Partnerships for Knowledge Building: An Emerging Model

Autor/inn/en	Laferriere, Therese; Montane, Mireia; Gros, Begona; Alvarez, Isabel; Bernaus, Merce; Breuleux, Alain; Allaire, Stephane; Hamel, Christine; Lamon, Mary
Titel	Partnerships for Knowledge Building: An Emerging Model
Quelle	In: Canadian Journal of Learning and Technology, 36 (2010) 1, (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1499-6677
Schlagwörter	Foreign Countries; International Cooperation; Educational Innovation; Educational Change; International Education; Grounded Theory; Preservice Teacher Education; Urban Schools; Rural Schools; Models; Partnerships in Education; College School Cooperation; Social Networks; Discourse Analysis; Computer Mediated Communication; Web Sites; Computer Assisted Instruction; Government School Relationship; Participant Observation; Program Descriptions; Case Studies; Interviews; Educational Technology; Internet; Network Analysis; Canada; Spain + Suchen Sie Ihr Suchwort? Ausland; Internationale Kooperation; Internationale Zusammenarbeit; Instructional innovation; Bildungsinnovation; Bildungsreform; Internationale Erziehung; Lehramtsstudiengang; Lehrerausbildung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Rural area; Rural areas; Ländlicher Raum; Schulen; Analogiemodell; Hochschulpartnerschaft; Social network; Soziales Netzwerk; Diskursanalyse; Computerkonferenz; Web-Design; Computer based training; Computerunterstützter Unterricht; Teilnehmende Beobachtung; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Unterrichtsmedien; Netzplantechnik; Kanada; Spanien
Abstract	Knowledge Building is approached in this study from an organizational perspective, with a focus on the nature of school-university-government partnerships to support research-based educational innovation. The paper starts with an overview of what is known about effective partnerships and elaborates a conceptual framework for Knowledge Building partnerships based on a review of literature and two case studies of school-university-government partnerships. In one case, a Ministry of Education wanted to bring more vitality into schools of small remote villages, and in the other case another Ministry of Education wanted to renew its school-based international cooperation profile. Emerging from this work is a three-component model for going to scale with Knowledge Building partnerships: Knowledge Building as a shared vision; symmetric knowledge advancement; and multi-level, research-based innovation. Characteristics of, and conditions for, effective partnerships for Knowledge Building are elaborated, and an emerging model is developed to help communities establish effective partnerships and contribute to this evolving model. (Contains 1 figure.) (As Provided).
Anmerkungen	Canadian Network for Innovation in Education. 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: cnie-rcie@cnie-rcie.ca; Web site: http://www.cjlt.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10