; Educational Policy; Leadership

Abstract:
These proceedings include selected presentations on Catholic identity by six participants of the 2011 Catholic Higher Education Collaborative (CHEC) Conference on Catholic Identity at The Catholic University of America (CUA). The conference, jointly sponsored by CUA and St. John's University, is the fourth in a series of five national conferences sponsored by the collaborative. Each of these presentations looks at Catholic identity from a different perspective, including collaborative partnerships between K-12 schools and higher education; school policies that promote Catholic identity; curriculum; research into Catholic social teaching; and leadership. Contributors include Bishop David M. O'Connell, C.M., 14th president of CUA and current Bishop of Trenton, New Jersey; Reverend Donald J. Harrington, C.M., president of St. John's University; Sr. Barbara L. Monsegur, CFMM, principal of Lourdes Catholic High School, Arizona; Karen Vogtner, principal of St. John the Evangelist School, Georgia; Thomas W. Burnford, secretary for education, Archdiocese of Washington; and, Mary Jane Krebbs, associate dean for graduate studies in the School of Education, St. John's University. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Teacher Effectiveness; Achievement Gap; College Graduates; Social Justice; Cooperation; Teacher Education Programs; Catholics; Teacher Educators; Underachievement; College School Cooperation; Program Descriptions; Religious Education; Case Studies; Catholic Schools

Abstract:
The educational achievement gap is a critical social justice issue. Catholic and Marianist conceptions of social justice in particular call people to work with others in their spheres of life to transform institutions in order to further human rights while promoting the common good. Drawing on key elements of Catholic teaching on social justice, we argue that the achievement gap constitutes a social injustice. We then offer a case illustrating collaboration between university-based teacher educators and school faculty to address the achievement gap through transforming the institutions of school and of teacher preparation. The Dayton Early College Academy (DECA), founded on the University of Dayton's campus to prepare seventh through 12th graders to become first-generation college graduates, has become an essential site for preparing University of Dayton teacher candidates to become effective teachers of traditionally underachieving students. Our collaboration has resulted in the ongoing transformation of a school and a university's teacher education program to address the social injustice of the educational achievement gap. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Child Advocacy; Partnerships in Education; Outcomes of Education; Program Evaluation; Trust (Psychology); Educational Benefits; Physical Education; Health Education; Health Promotion; College School Cooperation

Abstract:
School and higher education partnerships are an excellent opportunity for all involved to receive mutually beneficial outcomes. This article describes the benefits of a P-12-university partnership, as well as specific examples of projects and assignments that can serve as advocacy resources, creative programming, program assessment, or to meet other unique needs. Such partnerships can create field experience opportunities, teach students to develop joint educational lessons, and build community and university trust. The benefits to both the university and P-12 programs are endless, and this article provides suggestions for creating a similar partnership. (Contains 2 figures and 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Stakeholders; Experiential Learning; Physical Education; Community Involvement; Family Involvement; School Community Relationship; Community Programs; Service Learning; After School Programs; Elementary School Students; Health Related Fitness; Physical Activities; College School Cooperation; Partnerships in Education; Program Development; Program Descriptions; Program Effectiveness; Program Implementation; Program Evaluation; Guidelines; Barriers; Educational Finance; Pretests Posttests

Abstract:
There is a need within health, physical education, recreation, dance, and sport programs to increase community engagement via experiential learning. The Chase Charlie Races are presented in this article as a model pedagogical strategy to engage community youths and families in a training program and running event to help promote fitness. Key considerations for conducting a community-based initiative are discussed, such as how to assess project needs, overcome financial and operational challenges, and evaluate the program. An analysis of the benefits for the community and the student stakeholders supports the implementation of this type of program. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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