teacher education, teacher professional development, school-university partnership, educational technology
The following three articles are presented together because each is a case study exploring a common theme: How the cultural and systemic differences between school and university might be bridged in partnership, as educators work together with community members to educate and promote the wellbeing of children. The cases show how personal relationships, collaborative learning, and innovative uses of technology can be fostered by “hanging out and joining in.”
Each of the cases has three levels of significance, which is in keeping with the nested contexts of partnership work: 1) teaching and learning with elementary students and their families, 2) collaborative professional development for teachers, and 3) incentives and policies at the systems level, which in this case included university, school district, and the Collaborative Schools for Innovation and Success (CSIS) grant project.
Carney, Joanne M.; Dagnon, Paula; Thornburgh, Martha; Sadzewicz, Lori; and Unruh, Chloe
"Three Cases: Bridging the University-School-Community Divide through Collaborative Learning and Innovative Uses of Educational Technology,"
Journal of Educational Controversy: Vol. 13
, Article 3.
Available at: https://cedar.wwu.edu/jec/vol13/iss1/3
Subjects - Topical (LCSH)
Community and college; Universities and colleges--Social aspects; Career development; Teachers--Training of; Education technology
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