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Principal perceptions regarding the impact of school- university partnerships in primary science contexts

journal contribution
posted on 2018-01-01, 00:00 authored by Andrew Gilbert, Linda HobbsLinda Hobbs, John Kenny, Melita Jones, Coral Campbell, Gail Chittleborough, Sandra Herbert, Christine Redman
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.

History

Journal

School-university partnerships

Volume

11

Issue

2

Pagination

73 - 83

Publisher

Rowman & Littlefield Education

Location

Lanham, Md.

ISSN

1935-7125

Language

eng

Publication classification

C1 Refereed article in a scholarly journal

Copyright notice

[2018, Rowman & Littlefield Education]

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