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Characteristics of a school-university partnership: A grounded theory approach.

机译：校-校伙伴关系的特征：扎根的理论方法。

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摘要

This qualitative case study examined one S-UP model using the framework of nine characteristics that are facets in most S-UPs, and compared it to a grounded theory of a partnership from practice to see whether a framework of S-UP characteristics served as a foundation in understanding the complexities of what happened in an actual S-UP.;Twelve participants in a S-UP principal preparation program representing five levels of participation were identified as subjects for the study. The 12 participants were interviewed in person using semi-structured open ended questions that were audio taped and transcribed for analysis. In addition, students in the cohort were invited to a focus group and six attended. Discussion from semi-structured open-ended questions was audio taped and transcribed for analysis. One focus group participant was also interviewed as an individual. In all, 17 individuals provided responses about the S-UP.;The findings of this research indicated that a benefit that resulted from using the framework of nine common characteristics to examine the S-UP was the ability to elicit how individuals from different positions perceived the S-UP in different ways. The findings showed that individual perception of what happens in S-UPs is shaped by three factors: (1) personal background and experience; (2) position in the partner organization; and (3) level of participation in the S-UP. These perceptions are framed on the common characteristics of S-UPs and indicate that while individuals may be involved in activities that have the same end result, the reasons and purposes for involvement may not be similar.;This study provided meaningful data that leads to recommendations for practice and further study. Recommendations for practice focus on forming S-UPs in which individuals see multiple levels of purpose and mutual benefits for all levels of participants. Also, a recommendation for practice includes screening potential participants for S-UPs.
机译：该定性案例研究使用了大多数S-UP的9个特征方面的框架检查了一个S-UP模型，并将其与基于实践的合伙制基础理论进行了比较，以了解S-UP特征的框架是否可以作为在理解实际S-UP中发生的事情的复杂性方面奠定了基础。S-UP主要准备课程的十二名代表五个参与级别的参与者被确定为研究对象。使用半结构化开放式问题进行了亲自采访，对这12名参与者进行了录音和转录，以进行分析。此外，该队列中的学生也被邀请参加一个焦点小组，有六人参加。录制了半结构化开放式问题的讨论的录音带并进行转录以进行分析。还单独采访了一个焦点小组参与者。总共有17个人对S-UP做出了回应。这项研究的结果表明，使用9个共同特征的框架检查S-UP所带来的好处是能够激发来自不同位置的个人的感知能力S-UP以不同的方式。研究结果表明，个人对S-UPs中发生的事情的感知取决于三个因素：（1）个人背景和经验； （2）在合作伙伴组织中的职位； （3）参与S-UP的级别。这些看法是基于S-UPs的共同特征构架的，表明尽管个人可能参与到具有相同最终结果的活动中，但参与的原因和目的可能并不相似。该研究提供了有意义的数据，可以提出建议进行练习和进一步研究。对实践的建议集中在形成S-UP上，在该S-UP中，个人对各个级别的参与者都具有多重目的和共同利益。此外，实践建议还包括筛选潜在参与者进行S-UP。

著录项

  • 作者

    Nelson, Alison J.;

  • 作者单位

    Illinois State University.;

  • 授予单位 Illinois State University.;
  • 学科 Education Administration.;Education Curriculum and Instruction.;Education Higher.
  • 学位 Ph.D.
  • 年度 2006
  • 页码 204 p.
  • 总页数 204
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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