Your search found 7546 results.

Descriptors:
Experiential Learning; Foreign Countries; Industry; Educational Change; Creative Development; School Business Relationship; Partnerships in Education; Creative Activities; Agency Cooperation; Cooperative Planning; Cooperative Programs; Group Dynamics; Peer Groups; Peer Relationship; Professional Development; Skill Analysis; Skill Development; Network Analysis; Institutional Role; Organizational Climate; Organizational Culture; Organizational Theories

Abstract:
In the UK, the creative sector has been identified as a key strand in the economic recovery strategy. Composed of mostly micro and small enterprises often grouping together for particular commissions and projects, there is a tendency to operate primarily through a series of networks made up of peers. This paper presents the outcomes of a "peer-to-peer business programme", or action learning set, involving 10 participants from the creative sector over a period of 6 months. The programme was based on a "Six-Squared" model where participants would address their own needs alongside participating in, and developing further understanding of, action learning sets in order to establish sets with others. Assessment of outcomes indicated that the programme allowed participants to develop new skills with peers, network and strengthen relationships and collaborate in a university programme. The paper concludes by suggesting that, within the context of a growing and vibrant creative industries sector and increasing pressures on universities to engage with the business community, it is essential to develop flexible, peer-led and innovative models of collaboration. (Contains 1 figure and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Museums; Research Methodology; Data Analysis; Communities of Practice; Educational Practices; Young Children; Early Childhood Education; Participatory Research; Action Research; Program Development; Educational Innovation; Partnerships in Education; Educational Cooperation; Program Effectiveness; Program Evaluation; Constructivism (Learning); Performance Factors; Preschool Education; Cooperative Programs

Abstract:
This study explores the integration of two key ideas and working frameworks: a community of educational practice formed by the synergy between a natural history museum and a university department of pre-school education, which undertook participatory action research aimed at the creation of innovative museum programmes for young children. Data analysis and the evaluation of the research process show that the community was able to bring its situated knowledge into question and interrogate propositional knowledge by means of re-evaluating the learning targets, the nature of children's activity, the nature of interaction between adults and learners, and the nature of resources used in existing and newly designed programmes offered to young children. Participatory action research enabled the community to monitor the implementation of theory with scientific rigour and formulate a new "knowledge strategy", which in theoretical terms will guide future developments. (Contains 6 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Social Work; Caseworkers; Patients; Legal Aid; Health Services; Cooperative Programs; Ethics; Legal Responsibility; Cultural Differences

Abstract:
Medical-legal partnerships (MLPs) integrate legal services into the health care setting to resolve legal issues that have a negative impact on patient health. These partnerships between attorneys and health care professionals have traditionally focused on physicians. Despite early success and expansion of the MLP model, the literature is only beginning to explore the significant role that social workers can play in an MLP's development, process, and success. This article argues that MLPs are greatly enhanced when they seek the active engagement of a health center's social workers. All members of the MLP, however, should be aware of differing ethical and legal obligations in the medical, social work, and legal profession as well as differences in professional cultures that can affect the work of the partnership. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Teaching Methods; Numeracy; Computer Software; Preservice Teachers; Elementary School Teachers; Early Childhood Education; Courseware; Partnerships in Education; Computer System Design; Material Development; Teacher Collaboration; Cooperative Programs; Educational Technology; Program Descriptions; Science Course Improvement Projects

Abstract:
In collaboration with preservice elementary teachers and in-service kindergarten teachers, the authors engaged in small-scale, demand-side production of educational software focused on numeracy skills. That is, the authors built applications designed to address children's specific learning needs as they surfaced in the classroom and were identified by the teachers. Details about the design and rationale of the software, the collaborative development process, indications about its impact on teachers' practice, and discussion about the potential of this approach to educational software production are shared. (Contains 1 table and 8 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Health Services; Response to Intervention; Cooperative Programs; School Counselors; School Psychologists; Counselor Role; Partnerships in Education; Cooperation; Mental Health; Models; Delivery Systems; Prevention; Intervention; Remedial Programs

Abstract:
For many students, school counselors and school psychologists are the initial and primary mental health service providers. The authors will articulate how these two professional groups can use complementary competencies to better serve students through collaborative efforts. Within the context of Response to Intervention and the CDCGP Model, a collaborative model complete with sample strategies to illustrate the effective delivery of collaborative prevention, intervention, and remedial services for all students is provided. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (67K) |  More Info:
Help Find in a Library

Descriptors:
Interdisciplinary Approach; Teacher Collaboration; Agency Cooperation; Cooperative Programs; Partnerships in Education; Group Dynamics; Educational Research; Performance Factors

Abstract:
In its 10th anniversary issue, "The Chronicle Review" asked a number of scholars to identify the "Defining Idea of the Next Decade." One nominee: the movement to abandon the disciplines in order "to meet the scholarly and public challenges educators face" (Ecklund, 2010). In Elaine Ecklund's perspective, it is only through interdisciplinary research that people will find answers to pressing questions such as how to battle cancer, combat environmental devastation, and understand religion. The authors conducted a study of this five-year, $20 million interdisciplinary research collaboration, which incorporated more than 25 disciplines across the natural sciences, social sciences, engineering, humanities, and professional fields. In the process, they learned that there are five key questions that administrators, faculty, and students should ask before embarking on such collaborations: Do you have the time, the people, the resources, the structures, and the supportive departments that are needed to enable interdisciplinary work? These are the essential conditions for such work to succeed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Evidence; Social Work; Interprofessional Relationship; Case Studies; Schematic Studies; Integrated Services; Agency Cooperation; Cooperative Programs; Definitions; Child Safety; Child Welfare; Child Advocacy; National Standards; Teamwork; Group Dynamics; Collegiality; Public Policy; Foreign Countries; Best Practices

Abstract:
Collaborative inter-professional practice (IPP) is hailed increasingly by policy-makers and a growing number of practitioners as "the" new form of professional practice for those working within and across services for children and young people. Based on desk research, and drawing upon an increasingly invasive use of the term "collaborative" at macro as well as micro-levels of the state, this paper interrogates the discursive and organisational forms upon which this "new" advocacy rests and permeates the fields of Education, Health, Social Care, and Social Work, including standards agendas. Definitional complexity is compounded, it is argued, by relative paucity in evidence to demonstrate its benefit to and purposes for users/clients/students and professionals. Summarising evidence from case examples, conclusions draw attention to the need for more rigorous research not only about the benefits and disbenefits of inter-professional education (IPE) and collaborative IPP but also about the purported causal links between them. (Contains 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Museums; Archives; Cooperative Programs; Photography; Visual Aids; Blacks; Selection; Case Studies; Ethnography; Participant Observation; Organizational Culture; Audiences; Foreign Countries

Abstract:
This article focuses on power, difference and knowledge, areas critical to adult education. It conveys insights into how educators and curators in an art museum imagined and engaged with difference, and particularly the black subject, when working within a collaborative project that included the acquisition of art objects (fine art photography). The article utilises material drawn from an ethnographic research project that included a case study based on an 18-month participant-observation of an evolving partnership between the Victoria and Albert Museum (V&A) and the Black Cultural Archives (BCA), in London, UK. The case offers a snapshot of the tensions involved in educators and curators seeking to imagine and engage difference in the art museum. The case provides evidence of the lived experience of collaborative work and the challenges involved in negotiating issues of difference in multiple contexts: across organisational cultures, when imagining audiences, and in the representation of the black subject within photographs. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Measures (Individuals); Educational Change; Case Studies; Partnerships in Education; Longitudinal Studies; Change Strategies; Interviews; Observation; School Surveys; Multidimensional Scaling; Program Implementation; Family School Relationship; School Community Relationship; Phenomenology; Educational Administration; Cooperative Programs; Influences; Leadership Role; Change Agents; School Districts

Abstract:
Purpose: Coburn's (2003) multidimensional conception of scale includes four interrelated dimensions--depth, sustainability, spread, and ownership--that provide a framework to understand scale at both the school and district levels. This study was conducted to understand how reform leaders in four districts implementing the National Network of Partnership Schools' (NNPS) framework for school, family, and community partnerships influenced progress along these four dimensions of scale. Research Methods: The study used a longitudinal qualitative case study approach. Four districts that had been members of NNPS for 5 years or longer and reported high levels of leadership for family and community engagement were selected for the study. Each district was studied for a period of 3 years. Interview, observation, and survey data were collected and analyzed. Findings: The study found that NNPS reform leaders influenced the case districts' progress on Coburn's dimensions of scale through a variety of facilitating practices and activities. In addition, the study found that positive relationships that the reform leaders developed with key actors within the districts and NNPS helped to explain variations in their effectiveness as facilitators of scale. Three factors--intent, knowledge and skills, and access--were found to affect the relationships forged by the focal leaders. Conclusions: The study's findings highlight the need for more targeted studies on relationship development and maintenance at different stages of reform implementation. They also underscore the need for greater focus on district leaders' deep understanding of reform principles and the scaling up process in order to promote more lasting school change. (Contains 3 notes and 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Home Visits; Child Caregivers; Family Programs; Cooperative Programs; Models; Planning; Policy Formation; State Policy; Case Studies; Program Descriptions; Professional Development; Program Implementation; Program Evaluation; Certification; Health; Safety; Grants; Data Collection; Financial Support

Abstract:
Home visiting is one tool used to prevent child abuse and improve child well-being by providing education and services in families' homes through parent education and connection to community resources. This toolkit provides state policymakers and advocates with strategies for extending and expanding access to state- or federally-funded home visiting through partnerships with providers of FFN (family, friend, and neighbor) child care. This toolkit includes two parts: (1) What are Family, Friend, and Neighbor and Home Visiting Partnerships, and How Can They Help You Reach Families? This section provides an overview of what home visiting partnerships with FFN providers may look like, and the role of such partnerships in serving children and families. This section also includes an overview of available home visiting models, and information about their potential for use in partnership with FFN; (2) A Home Visiting and Family, Friend, and Neighbor Partnership Planning Tool: This section of the toolkit provides a step-by-step tool to walk through questions that may need to be explored as states develop home visiting and FFN partnerships. It explores potential policy changes stakeholders at the state level may need to consider, as well as important considerations for each step of the planning process; and (3) Case Studies of Existing Home Visiting-FFN Partnerships: This section provides case studies of existing partnerships between home visiting models and FFN providers in specific states and communities. It includes detailed information about each example's background, model, professional development and workforce implications, implementation, challenges, and any available evaluation results. An Overview of Home Visiting Models is appended. (Contains 1 table, 2 figures, and 10 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (659K)