School-university partnerships in Australia: a systematic literature review

Green, Corinne A.; Tindall-Ford, Sharon; Eady, Michelle J.

doi:10.1080/1359866x.2019.1651822

Cited by 76 publications

(42 citation statements)

References 73 publications

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“…Under the uncertainty and lack of information sub-theme, the participants stated the vagueness about the university-school partnership, and some stakeholders did not have any information about the process. Many problems of university-school partnerships are due to the lack of open communication channels and the lack of satisfactory communication (Allen et al, 2013;Allen & Peach, 2007;Cozza, 2010;Green et al, 2020;Lai, 2010;Yamagata-Lynch & Smaldino, 2007;Zeichner, 2010). In the partnership relationship, the stakeholders do not often share a vision or mission.…”

Section: Discussionmentioning

confidence: 99%

“…For example, in one study, teachers state that instructors steal their time and use their students (Lewison & Holliday, 1997;cited in Barnett et al, 2010). This distrust between school and university makes it difficult for stakeholders to establish a mutually beneficial relationship (Day et al, 2021;Green et al, 2020;Rice, 2002;Teitel, 2003). This insecurity could be two-dimensional.…”

Section: Discussionmentioning

confidence: 99%

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University-School Partnership: Feedback and Assessment

SARIKAYA¹,

BAKIOGLU²

2022

ENAD

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In this study, we aimed to reach the opinions and feedback of university-school partnership stakeholders about the university-school partnership. In this direction, the stakeholders' opinions and experiences regarding the partnership were analyzed. The study is in phenomenological research design, and semi-structured interviews were conducted with 60 participants: teachers, student teachers, lecturers, students, parents, and administrators. Content analysis results show that the feedback and assessments of the university-school partnership stakeholders were grouped under the themes of the assessment method, criticism, and expectations, and several sub-themes under each theme. In line with these findings, we tried to reveal the most crucial points in developing and maintaining university-school partnerships. In addition, at the end of the study, we indicated some suggestions such as essential quality indicators for partnerships, providing open communication channels, clearly expressed roles and responsibilities, strong relations via trust and mutual benefit, and a participatory decision-making process.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

University-School Partnership: Feedback and Assessment

SARIKAYA¹,

BAKIOGLU²

2022

ENAD

View full text Add to dashboard Cite

show abstract

“…To facilitate this collaborative relationship, “open communication” was maintained between everyone involved in the project, which ensured that there was a clear sense of shared ownership of the project (Mclaughlin & Black‐Hawkins, 2004). This school–university partnership is recognized to have all the important elements for success, and this project provided an opportunity to strengthen the new relationships which will likely evolve over time (Green et al., 2019).…”

Section: Discussion and Future Directionsmentioning

confidence: 99%

Grass Gazers: Using citizen science as a tool to facilitate practical and online science learning for secondary school students during the COVID‐19 lockdown

Haeften

Milić

Addison-Smith

et al. 2020

Ecology and Evolution

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The coronavirus disease of 2019 (COVID‐19) pandemic has impacted educational systems worldwide during 2020, including primary and secondary schooling. To enable students of a local secondary school in Brisbane, Queensland, to continue with their practical agricultural science learning and facilitate online learning, a “Grass Gazers” citizen science scoping project was designed and rapidly implemented as a collaboration between the school and a multidisciplinary university research group focused on pollen allergy. Here, we reflect on the process of developing and implementing this project from the perspective of the school and the university. A learning package including modules on pollen identification, tracking grass species, measuring field greenness, using a citizen science data entry platform, forensic palynology, as well as video guides, risk assessment and feedback forms were generated. Junior agriculture science students participated in the learning via online lessons and independent data collection in their own local neighborhood and/or school grounds situated within urban environments. The university research group and school coordinator, operating in their own distributed work environments, had to develop, source, adopt, and/or adapt material rapidly to meet the unique requirements of the project. The experience allowed two‐way knowledge exchange between the secondary and tertiary education sectors. Participating students were introduced to real‐world research and were able to engage in outdoor learning during a time when online, indoor, desk‐based learning dominated their studies. The unique context of restrictions imposed by the social isolation policies, as well as government Public Health and Department of Education directives, allowed the team to respond by adapting teaching and research activity to develop and trial learning modules and citizen science tools. The project provided a focus to motivate and connect teachers, academic staff, and school students during a difficult circumstance. Extension of this citizen project for the purposes of research and secondary school learning has the potential to offer ongoing benefits for grassland ecology data acquisition and student exposure to real‐world science.

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“…To facilitate this collaborative relationship, 'open-communication' was maintained between everyone involved in the project, which ensured that there was a clear sense of shared ownership of the project (Maclaughlin et al 2004). This schooluniversity partnership is recognized to have all the important elements for success and this project provided an opportunity to strengthen the new relationships which will likely evolve over time (Green at al. 2019).…”

Section: Discussion and Future Directionsmentioning

confidence: 99%

Grass Gazers: Using citizen science as a tool to facilitate practical and online science learning for secondary school students during the COVID-19 lockdown

Haeften

Milić

Addison-Smith

et al. 2020

Preprint

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The coronavirus disease of 2019 (COVID-19) pandemic has impacted educational systems worldwide, in particular primary and secondary schooling. To enable students of the local secondary school in Brisbane, Queensland, to continue with their practical agricultural science learning and facilitate online learning, a small-scale citizen science project was designed and rapidly implemented as a collaboration between the school and a multidisciplinary university research group focused on pollen allergy. Here we reflect on the process of developing and implementing this project from the perspective of the school and the university. A learning package including modules on pollen identification, tracking grass species, measuring field greenness, using a citizen science data entry platform, forensic palynology, as well as video guides, risk assessment and feedback forms were generated. Junior agriculture science students participated in the learning via online lessons and independent data collection in their own local neighborhood and/or school grounds situated within urban environments. The project provided useful data on local distribution and flowering of grass species. The experience allowed two-way knowledge exchange between the secondary and tertiary education sectors. The unique context of restrictions imposed by the social isolation policies as well as Public Health and Department of Education directives, allowed the team to respond by adapting teaching and research activity to develop and trial learning modules and citizen science tools. The project provided a focus to motivate and connect teachers, academic staff, and school students during a difficult circumstance. Extension of this citizen project for the purposes of research and secondary school learning, has the potential to offer ongoing benefits for grassland ecology data acquisition and student exposure to real-world science.

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School-university partnerships in Australia: a systematic literature review

Cited by 76 publications

References 73 publications

University-School Partnership: Feedback and Assessment

University-School Partnership: Feedback and Assessment

Grass Gazers: Using citizen science as a tool to facilitate practical and online science learning for secondary school students during the COVID‐19 lockdown

Grass Gazers: Using citizen science as a tool to facilitate practical and online science learning for secondary school students during the COVID-19 lockdown

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