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035 a| (Sirsi) o46941804;

035 a| (OCoLC)46941804;

043 a| n-us---;

049 a| EREE;

050 4 a| LB2331.53b| .M33 2000;

100 1 a| McDaniel, Taylor A.,e| author.?| UNAUTHORIZED;

245 10 a| Distant lands :b| multiple interpretations of school-university partnerships /c| by Taylor A. McDaniel.;

264 0 c| 2000.;

300 a| 69 leaves :b| illustrations ;c| 28 cm;

336 a| textb| txt2| rdacontent;

337 a| unmediatedb| n2| rdamedia;

338 a| volumeb| nc2| rdacarrier;

502 b| M.A. Ed.c| East Carolina Universityd| 2000;

500 a| Submitted to the faculty of the Department of Science Education.;

500 a| Advisor:: Sharon Nichols;

500 a| Advisor: Jon Pedersen;

520 3 a| Both university and public school communities seem to have the goal of improving school practice. However, the university and public schools represent two distinct cultures and have traditionally had different roles and expectations in collaborations. For some, the multi-layered disappointments in school/university collaborations indicate an inherent inability for the two communities to productively work together. Others argue for a difficult but worthwhile "narrow path" for the two communities to collectively walk described in this thesis as partnerships. In any case, mutual benefit is far from an automatic result of schools' and universities' experiences with each other and most experienced partners would argue that partnerships are riskier and more complex than they first appear. This thesis describes the experiences of several key partners in two partnerships during the 1998-1999 school year. The researcher makes cross-partnership conclusions and recommendations for those wishing to become part of a future partnership.;

504 a| Includes bibliographical references (leaves 65-69).;

650 0 a| College-school cooperationz| United States.=| ^A990922;

650 7 a| College-school cooperation.2| fast0| (OCoLC)fst00868258;

651 7 a| United States.2| fast0| (OCoLC)fst01204155?| UNAUTHORIZED;

655 7 a| Academic theses.2| fast0| (OCoLC)fst01726453;

655 7 a| Academic theses.2| lcgft;

655 7 a| Thèses et écrits académiques.2| rvmgf0| (CaQQLa)RVMGF-000001173;

700 1 a| Nichols, Sharon E.,e| degree supervisor.=| ^A475956;

700 1 a| Pedersen, Jon,e| degree supervisor.=| ^A1442051;

710 2 a| East Carolina University.b| Department of Science Education.?| UNAUTHORIZED;

856 41 z| Access via ScholarShipu| http://hdl.handle.net/10342/10181;

949 a| Click on web addressw| asish| joyner101;

949 a| Click on web addressw| asish| hsl111;

994 a| C0b| ERE;

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999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 800355-3001l| JNETm| JOYNERr| Ys| Yt| JNE3ETDu| 10/3/2022x| ETDz| JERESOURCE;

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Distant lands : multiple interpretations of school-university partnerships / by Taylor A. McDaniel.

Author/creator	McDaniel, Taylor A. author.
Other author	Nichols, Sharon E., degree supervisor.
Other author	Pedersen, Jon, degree supervisor.
Other author	East Carolina University. Department of Science Education.
Format	Theses and dissertations
Production	2000.
Description	69 leaves : illustrations ; 28 cm
Supplemental Content	Access via ScholarShip
Subjects	College-school cooperation--United States.

Summary	Both university and public school communities seem to have the goal of improving school practice. However, the university and public schools represent two distinct cultures and have traditionally had different roles and expectations in collaborations. For some, the multi-layered disappointments in school/university collaborations indicate an inherent inability for the two communities to productively work together. Others argue for a difficult but worthwhile "narrow path" for the two communities to collectively walk described in this thesis as partnerships. In any case, mutual benefit is far from an automatic result of schools' and universities' experiences with each other and most experienced partners would argue that partnerships are riskier and more complex than they first appear. This thesis describes the experiences of several key partners in two partnerships during the 1998-1999 school year. The researcher makes cross-partnership conclusions and recommendations for those wishing to become part of a future partnership.
General note	Submitted to the faculty of the Department of Science Education.
General note	Advisor:: Sharon Nichols
General note	Advisor: Jon Pedersen
Dissertation note	M.A. Ed. East Carolina University 2000
Bibliography note	Includes bibliographical references (leaves 65-69).
Genre/form	Academic theses.
Genre/form	Academic theses.
Genre/form	Thèses et écrits académiques.

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Distant lands : multiple interpretations of school-university partnerships / by Taylor A. McDaniel.

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