A Reflective Faculty-in-Residence Model in a K-8 Lab School: Lessons Learned from the First Two Years of a Bidirectional Initiative

Autor/inn/en	Dempsey, Van; Hill-Black, Sabrina; Roseboro, Donyell; Fox, Kathy; Sidbury, Kemeka; Stocker, James; Swanton, Erica; Jennings, Laura; Hilburn, Jeremy; Nobles, Karla; Sterrett, William L.
Titel	A Reflective Faculty-in-Residence Model in a K-8 Lab School: Lessons Learned from the First Two Years of a Bidirectional Initiative
Quelle	In: School-University Partnerships, 14 (2021) 2, S.115-120 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1935-7125
Schlagwörter	Laboratory Schools; College School Cooperation; Partnerships in Education; Teacher Educators; Elementary Schools; Middle Schools; School Community Relationship; Faculty Development; Intervention; Educational Research; Inquiry; Active Learning; North Carolina + Suchen Sie Ihr Suchwort? Laborschule; Hochschulpartnerschaft; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Elementary school; Grundschule; Volksschule; Middle school; Mittelschule; Mittelstufenschule; Bildungsforschung; Pädagogische Forschung; Aktives Lernen
Abstract	The Faculty-in-Residence (FIR) initiative bridges resources of a regional university, its College of Education, and a K-8 partnership school in ways that enhance children's learning and well-being. A core commitment undergirding the FIR role is the recognition that blurred boundaries, collaborative relationships, and the reimagination of how professional knowledge and resources can intersect, can create a richer learning environment. With the focus on a positive impact for students, the FIR work may include areas such as classroom pedagogy, school leadership, wrap-around services, and family and community engagement. This work informs the preparation of educators, practitioners, and community services professionals, creating rich possibilities that may not have existed when those spaces operated in isolation. This article provides perspective from both university faculty and K-8 classroom teachers on the challenges and opportunities presented by the reflective approach of a bidirectional FIR model. (As Provided).
Anmerkungen	National Association for Professional Development Schools. 1300 Pennsylvania Avenue NW #190-611, Washington, DC 20004. Tel: 855-936-2737; e-mail: Info@napds.org; Web site: https://napds.org/publications-resources-from-napds/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01