Mproving Curriculum and Assessment Through a School-University Partnership

Abstract

described here is a long-term, ungoing school-university effort to achieve concurrent improvements in secondary school curriculum and assessment.

Using research to inform practice through research‐practice partnerships: A systematic literature review

“…Research findings might, however, also be used to present opportunities for instrumental research use. For instance, the Valley Education Consortium (Fielding, 1989) hired a coordinator to be responsible for several functions in the partnership. Among other things, the coordinator was expected to review and summarise relevant literature in different curriculum areas to inform school development.…”

“…This is typical of partnerships informed by design methodologies, as the design is usually prescriptive in nature and promotes certain research-based teaching models. Another partnership (Fielding, 1989) focused on designing curriculum and assessment material based on research as a foundation for school improvement. The intent was to construct core curriculum and assessments materials, grounded in research, for the benefit of all students.…”

“…Research findings might, however, also be used to present opportunities for instrumental research use. For instance, the Valley Education Consortium (Fielding, 1989) hired a coordinator to be responsible for several functions in the partnership.…”

College Bound/Images: how students perceive a precollege program to increase the pool of ethnic minorities seeking college admission at Iowa's Regents institutions

“…Because the literature regarding this topic is limited, from among those precollege programs articulated among two-year institutions, comprehensive community colleges will be the focus of this segment of the chapter. Fielding (1989) provided an in-depth look at the history and the organization of the Valley Educational Consortium, a long-term ongoing partnership between higher education staff and public school personnel in Oregon. The purpose of this study was to examine how relationship building between higher education staff and public school personnel can lead to improved assessment of the needs of ethnic minority students long before they enroll in the college community.…”

“…Should be offered to increase to pool of ethnic minorities, (7) 6) Encourage ethnic minority student to attend college in the future, (10) 7) Provide students with the opportunity to interact and meet other students, (8) 8) Give students the opportunity to visit college campuses, (9) 9) Provide students with enrichment activities related to math, (12) 10) Provide students with enrichment activities related to science, (13) 11) Provide students with enrichment activities related to language/English/Writing, (14) 12) Strengthen students' self-esteem, (11) 13) Provide Students with enrichment activities related to cultural events, To encourage ethnic minority students to seek college admission by improving their academic needs and concerns somewhat more adequately. Fielding (1989) To encourage ethnic minority students to seek college admission by easing their anxiety and fmstration before transferring from one educotional community to another Andrews ( 1988) To encourage ethnic minority students to seek college admission by having them choose career paths during their primary grades Scott ( 1985) To encourage ethnic minority students to seek college admission so that they may achieve higher socioeconomic status than their parents Kintzer ( 1985) To encourage high-risk ethnic minority students with college potential to seek postsecondaiy education through middle college alternative schools.…”