Pitfalls of School-University Partnerships

Ledoux, Michael W.; McHenry, Nadine

doi:10.3200/tchs.81.4.155-160

Cited by 26 publications

(17 citation statements)

References 10 publications

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“…reflection activities in order to ensure that critical reflection is an outcome of the service-learning experience.Structured reflection has been found to refine critical thinking skills that support being receptive to a variety of ideas and anticipating the significance of one's own actions(Brannon, 2013 andLedoux andMcHenry, 2008).Digital Storytelling, Reflection and Pre-Service Teacher Education Digital storytelling at its most basic core is the practice of using computer-based tools to tell stories. There are a wealth of other terms used to describe this practice, such as digital documentaries, computer-based narratives, digital essays, electronic memoirs, interactive storytelling, etc.…”

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confidence: 99%

Exploring the Impact of Critical Reflection Through the Use of Service-Learning and Digital Storytelling.

Daniels¹

2013

JSCH

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In an ongoing effort to address the needs of 21st century teachers, a service-learning project was designed which coupled structured reflection and technology. The reflective practitioner model through the use of traditional methods course work has long been viewed as the most appropriate model for the development of teachers (Hall, 2012). However, deep reflection is difficult for most pre-service teachers, and is often viewed as assignments that need to be completed in order to successfully complete a course, instead of being viewed as a powerful learning tool that can be used to empower and engage in their own development (Stenberg, 2010). One way of evidencing this reflection and deep learning is through the creation of digital stories (Barrett, 2006). This case study presents the application and outcomes of a service-learning project between an urban university and an elementary school in which pre-service teachers utilized digital storytelling as a method for critical reflection and application of content methodology. The focus on the pre-service teacher's understanding of content skills, reflective inquiry and enhanced technology skills also supports the National Educational Technology Standards.

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confidence: 99%

Exploring the Impact of Critical Reflection Through the Use of Service-Learning and Digital Storytelling.

Daniels¹

2013

JSCH

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“…Analyzing school-business partnerships, Abowitz (2000) found that the incompatible interests and intentions of the collaborating organizations often produced intense con!ict, power struggles, and manipulation. Business executives and educators not only embrace different values and beliefs (Goodwin & Dean, 2008;LeDoux & McHenry, 2008), both groups typically are unprepared to join forces to produce school reform (Epstein & Sanders, 2006).…”

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confidence: 99%

Public-Private Partnerships, Civic Engagement, and School Reform

Kowalski

2010

Journal of Thought

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“…In traditional teacher education programs, field experiences are viewed as places for teacher candidates to practice teaching, and often teacher candidates lack the support and preparation they need to be successful (Zeichner, 2010). Often cited as a problematic issue in partnerships, communication is a key to ensuring the success of a partnership and teacher candidate growth and success (Ledoux & McHenry, 2008). Given the structure of this partnership, teacher candidates and faculty are immersed into the school setting.…”

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Examining Elementary Teacher Candidate Learning Within Early Field Experiences in a Partnership

Bohannon¹

2018

JESP

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College and University teacher education programs' partnerships with public schools have been developed to enrich the learning of teacher candidates and support practicing educators. Teacher candidates' development through early field experiences provides insight into the ways the partnership enhances the translation of theory into practice. This article examines teacher candidates' experiences and learning in a unique partnership which engages them in coursework and field experiences within the context of the school each semester. This partnership was created with the intention of providing additional resources to the school to allow for a more student-centered approach to instruction. Teacher candidates are also afforded three additional field placements throughout their preparation program. The experiences between twelve, third year teacher candidates who participated in the partnership between a K-8 elementary school and a liberal arts college teacher education program are examined. Findings indicate that early field experiences within a partnership enhance teacher candidate learning.

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Pitfalls of School-University Partnerships

Cited by 26 publications

References 10 publications

Exploring the Impact of Critical Reflection Through the Use of Service-Learning and Digital Storytelling.

Exploring the Impact of Critical Reflection Through the Use of Service-Learning and Digital Storytelling.

Public-Private Partnerships, Civic Engagement, and School Reform

Examining Elementary Teacher Candidate Learning Within Early Field Experiences in a Partnership

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