School and University Partnerships: some findings from a curriculum‐development project

School University Partnerships : What Do the Schools Want?

“…In Australia, the desirability of forming partnerships has been advocated by official reports (Quality Matters, 2000;ACDE, 1998;MACQT, 1998 andand National Schools Network, 1994), and by commentators/researchers (Brady, 2000;Merritt and Campbell, 1999;Bobis, 1998;Peters, 1997;Sachs, 1997;Sealey, Robson and Hutchins, 1997;and Gore, 1995).…”

“…These include the shared teaching initiatives reported by Sealey, Robson and Hutchins (1997), by which the staff of Deakin University collaborated with primary teachers in teaching a third-year subject on curriculum development and implementation; the partnership developed by the Victoria University of Technology which changed the course structure, the work of lecturers and the learning experiences of teacher education students (Kruger, Cherednichenko and Hooley, 2001); the work reported by Merritt and Campbell (1999) in developing a partnership between Kurri Kurri High School and the University of Sydney; the ongoing partnerships at the University of Western Sydney (MacArthur) involving inschool experiences, teachers as tutors, teachers as students and joint research projects (Woodward and Sinclair-Gaffey, 1995); and the collaboration between Waitara Public School and the University of Technology Sydney (Brady, 2000). Schools are rarely perceived by educators as 'islands.'…”

Combining teaching experiments and professional learning: Conflicts between research and teacher outcomes

“…As well, reforms that challenge teachers' beliefs about what constitutes "good education" may lead to resistance (Kelchtermans, 2005). These belief difficulties can be difficult to overcome if significant differences exist between the goals and cultures of teachers and PL leaders (Geiger & Goos, 2006;Richardson & Placier, 2001;Sealey, Robson, & Hutchins, 1997;Whitford & Metcalf-Turner, 1999).…”

“…This may have increased the teachers' contribution to the developed lessons, increasing their ownership, along with their interactions with the researchers (Fullan, 2005;Heid et al, 2006;McLaughlan, 1997). More time available could also have provided opportunities for greater trust between the researchers and the teachers to develop (Sealey, Robson, & Hutchins, 1997;Whitford & Metcalf-Turner, 1999).…”

Towards Optimal Student Engagement in Teacher Education

“…There have been a limited number of partnership forays in recent years, notably those at Deakin (Sealey, Robson and Hutchins 1997), Victoria University of Technology (Kruger, Cherednichenko and Hooley 2001), the University of Sydney (Merritt and Campbell 1999), the University of Western Sydney (Woodward and Sinclair-Gaffey 1995) and the University of Technology Sydney (Brady 2000). The study of Brady (2002) suggests that the extent of such partnerships is not commensurate with the expressions of potential support for them in schools.…”