Partnering for Change in Dance Higher Education

Autor/in	Pulinkala, Ivan
Titel	Partnering for Change in Dance Higher Education
Quelle	In: Research in Dance Education, 15 (2014) 3, S.239-253 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1464-7893
DOI	10.1080/14647893.2014.910187
Schlagwörter	Partnerships in Education; Dance Education; Higher Education; Case Studies; Sustainability; School Community Programs; Stakeholders; Community Surveys; Community Attitudes; Teacher Surveys; Teacher Attitudes; Group Dynamics; Change Strategies; Qualitative Research; Interviews; Focus Groups; Observation; Content Analysis; Performance Factors; Expectation; Resource Allocation; Interpersonal Competence; Orientation; Workshops; Meetings; Peer Teaching; Mentors; Educational Opportunities; Educational Resources; School Support; Georgia + Suchen Sie Ihr Suchwort? Hochschulpartnerschaft; Dance; Education; Tanzerziehung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Case study; Fallstudie; Case Study; Nachhaltigkeit; Lehrerverhalten; Gruppendynamik; Lösungsstrategie; Qualitative Forschung; Interviewing; Interviewtechnik; Beobachtung; Inhaltsanalyse; Leistungsindikator; Expectancy; Erwartung; Ressourcenallokation; Interpersonale Kompetenz; Orientierung; Lernwerkstatt; Schulung; Meeting; Tagung; Peer group teaching; Peer Group Teaching; Bildungsangebot; Bildungschance; Bildungsmittel; Schulförderverein
Abstract	This case study evaluated the long-term viability of the community partnerships within the Program in Dance at Kennesaw State University (KSU). Data gathered from more than 40 university and community stakeholders was synthesized to gain an understanding of how these partnerships can be developed and sustained in the future. Strategic recommendations to support the future growth of the community dance partnerships at KSU were developed based on participant responses and multiple source data triangulation. The intrinsic nature of this study was rooted in an interpretivist perspective, as the researcher entered the world of the social subjects, not as a generator of data, but rather as an analyst, developing recommendations in support of future community engagement practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10