Participant Understandings and the Complexities of Educational Change: The Breakdown and Regeneration of the Greenfield Experiment

1979 ◽  
Vol 161 (4) ◽  
pp. 20-35 ◽  
Author(s):  
Clement A. Seldin ◽  
Robert W. Maloy
Keyword(s):  
Department Of Education ◽  
Main Body ◽  
Change Model ◽  
School Of Education ◽  
Community Members ◽  
Project Leadership ◽  
The Public ◽  
University Of Massachusetts ◽  
The University ◽  
Education Process

In June of 1977, the public school system of Greenfield, Massachusetts, * in conjunction with the Massachusetts State Department of Education and the School of Education at the University of Massachusetts, embarked on a two-year collaboration to conceptualize and design a more responsive and effective secondary education process. The Greenfield Secondary Schools Project (GSSP) was to be an attempt by teachers, students, administrators, and community members to develop comprehensive solutions to educational problems. The GSSP represented a major attempt at broad-based, decentralized innovation in public education. Despite the collaborative approach, shared decision-making strategies, local control, and decentralized structure, the GSSP was unable to effectively manage major obstacles, and participant commitment to the change process began to dissolve. The main body of this article contends that preexisting expectations and assumptions about change, shared by participants, can inhibit and even break down a progressive, elaborately preplanned change model. The article's postscript describes the unique regeneration of the GSSP in terms of a new minigrant program and the consolidation of project leadership.

scholarly journals Creating an Age-Friendly Model System Through a Community and University Partnership

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 100-100
Author(s):  
Andrew Revell ◽  
Jennifer Viveiros
Keyword(s):  
Nursing Students ◽  
Global Network ◽  
Community Members ◽  
University Partnerships ◽  
Student Researchers ◽  
Dynamic Collaboration ◽  
College Of Nursing ◽  
University Of Massachusetts ◽  
The University ◽  
The Town

Abstract The University of Massachusetts 5-campus system was the first university system to receive the Age-Friendly University designation in the AFU Global Network (Business West, 2019). Simultaneously, the town of Dartmouth and city of New Bedford became Age-Friendly Communities. This allowed for dynamic collaboration between our university and communities. This presentation highlights several examples. The Ora M. DeJesus Gerontology Center faculty and student researchers developed the original age-friendly survey items for New Bedford’s initial community assessment; and the College of Nursing and Health Sciences faculty and student researchers compiled data for Dartmouth’s survey. Community service during the pandemic has flourished. The Community Companions program, which matches students with community members in social need, went virtual. Nursing students and faculty have been on the frontline in the vaccination efforts in the town of Dartmouth. These partnerships will be presented as examples of potential opportunities for other age-friendly communities. Community-university partnerships are encouraged.

From State College to University System: The University of Massachusetts, 1945–1973

1992 ◽  
Author(s):  
Richard M. Freeland
Keyword(s):  
Higher Education ◽  
Evolutionary Process ◽  
Public University ◽  
Land Grant ◽  
Private Institutions ◽  
The Public ◽  
State College ◽  
University Of Massachusetts ◽  
Multicampus System ◽  
The University

The conditions of the golden age liberated Massachusetts State College from the forces that had restricted its development since the nineteenth century. In spurts of growth linked to demographic and political cycles, M.S.C. mushroomed from a limited-purpose college into a comprehensive university and from a single campus in Amherst into a multicampus system, with units in Worcester and Boston and a statewide president’s office. By the end of the period, UMass seemed finally to have joined its counterparts in western states as a full-fledged public university in the land grant tradition, with strong programs of graduate education and research built on a large undergraduate base and linked to public service activities of applied research and nondegree instruction. The evolutionary process remained incomplete, however, and Massachusetts was still Massachusetts. The state’s nonelite private institutions watched the public expansion nervously and organized to protect their interests. Other components of the public system, including the state colleges and a new network of community colleges, vied for support from an intensely politicized government still unsure of its role in higher education. Though the effort during the 1930s to transform Massachusetts State College into a full public university had ended in failure when the General Court shelved the enabling legislation, the university movement had gained important ground. In particular, by the end of the prewar decade, the loose coalition of students, alumni/ae, and organized labor that had kept the movement alive had stirred public interest and won support from the college’s trustees as well as its president, Hugh Potter Baker. Baker himself, with his roots in the scientific-technical traditions of land grant education, had been slow to endorse a broadened conception of his institution but once converted had become an eloquent and persistent advocate. Believing, despite his disappointment over the legislature’s inaction, that World War II would foster increased interest in higher education and create new opportunities for M.S.C., Baker used his annual reports during the war to reiterate the central arguments of the university movement: that, in comparison with other states, Massachusetts was not providing adequate support for public higher education; that demand for places at the college far exceeded enrollment capacity; that the region’s private institutions were not prepared to respond to the need; and that large numbers of Massachusetts residents were being forced to attend public universities in other states.

Projects: The Mathematics and Science Center at the University of Kansas

1998 ◽  
Vol 91 (2) ◽  
pp. 191-192
Author(s):  
Susan Gay
Keyword(s):  
High School ◽  
High School Students ◽  
College Education ◽  
Department Of Education ◽  
University Of Kansas ◽  
School Of Education ◽  
Science Center ◽  
School Students ◽  
The University ◽  
Mathematics And Science

Helping students in their efforts to complete high school successfully and obtain a college education is the goal of the Mathematics and Science Center (MSC) at the University of Kansas (KU). Funded by the U.S. Department of Education, MSC identifies, recruits, selects, and supports high school students wjth academic potential who demonstrate an interest in pursuing a career associated with mathematics or science and who meet eligibility guidelines for participation in the project. MSC is sponsored by the KU School of Education.

scholarly journals It’s Not About “Us”: Express Newark Prioritizing the Public Good

2018 ◽  
Vol 29 (2) ◽  
Author(s):  
Anne Schaper Englot ◽  
Victor Davson ◽  
Chantal Fischzang ◽  
Tamara Fleming ◽  
Nick Kline
Keyword(s):  
Public Good ◽  
Engaged Scholarship ◽  
Community Partner ◽  
Community Members ◽  
Value System ◽  
Community Partners ◽  
The Public ◽  
New Ways Of Working ◽  
The University ◽  
Successful Collaboration

Publically engaged scholarship demands new ways of working within and outside of the academy. Systems within the university reward faculty for individual achievements. This approach militates against working on collaborative projects because of the difficulty of explaining and quantifying one’s contribution. The culture of academia further inhibits potential collaborations and undermines even the most altruistic faculty, who are socialized to devalue the experiential, place-based knowledge of a community partner and encouraged to adopt a self-concept as “the” authority.          But if universities are to honor their commitment to the public good, the public must be prioritized in the academic value system, which ought to encourage new modes of thinking that recognize the legitimacy of the expertise of community partners and place value on collaboration with them. From the community perspective, there is often a lack of models for successful collaboration, with engagement by universities more often than not taking the form of exercising eminent domain or parachuting in to “fix” a problem and then abandoning the community. Community members carry with them skepticism that the university’s only use is as a source of hand-outs rather than a source of the kind of agency afforded by true collaboration.

The Nature of a Successful Online Professional Doctorate

2016 ◽  
pp. 1097-1121
Author(s):  
Gordon Joyes ◽  
Tony Fisher ◽  
Roger Firth ◽  
Do Coyle
Keyword(s):  
Student Evaluation ◽  
Main Body ◽  
School Of Education ◽  
Evaluation Scores ◽  
Professional Doctorate ◽  
Current Context ◽  
Student Reactions ◽  
The University ◽  
Collaborative Knowledge

This chapter provides a case study of a wholly online professional doctorate in Teacher Education that has been running successfully since 2003 within the School of Education at the University of Nottingham, UK. It begins with both the background and context in which the development took place—this covers the team involved and identifies the drivers that led to this innovative course. The main body of the chapter focuses on the course itself, which was constructed collaboratively through written reflections of the team. This illuminates the reasons for its success as measured by healthy recruitment, high student evaluation scores, and high retention and completion rates. The pedagogic rationale for the design of one module involving collaborative knowledge creation is presented with some student reactions to this. Six student voices are then presented, which provide an insight into the value of the course. This leads to a consideration of the current context and the new challenges facing the course.

The Nature of a Successful Online Professional Doctorate

2014 ◽  
pp. 296-330
Author(s):  
Gordon Joyes ◽  
Tony Fisher ◽  
Roger Firth ◽  
Do Coyle
Keyword(s):  
Student Evaluation ◽  
Main Body ◽  
School Of Education ◽  
Evaluation Scores ◽  
Professional Doctorate ◽  
Current Context ◽  
Student Reactions ◽  
The University ◽  
Collaborative Knowledge

This chapter provides a case study of a wholly online professional doctorate in Teacher Education that has been running successfully since 2003 within the School of Education at the University of Nottingham, UK. It begins with both the background and context in which the development took place—this covers the team involved and identifies the drivers that led to this innovative course. The main body of the chapter focuses on the course itself, which was constructed collaboratively through written reflections of the team. This illuminates the reasons for its success as measured by healthy recruitment, high student evaluation scores, and high retention and completion rates. The pedagogic rationale for the design of one module involving collaborative knowledge creation is presented with some student reactions to this. Six student voices are then presented, which provide an insight into the value of the course. This leads to a consideration of the current context and the new challenges facing the course.

História da escola da aplicação da FEUSP (1976-1986): a contribuição de José Mário Pires Azanha para a cultura escolar

2020 ◽  
Author(s):  
Nívia Gordo
Keyword(s):  
School System ◽  
Historical Perspective ◽  
Sao Paulo ◽  
Public School System ◽  
São Paulo ◽  
School Of Education ◽  
The Public ◽  
History Of ◽  
Cultura Escolar ◽  
The University

This study aims at describing the history of the Escola de Aplicação (EA), at the School of Education of the University of São Paulo (USP) during the period of 1976-1986, when I was both the pedagogical coordinator and the director. During this period, Professor José Mário Azanha, as a Representative of the School of Education of USP, headed the organization and functioning activities of the Elementary school, with the goal that the Escola de Aplicação (EA) could contribute with some ideas for improving the public school system of the state of São Paulo. This study seeks to reconstruct, through a historical perspective, both theoretical and practical aspects of the work that took place during the mentioned period.

This is the sound of one voice: singing to see beyond boundaries in a university community choir

2015 ◽  
Vol 15 (2) ◽  
pp. 166-177
Author(s):  
Sue Monk ◽  
Elizabeth Mackinlay
Keyword(s):  
Public Space ◽  
Design Methodology ◽  
Word Meaning ◽  
Human Beings ◽  
School Of Education ◽  
Content Type ◽  
The Public ◽  
Community Choir ◽  
The University ◽  
The Voice

Purpose – The purpose of this paper is to explore their experiences as singers in a community choir called Arrkula (a Yanyuwa word meaning “one voice”) based in the School of Education at the University of Queensland as performance of song, self, social justice and seeing beyond boundaries. Performing at “gigs” inside and outside the university, Arrkula has been singing together since 2011, and despite an environment replete with neo-liberal ideals of individualism, competitiveness and capitalist driven research agendas, at the centre of their song remains a yearning for social connection, equality and renewed consciousness. Design/methodology/approach – The authors take an autoethnographic creative approach and bring performance of song together with their stories and interviews with choir members to link the “secret space” of the rehearsal with the “public space” of staged performances. Findings – The authors’ aim is to think and perform the potential the voice and voices of Arrkula hold in terms of heightening senses of agency, provoking and empowering a pursuit of freedom and transforming lived worlds through song. Originality/value – The value of this paper is the authors’ take up of Maxine Greene’s (2005, p. 38) question, “if we can link imagination to our sense of possibility and our ability to respond to other human beings, can we link it to the making of community as well?” to consider what singing for democracy and difference might mean individually and collectively in the current climate of higher education.

A Local Area Network for Medical Research; Planning, Realization and Experience

1991 ◽  
Vol 30 (01) ◽  
pp. 53-64 ◽  
Author(s):  
R. Schosser ◽  
C. Weiss ◽  
K. Messmer
Keyword(s):  
Medical Research ◽  
Word Processing ◽  
Local Area Network ◽  
Local Area ◽  
Area Network ◽  
Test Installation ◽  
Cost Performance ◽  
The Public ◽  
On Line ◽  
The University

This report focusses on the planning and realization of an interdisciplinary local area network (LAN) for medical research at the University of Heidelberg. After a detailed requirements analysis, several networks were evaluated by means of a test installation, and a cost-performance analysis was carried out. At present, the LAN connects 45 (IBM-compatible) PCs, several heterogeneous mainframes (IBM, DEC and Siemens) and provides access to the public X.25 network and to wide-area networks for research (EARN, BITNET). The network supports application software that is frequently needed in medical research (word processing, statistics, graphics, literature databases and services, etc.). Compliance with existing “official” (e.g., IEEE 802.3) and “de facto” standards (e.g., PostScript) was considered to be extremely important for the selection of both hardware and software. Customized programs were developed to improve access control, user interface and on-line help. Wide acceptance of the LAN was achieved through extensive education and maintenance facilities, e.g., teaching courses, customized manuals and a hotline service. Since requirements of clinical routine differ substantially from medical research needs, two separate networks (with a gateway in between) are proposed as a solution to optimally satisfy the users’ demands.

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