Collaboration in Education

Slater, Judith J.; Ravid, Ruth

doi:10.4324/9780203854709

Cited by 18 publications

(8 citation statements)

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“…In the study, it has been determined that the most collaboration has been carried out in the subjects of sharing information and consulting between administrators and the least in the subject of joint projects. In this study, the findings obtained have verified this as well ( [2], [21], [47], [61], [75]). …”

Section: Resultssupporting

confidence: 85%

“…In the studies, it is pointed out that collaboration between the employees within the school environment has both positive contributions to students' success and the creation of a positive learning environment and their school development process ( [9], [64], [75], [80]). Similarly, collaboration with other people, groups and organization within the school environment facilitates reaching educational objectives.…”

Section: Inter-organizations Collaboration and Social Network Theory mentioning

confidence: 99%

“…In the study carried out by Jager [47] on 23 schools in East Basildon, it has been determined that there is a wide program of collaboration which also embodies various support programs between educational institutions and health, police and social services, development and monitoring of student performance. According to Slater and Ravid [75], collaboration takes place in various areas such as sharing of information and sources between schools and other organizations, consultation, support, solidarity, activities related to school developmentreforms and sharing of views. In the evaluation carried out by Marra, Peterson and Britsch [62] of the national project on the development of collaboration among girls, it has been stated that collaboration between all social organizations and project partners in the realization of projects can be used as a lever and a collaboration model has been suggested.…”

Section: Inter-organizations Collaboration and Social Network Theory mentioning

confidence: 99%

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The Effect of the Position of Educational Organizations within the Social Network on Their Collaboration Levels

Uğurlu¹

2016

ujer

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In this research, it has been aimed to determine the opinions of administrators serving in the public education organizations at the central districts of Sinop on inter-organizations collaboration (collaboration levels). The study, in the descriptive survey model, has been carried out by a mixed research approach where qualitative, quantitative and social network analyses have been used collectively. At the qualitative phase of the research, 36 school administrators have been interviewed, and then the interview inventory has been subjected to content analysis. In the social network analysis phase of the research, the Collaboration Levels Scale developed by the researcher has been applied to 36 school administrators. The obtained data have been analyzed in the UCINET 6.0 software. The density, structural holes, centrality degrees of the responses of the administrators to the items included in the scale have been calculated and network maps have been generated. In the quantitative phase of the research, whether the positional characteristics of the administrators within the organization and network demonstrated variations depending on variables or not has been analyzed with the Mann-Whitney U and Kruskall Wallis Test, since the distribution was not normal. According to the conclusions reached in the study, 36 education institutions have established a collaboration network of 68 actors, including themselves. From these organizations, 39 are education organizations, while 29 are public, private sector and non-governmental organizations. All education organizations at the provincial center have established a collaboration network. There are no isolated organizations. According to the density analysis, 57% of the maximum relations that the organizations could achieve among themselves, has been established. Accordingly, the education organizations have both close and distant connections within the collaboration network. According to the research findings, the education organizations at the provincial center display a structure that is very close within themselves -but closed to the outside. While the areas where the collaboration potential could be used the most in proportion are data sharing, financial resources sharing and administrator opinion exchange, the lowest levels have materialized in working on a common project, institutional health and safety. Among the collaboration levels, from the five levels that are networking, cooperation, coordination, coalition and collaboration, the highest achieved collaboration is the collaboration level. In conclusion, meaningful differentiations have been determined between collaboration subjects and levels, depending on the positions of the organizations within the network (central actor, effectiveness level and betweenness condition). Positions within the network have an impact on the collaboration levels of organizations.

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Section: Resultssupporting

confidence: 85%

Section: Inter-organizations Collaboration and Social Network Theory mentioning

confidence: 99%

Section: Inter-organizations Collaboration and Social Network Theory mentioning

confidence: 99%

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The Effect of the Position of Educational Organizations within the Social Network on Their Collaboration Levels

Uğurlu¹

2016

ujer

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“…Benzer biçimde yeniliği diğer bireylere göre daha erken benimsemeyi ifade eden (Rogers, 2010) yenilikçilik, bireysel bir özelliktir. Ancak işbirliği becerileri kişiler arası iletişim yeteneği gerektirir (Slater ve Ravid, 2010). Bu çalışmada öz denetim ve yönetim gibi beceriler otonom beceriler kapsamında ele alındığı göz önünde tutularak işbirliğinin kişilerarası becerileri otonom beceriler ve yenilikçiliğin de bireysel becerileri ifade ettiğinden hareketle otonom beceriler ile işbirliği ve esneklik becerileri arasında, yenilikçilik becerileri ile işbirliği ve esneklik becerileri arasında yol tanımlaması yapılamamıştır.…”

Section: Yy öğRenen Becerileri Kullanımı Ve Yy öğReten Becerileri Aunclassified

The Relationship Between Pre-Service Teachers’ Use of 21st Century Learner Skills and 21st Century Teacher Skills

Göksün

Kurt

2017

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ÖzAnahtar Kelimeler GirişEğitim-öğretim ortamları da, birçok alan gibi değişen ve gelişen dünya koşullarında etkilenmiştir. Bu etki okullarda kullanılan teknolojilerden öğretmen yeterliklerine kadar birçok alanda dönüşüme neden olmuştur. Bu dönüşümün en büyük aktörleri arasında eğitim-öğretim sisteminin paydaşları olan öğrenen ve öğretmenler bulunmaktadır. Öğrenen ve öğretmen rolleri özellikle dijital yerli ve dijital göçmen kavramlarının yaygınlaşmasının ardından bireysel özellikler ile tanımlanmaya başlanmıştır. Palfrey ve Gasser'e (2008) göre, dijital yerliler en fazla arkadaşları ve aileleriyle etkileşimde bulunmaktadırlar. Arkadaş ve aileden sonra dijital yerlilerin en fazla etkileşime geçtikleri kişiler * Bu çalışma Derya Orhan Göksün tarafından yazılan ve Adile Aşkım Kurt tarafından danışmanlığı yürütülen "Öğretmen Adaylarının 21. yy. Öğrenen Becerileri Kullanımları ve 21. yy. Öğreten Becerileri Kullanımları Arasındaki İlişki" başlıklı doktora tezinin özetidir.

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“…The initiative looked to policy advocates, such as JFF, and state governments to preside over diverse district conditions for widespread implementation of the early college high school design. Adoption of the early college high school model is complicated by multiple other barriers that are common to inter-organizational partnerships, such as differing professional cultures, academic expectations, governance, schedules, support networks, accreditation standards, and contractual bargaining unit agreements (Corrigan, 2000;Slater & Ravid, 2010;Weerts & Sandmann, 2008). These barriers differ from state to state and even between districts and colleges within states, thus complicating the partnership work.…”

Section: Scalabilitymentioning

confidence: 99%

Funding Early College High School: Hold Harmless or Shared Commitment

Leonard

2013

EPAA

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Citation: Leonard, J. (2013). Funding early college high school: Hold harmless or shared commitment. Education Policy Analysis Archives, 21 (46). Retrieved [date], from http://epaa.asu.edu/ojs/article/view/1214 Abstract: Early college high schools are a promising but expensive pathway to college readiness. Most such schools are supported with state funds and/or grants. This descriptive case study presents an early college program, now in its fourth year in a traditional high school, in which the families, high school and local community college shared the entire cost. Data from document analysis and interviews with administrators, parents, and students clarified the funding plan and participant reactions. Joint ownership increased parental engagement, student academic commitment, and administrator attention. The results suggest that learning to cope with the cost of college, which this program necessitated, is an important aspect of college readiness for both students and parents. The model of shared responsibility is contrasted with the "hold harmless" model of government/foundation support that relieves schools and families of the cost o f early college programming. The findings and policy recommendations are applicable to LEA and SEA leaders, philanthropies, and scholars in educational financial policy. Keywords: advanced placement programs; college readiness; dual enrollment; financial policy; learner engagement; Massachusetts; parent financial contribution; philanthropic foundations; private financial support; school support; state aid. Financiando escuelas secundarias que anticipan estudios superiores: compromisos inofensivos o compartidosResumen: las escuelas secundarias que anticipan estudios superiores son un camino prometedor, pero caro para la preparación universitaria. La mayoría de estas escuelas son financiadas con fondos estatales y / o subvenciones. Este estudio de caso descri ptivo presenta un programa de "Early College", en su cuarto año en una escuela secundaria tradicional, en el que las familias, la escuela secundaria y la universidad de la comunidad local compartieron el costo total. El análisis de documentos y entrevistas con administradores, padres y estudiantes permitió entender el plan de financiación y las reacciones de los participantes. El financiamiento conjunto aumentó participación de los padres, el compromiso académico de los estudiantes, y la atención de los administradores. Los resultados sugieren que aprender a lidiar con el costo de la universidad, que este programa requiere, es un aspecto importante para la preparación de los estudiantes y padres de familia. El modelo de responsabilidad compartida es contrastado con el modelo de apoyo gubernamental/fundación que alivia las escuelas y las familias de los costes de la programación universitaria temprana. Las conclusiones y recomendaciones de política son aplicables a los líderes de la LEA y SEA, organizaciones filantrópicas y estudiosos de políticas de financiamiento de la educación. Palabras clave: programas de colocación av...

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Collaboration in Education

Cited by 18 publications

References 0 publications

The Effect of the Position of Educational Organizations within the Social Network on Their Collaboration Levels

The Effect of the Position of Educational Organizations within the Social Network on Their Collaboration Levels

The Relationship Between Pre-Service Teachers’ Use of 21st Century Learner Skills and 21st Century Teacher Skills

Funding Early College High School: Hold Harmless or Shared Commitment

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