University-School Partnership: Feedback and Assessment
Abstract views: 526
/ 
PDF downloads: 416
/ PDF downloads: 370
DOI:
https://doi.org/10.14689/enad.32.789Keywords:
University-school partnership, professional development, inter-organizational cooperation, PhenomenologyAbstract
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.
References
Allen, J.M. ve Peach, D. (2007). Exploring connections between the in-field and on-campus components of a preservice teacher education program: A student perspective. Asia-Pacific Journal of Cooperative Education, 8, 23–36.
Allen, M. A., Howells, K., & Radford, R. (2013). A ‘Partnership in Teaching Excellence’: ways in which one school–university partnership has fostered teacher development. Asia-Pacific Journal of Teacher Education, 41(1), 99-110.
Avalos, B. (2011). Teacher professional development in teaching and teacher education over ten years. Teaching and Teacher Education, 27, 10-20.
Aslan, M ve Sağlam, M. (2018). Öğretmenlik Uygulaması Dersinin Öğretmen Adaylarının Görüşlerine Göre Değerlendirilmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 33(1): 144-162. doi: 10.16986/HUJE.2017030313
Barnett, M., Anderson, J., Houle, M., Higginbotham, T., & Gatling, A. (2010). The process of trust building between university researchers and urban school personnel. Urban Education, 45(5), 630 –660.
Bartholomew, S. S., & Sandholtz, J. H. (2009). Competing views of teaching in a school–university partnership. Teaching and Teacher Education, 25(1), 155-165.
Batmaz, O, Ergen, Y. (2020). İlkokul Öğretmenleri ve Öğretim Üyelerinin Öğretmenlik Uygulaması Dersine Yönelik Görüşleri. Ankara University Journal of Faculty of Educational Sciences (JFES), 53(2), 549-576. doi: 10.30964/auebfd.541079
Bay, D., Şeker, P., Alisinanoğlu, F. (2020). Öğretmenlik Uygulaması Dersine İlişkin Öğretmen Adaylarının Görüşleri. Anadolu University Journal of Education Faculty, 4(1), 1-20. doi: 10.34056/aujef.625497
Beck, J. S. (2020). Investigating the Third Space: A New Agenda for Teacher Education Research. Journal of Teacher Education, 71(4), 379–391. doi:10.1177/0022487118787497.
Bernay, R., Stringer, P., Milne, J., Jhagroo, J. (2020). Three Models of Efective School–University Partnerships. New Zealand Journal of Educational Studies, 55, 133–148.
Bloomfield, D., Nguyen, H. T. (2015). Creating and sustaining professional learning partnerships: Activity theory as an analytic tool. Australian Journal of Teacher Education, 40(11), 22–44.
Bullough, R. V. Jr, Kauchak, D., Crow, N., Hobbs, S., Stokes, D. (1997). Professional development schools: Catalysts for teacher and school change. Teaching and Teacher Education, 13(2), 153-171.
Burbank, M. D. & Kauchak, D. (2003). An alternative model for professional development: investigations into effective collaboration. Teaching and Teacher Education, 19(1), 499–514.
Burn, K., Mutton, T. (2015). A review of research-informed clinical practice in initial teacher education. Oxford Review of Education, 41, 217–233.
Catelli, L. A., Costello, J., & Padovano, K. (2000) Action research in the context of a school–university partnership: its value, problems, issues and benefits. Educational Action Research, 8(2), 225-242.
Clark, R.W. (1988). School–university relationships: An interpretive review. K.A. Sirotnik ve J.I. Goodlad (Yay. Haz.). School–University Partnerships in Action: concepts, cases and concerns içinde (s. 32-65). New York: Teachers College Press.
Clifford, M ve Millar, S. (2007). K–20 Partnership: A Definition and Proof of Concept, WCER Working Paper No. 2007-9. Madison, WI: Wisconsin Center for Education Reserach. https://wcer.wisc.edu/docs/working-papers/Working_Paper_No_2007_09.pdf adresinden erişildi.
Cochran-Smith, M., & Lytle, S. L. (2001). Beyond certainty: Taking an inquiry stance on practice. A. Lieberman ve L. Miller (Yay. Haz.), Teachers caught in the action: Professional development that matters içinde (s. 45–61). New York, NY: Teachers College Press.
Corbin, J.H., Chu, M., Carney, J., Donnelly, S., & Clancy, A. (2017). Understanding collaboration: A formative process evaluation of a state-funded school-university partnership. School-University Partnerships, 10(1), 35–45.
Cozza, B. (2010). Transforming teaching into a collaborative culture: an attempt to create a professional development school-university partnership. The Educational Forum, 74(3), 227-241.
Creswell, J.W. (2007). Qualitative inquiry and research design: Choosing among five traditions. Thousand Oaks, CA: Sage Publications.
Çetinkaya, E., Kılıç, D. (2017). Öğretmenlik Uygulaması Dersinin Etkililik Düzeyinin Okul Yöneticisi, Sınıf Öğretmeni ve Öğretmen Adayı Görüşlerine Göre İncelenmesi. Atatürk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 21(2), 561-571.
Darling-Hammond, L. (2006). Powerful teacher education: Lessons from exemplary programs. San Francisco, CA: Jossey-Bass.
Day, C., Gu, Q., Townsend, A., Holdich, C. (2021). School-University Partnerships in Action: The Promise of Change. Routledge.
Dhillon, J. K. (2009). The role of social capital in sustaining partnership. British Educational Research Journal, 35(5), 687–704.
Green, C. A., Tindall-Ford, S. K. & Eady, M. J. (2020) School-university partnerships in Australia: a systematic literature review. Asia-Pacific Journal of Teacher Education, 48(4), 403-435.
Gilbert, P. (2007). Psychotherapy and counselling for depression (3. bs.). London: Sage Publications.
Ginsberg, R., & Rhodes, L. K. (2003). University faculty in partner schools. Journal of Teacher Education, 54(2), 150-162.
Given, L. M. (2008). The sage encyclopedia of qualitative research methods. Thousand Oaks, CA: Sage Publications.
Goodlad, J. I. (1988). School-university partnerships: Rationale and concepts. K. A. Sirotnik ve J. I. Goodlad (Yay. Haz.), School university partnership in action (s. 3–31). New York: Teachers College Press.
Henriques, G. (2014). In Search of Collective Experience and Meaning: A Transcendental Phenomenological Methodology for Organizational Research. Hum Stud 37, 451–468
Karip, E. (2003). Çatışma yönetimi. Ankara: Pegem.
King, C. L. (2014). Quality Measures™ Partnership Effectiveness Continuum Waltham, MA: Education Development Center, Inc. https://www.wallacefoundation.org/knowledge-center/Documents/Quality-Measures-Partnership-Effectiveness-Continuum.pdf adresinden erişildi.
Knight, S. L. Wiseman, D. Smith, C.W. (1992). The reflectivity-activity dilemma in school-university partnerships. Journal of Teacher Education, 43(4), 269-277.
Kruger, T., Davies, A., Eckersley, B., Newell, F., Cherednichenko, B. (2009). Efective and sustainable university-school partnerships: Beyond determined eforts by inspired individuals, Teaching Australia- Australian Institute for Teaching and School Leadership, Canberra. http://hdl.voced.edu.au/10707/144200 adresinden erişildi.
Lai, E. (2010) Getting in Step to Improve the Quality of In-service Teacher Learning through Mentoring, Professional Development in Education, 36(3), 443-469.
Ledoux, M. W., & McHenry, N. (2008). Pitfalls of school-university partnerships, the clearing house. A Journal of Educational Strategies, Issues and Ideas, 81(4),155-160.
Lincoln, Y. S., Guba, E. G. (1985). Naturalistic inquiry. Beverly Hills, California: Sage Publications.
Luyten, P., Sabbe, B., Blatt, S. J., Meganck, S., Jansen, B., De Grave, C., Maes, F., Corveleyn, J. (2007). Dependency and self-criticism: relationship with major depressive disorder, severity of depression, and clinical presentation. Depress Anxiety, 24(8), 586-96. doi: 10.1002/da.20272.
Martin, S. D., Snow, J. L., & Franklen-Torrez, C. A. (2011). Navigating the terrain of third space: Tensions with/in relationships in school-university partnerships. Journal of Teacher Education, 62(3), 299–311.
Maskit, D. ve Orland-Barak, L. (2015) University–school partnerships: student teachers’ evaluations across nine partnerships in Israel, Journal of Education for Teaching, 41(3), 285-306, doi: 10.1080/02607476.2015.1046265
MEB (2016). Millî Eğitim Bakanlığı ortaöğretim kurumları yönetmeliği. https://ogm.meb.gov.tr/meb_iys_dosyalar/2016_11/03111224_ooky.pdf adresinden erişildi.
MEB (2018). Öğretmen Adaylarının Millî Eğitim Bakanlığına Bağlı Eğitim Öğretim Kurumlarında Yapacakları Öğretmenlik Uygulamasına İlişkin Yönerge. http://oygm.meb.gov.tr/meb_iys_dosyalar/2020_07/13135500_Yonerge.pdf adresinden erişildi.
Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. San Francisco: Jossey-Bass A Wiley Imprint.
McIntyre, R., Smith, P., Rimes, K. A. (2018). The role of self-criticism in common mental health difficulties in students: A systematic review of prospective studies, Mental Health & Prevention, 10, 13-27.
Moustakas, C. (1994). Phenomenological research methods. London: Sage Publications.
Murat, M., Ünişen, A., Kanadlı, S. (2010). Eğitim fakültesine yeni başlayan öğrencilerin öğretmenlik mesleğini algılayışları ve öğretmenlik mesleğine ilişkin tutumları. Elektronik Sosyal Bilimler Dergisi, 9(33), 226-244.
Myran, S., Crum, K. S., & Clayton, J. (2010). Four pillars of effective university-school district partnerships: implications for educational planning. Educational Planning, 19(2), 46-60.
NCATE- National Council for Accreditation of Teacher Education (2001). Standards for Professional Development Schools. http://www.ncate.org/LinkClick.aspx?fileticket=P2KEH2wR4Xs%3d&tabid=107 adresinden erişildi.
Ng, S. S. N., & Chan, E.Y. M. (2012). School–University Partnership: challenges and visions in the new decade. Global Studies of Childhood, 2(1), 38-56.
Patton, M. Q. (2014). Nitel Araştırma ve Değerlendirme Yöntemleri, M. Bütün ve S. B. Demir (Yay. Haz.), Pegem Akademi.
Polkinghorne, E. (1989). Phenomenological research methods. R. S. Valle ve S. Halling (Yay. Haz.), Existential-phenomenological perspectives in psychology içinde (s. 41-60). New York, NY: Plenum.
Rice, E. H. (2002). The Collaboratıon Process in Professional Development Schools Results of a Meta-Ethnography, 1990-1998. Journal of Teacher Education, 53(1), 55-67.
Sandholtz, J. H. (2002). Inservice training or professional development: Contrasting opportunities in a school /university partnership. Teaching and Teacher Education, 18(7), 815-830.
Snow-Gerono, J. L. (2008). Voice less silenced: What do veteran teachers value in school-university partnerships and initial teacher preparation? The Teacher Education, 44(4), 248–267.
Stephens, D., & Boldt, G. (2004). School/University Partnerships: Rhetoric, Reality, and Intimacy. Phi Delta Kappan, 85(9), 703–707. https://doi.org/10.1177/003172170408500912
Stevens, D. D. (1999). The ideal, real and surreal in school-university partnerships: Reflections of a boundary spanner. Teaching and Teacher Education, 15(3), 287-99.
Taşdemir, N. & Ünişen, A. (2020). Öğretmenlerin öğretmenlik mesleğine ilişkin tutumlarının bazı değişkenler açısından incelenmesi. Journal of History School, 47, 2508-2532.
Teitel, L. (1998). Separations, divorces and open marriages in professional development school partnerships. Journal of Teacher Education, 49(2), 85-96.
Teitel, L. (2003). The professional development schools handbook: Starting, sustaining, and assessing partnership that improve student learning. Corwin Press.
Thomson, A. M., Perry, J. L., & Mill, T. K. (2009). Conceptualizing and measuring collaboration. Journal of Public Administration Research and Theory, 19 (1), 23-56.
Thorkildsen, R., Stein, M. R. S. (1996). Fundamental characteristics of successful university-school partnerships. School Community Journal, 6(2), 79-92.
Van Manen, M. (1990). Researching the Lived Experience. Human science for an action sensitive pedagogy. London, Ontario: The Althouse Press.
Verbeke, K. ve Richards, P. O. (2001). School-university collaborations. Fastback 485, Bloomington, IN: Phi Delta Kappa Educational Foundation.
Via, T. A. (2008). Collaborative processes of a professional development school partnership. (Yayınlanmamış doktora tezi). University of Maryland. ABD.
Yamagata-Lynch, L.C., Smaldino, S. (2007). Using activity theory to evaluate and improve K-12 school and university partnerships. Evaluation and program planning, 30(4), 364-380.
Yıldız, S. Ö. (2010). Okul-üniversite işbirliğine ilişkin okul yöneticilerinin görüşleri üzerine nitel bir araştırma Yalova ili örneği. (Yayınlanmamış yüksek lisans tezi). Yeditepe Üniversitesi, İstanbul.
YÖK (1998). Fakülte-okul işbirliği kılavuzu. https://www.yok.gov.tr/Documents /Yayinlar/Yayinlarimiz/Fakulte-Okul-Isbirligi.pdf adresinden erişildi.
YÖK (2007). Öğretmen yetiştirme ve eğitim fakülteleri. http://www.yok.gov.tr/documents/10279/30217/yok_ogretmen_kitabi/054a8c72-174b-4b00-a675-837874006db5 adresinden erişildi.
Wasonga, C. O., Rari, B. O., & Wanzare Z. O. (2012). Re-thinking school-university collaboration: Agenda for the 21st century. Educational Research and Reviews, 7(11), 251-260.
Zeichner, K. (2010). Rethinking the connections between campus courses and feld experiences in college- and university- based teacher education. Journal of Teacher Education, 61, 89–99.
Allen, M. A., Howells, K., & Radford, R. (2013). A ‘Partnership in Teaching Excellence’: ways in which one school–university partnership has fostered teacher development. Asia-Pacific Journal of Teacher Education, 41(1), 99-110.
Avalos, B. (2011). Teacher professional development in teaching and teacher education over ten years. Teaching and Teacher Education, 27, 10-20.
Aslan, M ve Sağlam, M. (2018). Öğretmenlik Uygulaması Dersinin Öğretmen Adaylarının Görüşlerine Göre Değerlendirilmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 33(1): 144-162. doi: 10.16986/HUJE.2017030313
Barnett, M., Anderson, J., Houle, M., Higginbotham, T., & Gatling, A. (2010). The process of trust building between university researchers and urban school personnel. Urban Education, 45(5), 630 –660.
Bartholomew, S. S., & Sandholtz, J. H. (2009). Competing views of teaching in a school–university partnership. Teaching and Teacher Education, 25(1), 155-165.
Batmaz, O, Ergen, Y. (2020). İlkokul Öğretmenleri ve Öğretim Üyelerinin Öğretmenlik Uygulaması Dersine Yönelik Görüşleri. Ankara University Journal of Faculty of Educational Sciences (JFES), 53(2), 549-576. doi: 10.30964/auebfd.541079
Bay, D., Şeker, P., Alisinanoğlu, F. (2020). Öğretmenlik Uygulaması Dersine İlişkin Öğretmen Adaylarının Görüşleri. Anadolu University Journal of Education Faculty, 4(1), 1-20. doi: 10.34056/aujef.625497
Beck, J. S. (2020). Investigating the Third Space: A New Agenda for Teacher Education Research. Journal of Teacher Education, 71(4), 379–391. doi:10.1177/0022487118787497.
Bernay, R., Stringer, P., Milne, J., Jhagroo, J. (2020). Three Models of Efective School–University Partnerships. New Zealand Journal of Educational Studies, 55, 133–148.
Bloomfield, D., Nguyen, H. T. (2015). Creating and sustaining professional learning partnerships: Activity theory as an analytic tool. Australian Journal of Teacher Education, 40(11), 22–44.
Bullough, R. V. Jr, Kauchak, D., Crow, N., Hobbs, S., Stokes, D. (1997). Professional development schools: Catalysts for teacher and school change. Teaching and Teacher Education, 13(2), 153-171.
Burbank, M. D. & Kauchak, D. (2003). An alternative model for professional development: investigations into effective collaboration. Teaching and Teacher Education, 19(1), 499–514.
Burn, K., Mutton, T. (2015). A review of research-informed clinical practice in initial teacher education. Oxford Review of Education, 41, 217–233.
Catelli, L. A., Costello, J., & Padovano, K. (2000) Action research in the context of a school–university partnership: its value, problems, issues and benefits. Educational Action Research, 8(2), 225-242.
Clark, R.W. (1988). School–university relationships: An interpretive review. K.A. Sirotnik ve J.I. Goodlad (Yay. Haz.). School–University Partnerships in Action: concepts, cases and concerns içinde (s. 32-65). New York: Teachers College Press.
Clifford, M ve Millar, S. (2007). K–20 Partnership: A Definition and Proof of Concept, WCER Working Paper No. 2007-9. Madison, WI: Wisconsin Center for Education Reserach. https://wcer.wisc.edu/docs/working-papers/Working_Paper_No_2007_09.pdf adresinden erişildi.
Cochran-Smith, M., & Lytle, S. L. (2001). Beyond certainty: Taking an inquiry stance on practice. A. Lieberman ve L. Miller (Yay. Haz.), Teachers caught in the action: Professional development that matters içinde (s. 45–61). New York, NY: Teachers College Press.
Corbin, J.H., Chu, M., Carney, J., Donnelly, S., & Clancy, A. (2017). Understanding collaboration: A formative process evaluation of a state-funded school-university partnership. School-University Partnerships, 10(1), 35–45.
Cozza, B. (2010). Transforming teaching into a collaborative culture: an attempt to create a professional development school-university partnership. The Educational Forum, 74(3), 227-241.
Creswell, J.W. (2007). Qualitative inquiry and research design: Choosing among five traditions. Thousand Oaks, CA: Sage Publications.
Çetinkaya, E., Kılıç, D. (2017). Öğretmenlik Uygulaması Dersinin Etkililik Düzeyinin Okul Yöneticisi, Sınıf Öğretmeni ve Öğretmen Adayı Görüşlerine Göre İncelenmesi. Atatürk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 21(2), 561-571.
Darling-Hammond, L. (2006). Powerful teacher education: Lessons from exemplary programs. San Francisco, CA: Jossey-Bass.
Day, C., Gu, Q., Townsend, A., Holdich, C. (2021). School-University Partnerships in Action: The Promise of Change. Routledge.
Dhillon, J. K. (2009). The role of social capital in sustaining partnership. British Educational Research Journal, 35(5), 687–704.
Green, C. A., Tindall-Ford, S. K. & Eady, M. J. (2020) School-university partnerships in Australia: a systematic literature review. Asia-Pacific Journal of Teacher Education, 48(4), 403-435.
Gilbert, P. (2007). Psychotherapy and counselling for depression (3. bs.). London: Sage Publications.
Ginsberg, R., & Rhodes, L. K. (2003). University faculty in partner schools. Journal of Teacher Education, 54(2), 150-162.
Given, L. M. (2008). The sage encyclopedia of qualitative research methods. Thousand Oaks, CA: Sage Publications.
Goodlad, J. I. (1988). School-university partnerships: Rationale and concepts. K. A. Sirotnik ve J. I. Goodlad (Yay. Haz.), School university partnership in action (s. 3–31). New York: Teachers College Press.
Henriques, G. (2014). In Search of Collective Experience and Meaning: A Transcendental Phenomenological Methodology for Organizational Research. Hum Stud 37, 451–468
Karip, E. (2003). Çatışma yönetimi. Ankara: Pegem.
King, C. L. (2014). Quality Measures™ Partnership Effectiveness Continuum Waltham, MA: Education Development Center, Inc. https://www.wallacefoundation.org/knowledge-center/Documents/Quality-Measures-Partnership-Effectiveness-Continuum.pdf adresinden erişildi.
Knight, S. L. Wiseman, D. Smith, C.W. (1992). The reflectivity-activity dilemma in school-university partnerships. Journal of Teacher Education, 43(4), 269-277.
Kruger, T., Davies, A., Eckersley, B., Newell, F., Cherednichenko, B. (2009). Efective and sustainable university-school partnerships: Beyond determined eforts by inspired individuals, Teaching Australia- Australian Institute for Teaching and School Leadership, Canberra. http://hdl.voced.edu.au/10707/144200 adresinden erişildi.
Lai, E. (2010) Getting in Step to Improve the Quality of In-service Teacher Learning through Mentoring, Professional Development in Education, 36(3), 443-469.
Ledoux, M. W., & McHenry, N. (2008). Pitfalls of school-university partnerships, the clearing house. A Journal of Educational Strategies, Issues and Ideas, 81(4),155-160.
Lincoln, Y. S., Guba, E. G. (1985). Naturalistic inquiry. Beverly Hills, California: Sage Publications.
Luyten, P., Sabbe, B., Blatt, S. J., Meganck, S., Jansen, B., De Grave, C., Maes, F., Corveleyn, J. (2007). Dependency and self-criticism: relationship with major depressive disorder, severity of depression, and clinical presentation. Depress Anxiety, 24(8), 586-96. doi: 10.1002/da.20272.
Martin, S. D., Snow, J. L., & Franklen-Torrez, C. A. (2011). Navigating the terrain of third space: Tensions with/in relationships in school-university partnerships. Journal of Teacher Education, 62(3), 299–311.
Maskit, D. ve Orland-Barak, L. (2015) University–school partnerships: student teachers’ evaluations across nine partnerships in Israel, Journal of Education for Teaching, 41(3), 285-306, doi: 10.1080/02607476.2015.1046265
MEB (2016). Millî Eğitim Bakanlığı ortaöğretim kurumları yönetmeliği. https://ogm.meb.gov.tr/meb_iys_dosyalar/2016_11/03111224_ooky.pdf adresinden erişildi.
MEB (2018). Öğretmen Adaylarının Millî Eğitim Bakanlığına Bağlı Eğitim Öğretim Kurumlarında Yapacakları Öğretmenlik Uygulamasına İlişkin Yönerge. http://oygm.meb.gov.tr/meb_iys_dosyalar/2020_07/13135500_Yonerge.pdf adresinden erişildi.
Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. San Francisco: Jossey-Bass A Wiley Imprint.
McIntyre, R., Smith, P., Rimes, K. A. (2018). The role of self-criticism in common mental health difficulties in students: A systematic review of prospective studies, Mental Health & Prevention, 10, 13-27.
Moustakas, C. (1994). Phenomenological research methods. London: Sage Publications.
Murat, M., Ünişen, A., Kanadlı, S. (2010). Eğitim fakültesine yeni başlayan öğrencilerin öğretmenlik mesleğini algılayışları ve öğretmenlik mesleğine ilişkin tutumları. Elektronik Sosyal Bilimler Dergisi, 9(33), 226-244.
Myran, S., Crum, K. S., & Clayton, J. (2010). Four pillars of effective university-school district partnerships: implications for educational planning. Educational Planning, 19(2), 46-60.
NCATE- National Council for Accreditation of Teacher Education (2001). Standards for Professional Development Schools. http://www.ncate.org/LinkClick.aspx?fileticket=P2KEH2wR4Xs%3d&tabid=107 adresinden erişildi.
Ng, S. S. N., & Chan, E.Y. M. (2012). School–University Partnership: challenges and visions in the new decade. Global Studies of Childhood, 2(1), 38-56.
Patton, M. Q. (2014). Nitel Araştırma ve Değerlendirme Yöntemleri, M. Bütün ve S. B. Demir (Yay. Haz.), Pegem Akademi.
Polkinghorne, E. (1989). Phenomenological research methods. R. S. Valle ve S. Halling (Yay. Haz.), Existential-phenomenological perspectives in psychology içinde (s. 41-60). New York, NY: Plenum.
Rice, E. H. (2002). The Collaboratıon Process in Professional Development Schools Results of a Meta-Ethnography, 1990-1998. Journal of Teacher Education, 53(1), 55-67.
Sandholtz, J. H. (2002). Inservice training or professional development: Contrasting opportunities in a school /university partnership. Teaching and Teacher Education, 18(7), 815-830.
Snow-Gerono, J. L. (2008). Voice less silenced: What do veteran teachers value in school-university partnerships and initial teacher preparation? The Teacher Education, 44(4), 248–267.
Stephens, D., & Boldt, G. (2004). School/University Partnerships: Rhetoric, Reality, and Intimacy. Phi Delta Kappan, 85(9), 703–707. https://doi.org/10.1177/003172170408500912
Stevens, D. D. (1999). The ideal, real and surreal in school-university partnerships: Reflections of a boundary spanner. Teaching and Teacher Education, 15(3), 287-99.
Taşdemir, N. & Ünişen, A. (2020). Öğretmenlerin öğretmenlik mesleğine ilişkin tutumlarının bazı değişkenler açısından incelenmesi. Journal of History School, 47, 2508-2532.
Teitel, L. (1998). Separations, divorces and open marriages in professional development school partnerships. Journal of Teacher Education, 49(2), 85-96.
Teitel, L. (2003). The professional development schools handbook: Starting, sustaining, and assessing partnership that improve student learning. Corwin Press.
Thomson, A. M., Perry, J. L., & Mill, T. K. (2009). Conceptualizing and measuring collaboration. Journal of Public Administration Research and Theory, 19 (1), 23-56.
Thorkildsen, R., Stein, M. R. S. (1996). Fundamental characteristics of successful university-school partnerships. School Community Journal, 6(2), 79-92.
Van Manen, M. (1990). Researching the Lived Experience. Human science for an action sensitive pedagogy. London, Ontario: The Althouse Press.
Verbeke, K. ve Richards, P. O. (2001). School-university collaborations. Fastback 485, Bloomington, IN: Phi Delta Kappa Educational Foundation.
Via, T. A. (2008). Collaborative processes of a professional development school partnership. (Yayınlanmamış doktora tezi). University of Maryland. ABD.
Yamagata-Lynch, L.C., Smaldino, S. (2007). Using activity theory to evaluate and improve K-12 school and university partnerships. Evaluation and program planning, 30(4), 364-380.
Yıldız, S. Ö. (2010). Okul-üniversite işbirliğine ilişkin okul yöneticilerinin görüşleri üzerine nitel bir araştırma Yalova ili örneği. (Yayınlanmamış yüksek lisans tezi). Yeditepe Üniversitesi, İstanbul.
YÖK (1998). Fakülte-okul işbirliği kılavuzu. https://www.yok.gov.tr/Documents /Yayinlar/Yayinlarimiz/Fakulte-Okul-Isbirligi.pdf adresinden erişildi.
YÖK (2007). Öğretmen yetiştirme ve eğitim fakülteleri. http://www.yok.gov.tr/documents/10279/30217/yok_ogretmen_kitabi/054a8c72-174b-4b00-a675-837874006db5 adresinden erişildi.
Wasonga, C. O., Rari, B. O., & Wanzare Z. O. (2012). Re-thinking school-university collaboration: Agenda for the 21st century. Educational Research and Reviews, 7(11), 251-260.
Zeichner, K. (2010). Rethinking the connections between campus courses and feld experiences in college- and university- based teacher education. Journal of Teacher Education, 61, 89–99.
Downloads
Published
2022-10-17
How to Cite
BAKIOGLU, A., & KIRISCI SARIKAYA, A. (2022). University-School Partnership: Feedback and Assessment. Journal of Qualitative Research in Education, (32). https://doi.org/10.14689/enad.32.789
Issue
Section
Articles
License
Copyright (c) 2022 Journal of Qualitative Research in Education
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
