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Principal Perceptions Regarding the Impact of School- University Partnerships in Primary Science Contexts

Citation

Gilbert, A and Hobbs, L and Kenny, J and Jones, M and Campbell, C and Chittleborough, G and Herbert, S and Redman, C, Principal Perceptions Regarding the Impact of School- University Partnerships in Primary Science Contexts, School-University Partnerships, 11, (2) pp. 73-83. ISSN 1935-7125 (2018) [Refereed Article]


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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.

Item Details

Item Type:Refereed Article
Research Division:Education
Research Group:Curriculum and Pedagogy
Research Field:Science, Technology and Engineering Curriculum and Pedagogy
Objective Division:Education and Training
Objective Group:School/Institution
Objective Field:School/Institution Policies and Development
Author:Kenny, J (Dr John Kenny)
ID Code:129510
Year Published:2018
Deposited By:Education
Deposited On:2018-12-04
Last Modified:2018-12-04
Downloads:0

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