Titlebook: Creating, Sustaining, and Enhancing Purposeful School-University Partnerships; Building Connections Corinne A. Green,Michelle J. Eady Book

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Oligarchy

Invitations, Impact, and Involvement: Tales from Successful School-University Partnerships in STEM aAustralia, each instigated and funded by groups of school principals from diverse educational settings. Central to these principals’ invitations was a desire to gain insights into initial teacher education and to seek pedagogical expertise in teaching and learning. Noticing the decline in wider bure

hedonic

A New Model for School-University Collaborations: Mobilising Academic Knowledge and Building Cross Sund teachers’ professional development. This new approach, based in the Canadian public school system, puts the focus of school-university collaborations on knowledge mobilisation and has the potential to be transformative at a systems level. Our aim is to both extend the conceptual space in which d

Induction

Creating Shared Spaces: A Collaborative Partnership Model that Prepares Initial Teacher Education St creation of an alternate initial teacher education (ITE) pathway through the establishment of Teaching School Hubs, which helps to cultivate closer partnerships between Universities and Schools. This chapter describes the development, implementation, and ongoing evolution of one such ITE pathway wi

NOTCH

The Co-design of an Embedded School-University Partnership: An Application of Dewey’s Laboratory Stysetting of Victoria, Australia. The model involved groups of pre-service teachers (PSTs) attending an educational setting (school, kindergarten, early childhood learning centre) for 1–2 days per week concurrent with their university coursework. The placements were modelled on Dewey (The third yearbo

NOTCH

Professional Partners in Practice: Enhancing Institutional Partnership Connections in Early Childhoothat quality learning experiences are designed and delivered in Early Childhood Education (ECE) services by skilful and knowledgeable degree-qualified early childhood teachers. The Australian early childhood profession is currently experiencing a workforce crisis. To address these challenges, a coll

Fretful

The ‘Butterfly Effect’ of Mentoring Practices in School-University Partnerships the ‘butterfly effect’ to explore the unexpected outcomes for leaders involved in large-scale school-university partnerships developing mentor training for teachers. The broader program of research explores the dynamic of mentoring as experienced between pre-service teachers, mentors, and establish

樂意

Using a Networked Professional Learning Community to Prepare Pre-service Teachers coursework and what occurs in everyday classrooms (Darling-Hammond et al., .). Studies support that practicum-based school partnerships with universities can benefit pre-service and cooperating teachers (e.g., Yuan, .). This chapter discusses a networked professional learning community (NPLC) with

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