Best Practices in K-12/University Partnerships

This paper explores the potentiality inherent within a community-campus partnership in the area of inservice teacher education, and the inter-institutional space that has afforded creative and collaborative practices. Through this partnership, we endeavour to find innovative ways to better serve our students and create opportunities for smooth interactions and flow across school and university communities. Unlike other research that explores tensions and/or common ground within community-university partnerships, we seek to understand the potential that is created in the metaphorical space in-between institutions. Using dialogic inquiry, the diverse members of our teaching team, including members of the university community and the K-12 school system, as well as graduates of the program, reflected on the unique material, discursive and relational dimensions of our inter-institutional space. We came to see our graduate program as a hybrid place of connections, rhythms, and intersections in which usual institutional practices are ruptured. Together we identified powerful interrelated structural dimensions of our inter-institutionality, which we referred to as the gathering space, the inquiry space, the transformative space and the empowering space. These themes and the flow that has been created across and between institutions will be discussed in the following paper.

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Teaching All Students to Write During a Pandemic

Handbook of Research on Inequities in Online Education During Global Crises - Advances in Mobile and Distance Learning ◽

10.4018/978-1-7998-6533-9.ch015 ◽

2021 ◽

pp. 281-300

Author(s):

Tracey S. Hodges

Keyword(s):

Best Practices ◽

Writing Instruction ◽

Virtual Learning ◽

Time Investment ◽

Online Distance ◽

K 12

Writing instruction in K-12 classrooms can be challenging under the best of circumstances. During the COVID-19 pandemic, writing instruction became even more challenging, with teachers shifting to online, distance, and virtual learning in an instance. With the time investment and attention required to teach writing well, teachers were faced with new obstacles and questions. In addition to understanding best practices for writing instruction, the pandemic unveiled more access and instruction inequities. Specifically, teachers found that students would engage in lessons, activities, and remote instruction at differing levels, ranging from fully invested in the instruction to completely absent instruction. Therefore, this chapter synthesizes best practices for virtual writing instruction and provides recommendations for applying these best practices for various learner situations to alleviate some inequities.

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Practical Guidelines for Creating Online Courses in K-12 Education

Blended Learning ◽

10.4018/978-1-5225-0783-3.ch026 ◽

2016 ◽

pp. 507-529

Author(s):

Wayne Journell

Keyword(s):

Online Learning ◽

Adult Learners ◽

Best Practices ◽

University Students ◽

Online Courses ◽

Learning Opportunities ◽

Online Pedagogy ◽

Practical Guidelines ◽

Formally Trained ◽

K 12

Online learning is the future of K-12 education. However, few online K-12 instructors have been formally trained in online pedagogy. This chapter describes best practices in creating online courses for K-12 students. Many aspects of online learning are the same regardless of the age of the students taking the courses, but adolescents often experience online instruction differently than university students or adult learners. Although far from comprehensive, this chapter describes basic guidelines and offers recommendations for K-12 educators wishing to create engaging online learning opportunities for their students.

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Teaching Strategies and Tactics in K-12 Blended Education

Blended Learning ◽

10.4018/978-1-5225-0783-3.ch011 ◽

2016 ◽

pp. 222-251

Author(s):

Anne Katz ◽

Jackie Hee-Young Kim

Keyword(s):

Early Childhood ◽

School District ◽

Best Practices ◽

Student Learning ◽

Case Studies ◽

Flipped Classroom ◽

Instructional Methods ◽

New Paradigm ◽

K 12 ◽

Educational Field

With a mission of creating a new paradigm of instructional methods to increase engagement in student learning in order to help develop more resilient students in a high-needs school district, this study examined implementation of the flipped classroom model in an early childhood and childhood education setting. This chapter will start by locating challenges in the current K-12 educational field. It will then examine how flipped classroom model approaches will simultaneously help educators meet long-standing challenges and support teachers to meet the diverse needs of students. This chapter will further discuss a pedagogical rationale for the flipped classroom model. It will then proceed to showcase best practices in utilizing the Flipped Classroom (FC) Model through the presentation of multiple teacher case studies. Lastly, this chapter will discuss considerations that should be examined while executing the Flipped Classroom model.

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Strengthening Partnerships through Family Math Nights

Mathematics Teaching in the Middle School ◽

10.5951/mathteacmiddscho.23.5.0284 ◽

2018 ◽

Vol 23 (5) ◽

pp. 284-287 ◽

Cited By ~ 1

Author(s):

Lynn Liao Hodge ◽

Michael Lawson

Keyword(s):

Preservice Teachers ◽

Mathematics Education ◽

Best Practices ◽

Teaching And Learning ◽

High School Mathematics ◽

University Mathematics ◽

The Past ◽

Mathematics Teaching And Learning ◽

University Mathematics Education ◽

K 12

Collaboration is central to impacting mathematics teaching and learning. As a university mathematics education professor (the first author) and a graduate student in mathematics education and former high school mathematics teacher (the second author), we have initiated partnerships with urban and rural middle schools, families, and preservice teachers during the past five years, using Family Math Nights (FMNs) as the vehicle for collaboration. FMNs are events that usually take place in school gyms, libraries, or cafeterias to promote awareness and inspire interest in K-12 mathematics education. The events are highly interactive, with stations that allow both adults and students to interact with teachers to better understand what inquiry and best practices in mathematics look like. The approach that we facilitated is quite different from the typical approach to designing and implementing FMNs.

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Improving instruction and staff development by building K--12/university partnerships

ACM SIGGRAPH 98 Conference abstracts and applications on - SIGGRAPH '98 ◽

10.1145/280953.280968 ◽

1998 ◽

Author(s):

Rodney Zagury ◽

Brian Monahan

Keyword(s):

Staff Development ◽

University Partnerships ◽

Improving Instruction ◽

K 12

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The iPad

Handbook of Research on Mobile Devices and Smart Gadgets in K-12 Education - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-2706-0.ch013 ◽

2018 ◽

pp. 194-224 ◽

Cited By ~ 1

Author(s):

Julia Bennett ◽

Danielle McKain

Keyword(s):

Best Practices ◽

Mobile Devices ◽

Mobile Learning ◽

First Century ◽

Learning Needs ◽

Note Taking ◽

Laptop Computer ◽

Advantages And Disadvantages ◽

K 12 ◽

The Way

Mobile learning is becoming more prominent in all levels of education. While educators strive to keep up with the learning needs of twenty-first century students, research on best practices for mobile devices in the classroom is limited. There is a great deal of research on traditional note-taking, but mobile devices have changed the way students take notes. While electronic note-taking began with simply typing notes on a laptop computer, it has quickly transformed into a multitude of options with various note-taking applications (apps). The purpose of this chapter is to provide a brief review of mobile devices and note-taking in K-12 classrooms. Additionally, it reviews and compares features of eight note-taking applications. These apps change how notes are taken, organized, stored, and accessed. This chapter provides an overview of each application with specific examples using Notability, as well as the advantages and disadvantages of taking notes on the iPad.

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