Successful university-school partnerships: an interpretive framework to inform partnership practice Hobbs, Linda, Jones, Mellita, Kenny, John, Campbell, Coral, Chittleborough, Gail, Herbert, Sandra, Gilbert, Andrew and Redman, Christine 2015, Successful university-school partnerships: an interpretive framework to inform partnership practice, in ESERA 2015: Proceedings of the 11th Conference for the Science Education Research Association: Engaging learners for a sustainable future, European Science Education Research Association, [Helsinki, Finland], pp. 2073-2084. Attached Files Name Description MIMEType Size Downloads Title Successful university-school partnerships: an interpretive framework to inform partnership practice Author(s) Hobbs, Linda orcid.org/0000-0002-6898-8495 Jones, Mellita Kenny, John Campbell, Coral orcid.org/0000-0002-1373-9168 Chittleborough, Gail orcid.org/0000-0002-0919-1582 Herbert, Sandra orcid.org/0000-0001-5990-5099 Gilbert, Andrew Redman, Christine Conference name European Science Education Research Association. Conference (11th: 2015: Helsinki, Finland) Conference location Helsinki, Finland Conference dates 31 Aug. - 4 Sep. 2015 Title of proceedings ESERA 2015: Proceedings of the 11th Conference for the Science Education Research Association: Engaging learners for a sustainable future Editor(s) Evagorou, Maria Michelini, Marisa Publication date 2015 Start page 2073 End page 2084 Total pages 12 Publisher European Science Education Research Association Place of publication [Helsinki, Finland] Summary This paper presents an Interpretive Framework stemming from a longitudinal and iterative multiple case study of five Australian universities examining the cogent and unique practices underpinning their established and successful school-based science teacher education programs. Results from interviews with teacher educators, school staff and pre-service teachers, show four components that guide the successful and sustainable use of university-school partnerships. These components: Guiding Pedagogical Principles; Growing University-School Partnerships; Representations of Partnership; and Growth Model provide a scaffold for initiating, growing and sustaining partnerships that maximise the benefits for all. The essential role of both university and school staff is also highlighted. ISBN 9789515115416 Language eng Field of Research 130103 Higher Education 130106 Secondary Education Socio Economic Objective 930201 Pedagogy HERDC Research category E1.1 Full written paper - refereed ERA Research output type E Conference publication Copyright notice ©2015, ESERA Persistent URL http://hdl.handle.net/10536/DRO/DU:30087261 Document type: Conference Paper Collections: Faculty of Arts and Education School of Education Related Links Link Description Connect to published version Go to link with your DU access privileges     Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. Versions Version Filter Type Thu, 13 Oct 2016, 08:18:33 EST Fri, 14 Oct 2016, 04:03:44 EST Fri, 14 Oct 2016, 07:17:24 EST Fri, 14 Oct 2016, 07:23:42 EST Wed, 09 Nov 2016, 15:00:51 EST Wed, 16 Nov 2016, 05:04:01 EST Thu, 24 Nov 2016, 14:10:13 EST Thu, 24 Nov 2016, 14:14:03 EST Thu, 24 Nov 2016, 14:23:51 EST Thu, 24 Nov 2016, 14:32:27 EST Fri, 10 Feb 2017, 14:22:53 EST Fri, 10 Feb 2017, 14:30:26 EST Thu, 16 Aug 2018, 10:41:28 EST Filtered Full Citation counts:   Cited 0 times in TR Web of Science Cited 0 times in Scopus Search Google Scholar Access Statistics: 459 Abstract Views, 11 File Downloads  -  Detailed Statistics Created: Wed, 09 Nov 2016, 15:00:51 EST

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