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Integrating high school and community college a historical policy analysis /Kisker, Carrie Bourdon, January 2006 (has links)
Thesis (Ph. D.)--UCLA, 2006. / Vita. Includes bibliographical references (leaves 318-334).
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Secondary-postsecondary partnerships : an analysis of the educational, cultural, economic and political characteristics of blended institutions /Carter, Kathleen M. January 2007 (has links)
Thesis (Ed.D.) -- Central Connecticut State University, 2007. / Thesis advisor: Daniel Mulcahy "... in partial fulfillment of the requirements for the degree of Doctor of Education." Includes bibliographical references (leaves 174-187). Also available via the World Wide Web.
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Characteristics of a school-university partnership a grounded theory approach /Nelson, Alison J. Klass, Patricia Harrington. January 2006 (has links)
Thesis (Ph. D.)--Illinois State University, 2006. / Title from title page screen, viewed on February 4, 2008. Dissertation Committee: Patricia H. Klass (chair), Wendy Troxel, Amee Adkins, Paula Ressler. Includes bibliographical references (leaves 175-181) and abstract. Also available in print.
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Inside a school-university partnership : participation in a community of practice as professional growth /Bottoms, SueAnn I. January 1900 (has links)
Thesis (Ph. D.)--Oregon State University, 2007. / Printout. Includes bibliographical references (leaves 108-114). Also available on the World Wide Web.
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High school/college collaborative : the impact of a co-enrollment program on student success /King, Sharon Hortense, January 2001 (has links)
Thesis (Ph. D.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references (leaves 120-125). Available also in a digital version from Dissertation Abstracts.
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Learning to teach in school-university partnership: tension, agency and identityHe, Peichang., 何佩嫦. January 2013 (has links)
This thesis explores the identity formation of three EFL pre-service teachers during their teaching practicum in a school-university partnership school in Mainland China. Drawing on the sociocultural perspective, learning-to-teach is conceptualized as student teachers participating in and becoming a member of the communities of practice (Wenger, 1998) which consist of boundary-crossing members from both activity systems of the university and the school (Engestrom, 1987, 1999, 2001). Following a poststructural perspective, the student teachers’ learning-to-teach is also conceptualized as a process of “arguing for” (MacLure, 1993) their professional identities under dominant social discourses. Foucault’s (1983, 1985) concept of ethical identity formation elaborated into a framework of four ethico-political dimensions for doing teacher identity (Clarke, 2009) is adopted to further analysethe interactions between social structure and individual identity transformation. An ethnographic qualitative case study approach was adopted. Data collection methods included ethnographic observations of classroom interactions, focus group discussions and routine school activities, semi-structured interviews of student teachers and mentors, and collectioin of documents such as university teaching practicum documents, lesson plans, reflective diaries and newsletters. Both “content analysis” and “modified analytic induction” (Bogdan & Biklen, 2007; Merriam, 1998; Patton, 2002) were adopted to conduct within-case and cross-case data analysis. The multi-method approach allowed the researcher to collect and interpret data from both holistic and in-depth research perspectives which also enabled triangulations during data analysis.
The analysis indicated that historical, cultural, political and economic forces intertwined and formed general social discourses. Their influences permeated into the discourses of both the university and the school activity systems. Due to the contradictory discourses of ELT education between the two institutions, the boundary-crossing learning-to-teach activities were replete with tensions, asymmetrical power relationships, and interpersonal conflicts, which combined to become driving forces for the different transformations of the three student teachers’ identities within the school-university partnership activity system as a global community of practice (COP). Due to different individual backgrounds, inner tensions and interpersonal conflicts within the COP, the student teachers led dissimilar legitimate peripheral participation (Lave & Wenger, 1991)trajectories through identifying themselves with different local sub-cops (T-cop and S-cop) in various modes of belonging. Under the domination of contradictory institutional discourses, the student teachers exercised their creative agencies and managed to find the “spaces” for their own freedom of self-formation via four ethico-political dimensions. Through critical reflection on the relation between the care of self and the care of others, the student teachers clarified, readjusted and reinforced their telos which is part and parcel of the ongoing interactions among the four ethico-political aspects of teacher identity. Based on the contradictions identified in this research, a critical and ethical pedagogy framework for EFL teacher education was conceptualized for ELT and teacher education programmes. This thesis also serves as an attempt to address teacher identity issues from the integrated perspectives of both sociocultural and poststructural approaches (Morgan, 2007) and to introduce the concept of ethico-politics of teacher identity to EFL teacher education. / published_or_final_version / Education / Doctoral / Doctor of Philosophy
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A study of collaborative school-university partnerships involving teams of educators from Bulgaria and the United States /Diden, Edward L. January 2007 (has links) (PDF)
Thesis (Ed. D.)--University of Tennessee, Knoxville, 2007. / Title from title page screen (viewed on June 10, 2008). Thesis advisor: Vincent A. Anfara. Vita. Includes bibliographical references.
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Perceptions of school faculty, university faculty, and teacher candidates participating in a professional development school partnershipHopkins-Malchow, Janice Marie. January 2009 (has links)
Thesis (D. Ed.)--Ball State University, 2009. / Title from PDF t.p. (viewed on Nov. 12, 2009). Includes bibliographical references (p. 164-169).
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Third-year evaluation of the University of North Texas/Dallas Independent School District/Southern Regional Education Board Leadership Development ProgramJordan, Mary Ann. Huffman, Jane Bumpers, January 2007 (has links)
Thesis (Ed. D.)--University of North Texas, Aug., 2007. / Title from title page display. Includes bibliographical references.
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Transforming aspirations to actions in early readiness programs action research in early college outreach /Tatsui, Timothy Takashi, January 2006 (has links)
Thesis (Ed. D.)--UCLA, 2006. / Vita. Includes bibliographical references (leaves 231-238).
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