Lessons from a Three-Year Project To Advance Interprofessional Education in Nine Universities. Occasional Paper No. 1.

Autor/in	Foley, Eileen
Institution	Fordham Univ., New York, NY. National Center for Schools and Communities.
Titel	Lessons from a Three-Year Project To Advance Interprofessional Education in Nine Universities. Occasional Paper No. 1.
Quelle	(1997), (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Administrators; College Curriculum; College Faculty; College School Cooperation; Cooperative Programs; Elementary Secondary Education; Graduate Students; Graduate Study; Higher Education; Internship Programs; Partnerships in Education; School Community Relationship; Social Work; Teacher Education; Teachers; Universities + Suchen Sie Ihr Suchwort? Fakultät; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Hochschulbildung; Hochschulsystem; Hochschulwesen; Berufspraktische Ausbildung; Hochschulpartnerschaft; Soziale Arbeit; Lehrerausbildung; Lehrerbildung; Lehrer; Lehrerin; Lehrende; University; Universität
Abstract	In a 3-year program, the National Center for Schools and Communities enabled nine universities (Boston College, Massachusetts; California State University, Long Beach; Clark Atlanta University, Georgia; Eastern Washington University; Howard University, District of Columbia; University of Houston, Texas; University of Utah; Washington University, Missouri; and Wayne State University, Michigan) to develop curricula and internship experiences to prepare social work and education students for collaboration in public schools. Most programs included didactic course work and a joint internship for small cohorts of 4 to 40 students. Interview and focus group data suggest that while university faculty felt the personal costs of collaboration outweighed the personal benefits, public school teachers and graduate students generally felt the exchanges were worthwhile. Two major lessons were learned: (1) establishing goals that can be operationalized in common requires sustained, focused dialogue whereby parties experience each other's special capabilities and come to understand the limits for action imposed by each other's organizational context; and (2) interorganizational collaboration is the responsibility of leaders and cannot be delegated. The paper also addresses whether comprehensive approaches will enable more children to succeed in school, whether public school principals should assume primary responsibility for service integration, and whether university preparation for work in collaboration is a good way to advance collaboration in later practice. (MDM)
Anmerkungen	National Center for Schools and Communities, Fordham University, 33 West 60th Street, 8th Floor, New York, NY 10023; Tel: 212-636-6699; Fax: 212-636-6033; e-mail: ncsc@mary.fordham.edu (free).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01