The purpose of this study was to examine the events, processes, perceptions and changes that occurred as an elementary school faculty and a university faculty collaborated in a partnership formed by the creation of a Professional Development Academy (PDA). The study described how an elementary school faculty and a university faculty collaborated as they implemented a PDA. Research questions were: (1) What contributing factors led to the school and university faculties' collaboration during the first three years of the pilot PDA, 1993-1996? (2) How did the school and university faculties collaborate for change during the first three years of the pilot PDA? (3) As a result of collaboration between the school and university faculties during the first three years of the pilot PDA, what changes occurred at the school and university?
A descriptive case study approach was used to explore behaviors within these groups during the three pilot years of the PDA. The study included interviews, and a review of documents and artifacts. Four classroom teachers were randomly selected from the elementary school, four professors were selected from the university and two administrators: one from the school and one from the university, were interviewed. Responses from the interviewees were initially categorized into Kagan's (1991) six categories of collaboration and into three sections: before the PDA began, during the three years of the PDA, and reflections at the end of the three pilot years of the PDA. Kagan's categories for collaboration are: formation, conceptualization, development, implementation, evaluation, and termination/reformation stages. Documentation from the participants and PDA files were analyzed.
Six factors were found to contribute to collaboration between faculties: a wish to know the other colleagues personally; maintenance of "we're in this together" attitude; willingness to accept additional responsibilities; investment in making the PDA work; discovery of opportunities for leadership and input; and synergy between coordinators and administrators.
There was evidence that collaboration occurred because of a welcoming and supportive climate; open communication; active involvement by both faculties; validation of teachers and professors; and support for goals and recommendations. / Ed. D.
| Identifer | oai:union.ndltd.org:VTETD/oai:vtechworks.lib.vt.edu:10919/26734 |
| Date | 20 April 1999 |
| Creators | Volk Burgess, Susan Lizrene |
| Contributors | Educational Leadership and Policy Studies, Curcio, Joan L., Parson, Stephen R., Salmon, Richard G., Roesch, Maryanne, Lewis, Mary Ann |
| Publisher | Virginia Tech |
| Source Sets | Virginia Tech Theses and Dissertation |
| Detected Language | English |
| Type | Dissertation |
| Format | application/pdf |
| Rights | In Copyright, http://rightsstatements.org/vocab/InC/1.0/ |
| Relation | Burgess.PDF |
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