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Principal perceptions regarding the impact of school-university partnerships in primary science contexts
Gilbert, Andrew Hobbs, Linda Kenny, John Jones, Mellita Campbell, Coral Chittleborough, Gail Herbert, Sandra Redman, Christine
Gilbert, Andrew
Hobbs, Linda
Kenny, John
Jones, Mellita
Campbell, Coral
Chittleborough, Gail
Herbert, Sandra
Redman, Christine
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Abstract
This research effort investigates principal perceptions regarding the impact of science-focused school university partnership programs in primary school contexts. Utilizing a multiple case study design, this research effort analyzed the nature and structure of the partnership efforts across five established science-focused partnership programs in the Australian states of Victoria and Tasmania. Analysis of interview data from principals across twelve separate school partner sites indicated that principals depicted that partnership arrangements increased their staffs valuing of science and was a mechanism for teachers to reflect on their practices. Consequently, principals often viewed partnerships as an additional level of professional development. Most importantly, principals articulated that the partnership programs were an important aspect of the school-based culture and they harbored strong desires to continue the partnerships well into the future. Implications for partnership development and key elements of trust, mutuality and reciprocity are discussed.
Keywords
Date
2018
Type
Journal article
Journal
School-Universities Partnerships
Book
Volume
11
Issue
2
Page Range
73-83
Article Number
ACU Department
School of Education
Faculty of Education and Arts
Faculty of Education and Arts
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DOI
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Open Access Status
License
All rights reserved
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Controlled