• Nem Talált Eredményt

Limitations and recommendations

In document S CHOOL - UNIVERSITY PARTNERSHIP (Pldal 112-116)

A word of caution must be given since the present study was done with a limited sample so its results cannot be generalized. The identification of success factors of school university partnerships was done using only sixteen studies due to time constrains, for instance, the authors recommend broadening this number in future investigations since it cannot be discarded the possibility of finding more themes in the literature review round. A bigger sample of interviewees in each case study is also suggested.

References

Bal, M., Bryde, D., Fearon, D., & Ochieng, E. (2013). Stakeholder engagement: Achieving sustainability in the construction sector. Sustainability, 5(2), 695-710.

Baker, P. J. (2011). Three configurations of school-university partnerships: An exploratory study. Planning and Changing, 42, 41-62.

Baxter, P., & Jack, S. (2008). Qualitative case study methodology: Study design and implementation for novice researchers. The qualitative report, 13(4), 544-559.

Barnes, J. V., Altimare, E. L., Farrell, P. A., Brown, R. E., Burnett III, C. R., Gamble, L., &

Davis, J. (2009). Creating and sustaining authentic partnerships with community in a systemic model. Journal of Higher Education Outreach and Engagement, 13(4), 15-29.

Bebas, C. (2016). School-University Partnerships: The Professional Development Schools Model, Self-Efficacy, Teacher Efficacy, and Its Impact on Beginning Teachers. School-University Partnerships, 9(2), 18-27.

Benedek, A. (2016). Új tartalomfejlesztési paradigma a szakmai tanárképzésben. In: Tóth Péter- Hollik Ildikó (szerk): Új kutatások a neveléstudományokban 2015. Pedagógusok, tanulók, iskolák – az értékformálás, az értékközvetítés és az értékteremtés világa.

Budapest, ELTE, Eötvös Kiadó, 87-94 p.

Berg-Weger, M., Herbers, S., McGillick, J., Rodriguez, C., & Svoboda, J. (2007). Not Prepared to Care” and “Raising the Bar: Case Examples of Building University-Community Partnerships in Gerontological Social Work Research. Journal of gerontological social work, 50(1-2), 21-38.

Birks, M., & Mills, J. (2015). Grounded theory: A practical guide. Sage.

Biggs, J. B. (2011). Teaching for quality learning at university: What the student does.

McGraw-Hill education (UK).

109 Boud, D., & Falchikov, N. (2006). Aligning assessment with long‐term learning. Assessment

& Evaluation in Higher Education, 31(4), 399-413.

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77-101.

Borg, S., Clifford, I., & Htut, K. P. (2018). Having an Effect: Professional development for teacher educators in Myanmar. Teaching and Teacher Education, 72, 75-86.

Bullough Jr, R. V., & Baugh, S. C. (2008). Building professional learning communities within a university—public school partnership. Theory into Practice, 47(4), 286-293.

Burton, S. L., & Greher, G. R. (2007). School—University Partnerships: What Do We Know and Why Do They Matter?. Arts Education Policy Review, 109(1), 13-24.

Carpenter, B. D., & Sherretz, C. E. (2012). Professional development school partnerships: An instrument for teacher leadership. School-University Partnerships, 5(1), 89-101.

CEDEFOP, 2011. Vocational Education and Training in Hungary. Luxembourg: Publication Office of the European Union.

https://www.cedefop.europa.eu/files/4103_EN.pdf (Downloaded: 19.08.2019)

Coburn, C. E., Russell, J. L., Kaufman, J. H., & Stein, M. K. (2012). Supporting sustainability:

Teachers’ advice networks and ambitious instructional reform. American Journal of Education, 119(1), 137-182.

Darling-Hammond, L. (2010). Teacher education and the American future. Journal of teacher education, 61(1-2), 35-47.

DiBari, J. A. (2016). Studying school improvement teams to analyze multiple stakeholder engagement in decision-making in public education.

Dresner, M., & Worley, E. (2006). Teacher research experiences, partnerships with scientists, and teacher networks sustaining factors from professional development. Journal of Science Teacher Education, 17(1), 1-14.

Furco, A., & Billig, S. H. (Eds.). (2002). Service learning: The essence of the pedagogy. IAP.

George, A. L. (2019). Case studies and theory development: The method of structured, focused comparison. In Alexander L. George: A Pioneer in Political and Social Sciences (pp.

191-214). Springer, Cham.

Gerring, J. (2004). What is a case study and what is it good for? American political science review, 98(2), 341-354.

Getha-Taylor, H. (2012). Cross-sector understanding and trust. Public Performance &

Management Review, 36(2), 216-229.

Gilles, C., Wilson, J., & Elias, M. (2009). School-University Partnership: Perceptions of the Teachers. School-University Partnerships, 3(1), 100-112.

Gimenez, C., Sierra, V., & Rodon, J. (2012). Sustainable operations: Their impact on the triple bottom line. International Journal of Production Economics, 140(1), 149-159.

Gosling, D., & Moon, J. (2001). How to use learning outcomes and assessment criteria (London, Southern England Consortium for Credit Accumulation and Transfer).

Gustafsson, J. (2017). Single case studies vs. multiple case studies: A comparative study.

Halasz, G. (2016). School-university partnership for effective teacher learning. KIP Regional Methodological Centre.

Hemmati, M. (2002). Multi-stakeholder processes for governance and sustainability: beyond deadlock and conflict. Routledge

Holton, V. L., Jettner, J. F., & Shaw, K. K. (2015). Measuring community-university partnerships across a complex research university: Lessons and findings from a pilot enterprise data collection mechanism. Metropolitan Universities, 26(2), 99-124.

110 Horváth Cz., J. (2016). Micro-content Generation Framework as a Learning Innovation. In:

Benedek, A., Veszelszky Á (eds). In the Beginning was the Image. The Omnipresence of Pictures. Peter Lang edition, 171:19

Israel, B. A., Krieger, J., Vlahov, D., Ciske, S., Foley, M., Fortin, P. ... & Tang, G. (2006).

Challenges and facilitating factors in sustaining community-based participatory research partnerships: lessons learned from the Detroit, New York City and Seattle Urban Research Centers. Journal of Urban Health, 83(6), 1022-1040.

Kennedy, D. (2006). Writing and using learning outcomes: a practical guide. University College Cork.

Khan, S., & VanWynsberghe, R. (2008). Cultivating the under-mined: Cross-case analysis as knowledge mobilization. In Forum qualitative Sozialforschung/forum: Qualitative social research (Vol. 9, No. 1).

Krathwohl, D. R., & Anderson, L. W. (2009). A taxonomy for learning, teaching, and assessing:

A revision of Bloom's taxonomy of educational objectives. Longman.

Leal Filho, W., & Brandli, L. (2016). Engaging stakeholders for sustainable development. In Engaging Stakeholders in Education for Sustainable Development at University Level (pp. 335-342). Springer, Cham.

Lieberman, A. (2000). Networks as learning communities: Shaping the future of teacher development. Journal of teacher education, 51(3), 221-227.

Lieberman, A., & Miller, L. (Eds.). (2001). Teachers caught in the action: Professional development that matters (Vol. 31). Teachers College Press

Livingston, K. (2016). Teacher education’s role in educational change.

Lunenburg, F. C. (2011, December). The Comer School Development Program: Improving Education for Low-Income Students. In National Forum of Multicultural Issues Journal (Vol. 9, No. 1).

Maheady, L., Magiera, K., & Simmons, R. (2016). Building and sustaining school-university partnerships in rural settings: One approach for improving special education service delivery. Rural Special Education Quarterly, 35(2), 33-40.

Matheus, T., Saunders, M. N., & Chakraborty, S. (2017). Multiple dimensions of power influencing knowledge integration in supply chains. R&D Management, 47(5), 673-688.

McLaughlin, C., & Black-Hawkins, K. (2007). School–university partnerships for educational research—distinctions, dilemmas and challenges. The Curriculum Journal, 18(3), 327-341.

Mills, A. J., Durepos, G., & Wiebe, E. (Eds.). (2009). Encyclopedia of case study research.

Sage Publications.

Ministry of Education (2015). Update on drafting the national education strategic plan (NESP) 2016-2021. Yangon, Myanmar

Ministry of Education (2016). National Education Strategic Plan. Myanmar.

National Research Council. (2015). Guide to implementing the next generation science standards. National Academies Press.

Northmore, S., & Hart, A. (2011). Sustaining community-university partnerships. Gateways:

International Journal of Community Research and Engagement, 4, 1.

Ng, S. S., & Chan, E. Y. (2012). School—University Partnership: Challenges and Visions in the New Decade. Global Studies of Childhood, 2(1), 38-56.

Penuel, W. R., & Riel, M. (2007). The ‘new’ science of networks and the challenge of school change. Phi Delta Kappan, 88(8), 611-615.

Postholm, M.B. (2008). The start-up phase in a research and development work project: A foundation for development. Teaching and Teacher Education 24, 575–584

Pritchard, A. (2017). Ways of learning: Learning theories for the classroom. Routledge.

111 Pusztai, G., & Engler, Á. (2015). Teacher Education Case Studies in Comparative Perspective.

Rowley, J. (2002). Using case studies in research. Management research news, 25(1), 16-27.

Sanzo, K. L., & Wilson III, J. M. (2016). Stakeholder Experiences in District-University Administrator Preparation Partnerships. International Journal of Educational Leadership Preparation, 11(2), 1-20.

Slavin, R. E. (2008). Comprehensive school reform. 21st century education: A reference handbook. Thousand Oaks, CA: Sage.

Stephens, D., & Boldt, G. (2004). School/university partnerships: Rhetoric, reality, and intimacy. Phi Delta Kappan, 85(9), 703-707.

Szokolszky, Á. (2004). Kutatómunka a pszichológiában [Research in psychology]. Budapest:

Osiris Kiadó.

Suarez-Balcazar, Y., Harper, G. W., & Lewis, R. (2005). An interactive and contextual model of community-university collaborations for research and action. Health Education &

Behavior, 32(1), 84-101.

Unerman, J., & O'Dwyer, B. (2006). Theorising accountability for NGO advocacy. Accounting, Auditing & Accountability Journal, 19(3), 349-376.

Wagner Mainardes, E., Alves, H., & Raposo, M. (2012). A model for stakeholder classification and stakeholder relationships. Management decision, 50(10), 1861-1879.

Weiss, I. R., & Pasley, J. D. (2006). Scaling Up Instructional Improvement through Teacher Professional Development: Insights from the Local Systemic Change Initiative. CPRE Policy Briefs. RB-44. Consortium for Policy Research in Education.

Williamson, H. J., Young, B. R., Murray, N., Burton, D. L., Levin, B. L., Massey, O. T., &

Baldwin, J. A. (2016). Community–university partnerships for research and practice:

Application of an interactive and contextual model of collaboration. Journal of higher education outreach and engagement, 20(2), 55.

Withycombe Keeler, L., Beaudoin, F., Lerner, A., John, B., Beecroft, R., Tamm, K. ... & Lang, D. (2018). Transferring sustainability solutions across contexts through city–university partnerships. Sustainability, 10(9), 2966

Yin, R. K. (2014). Case study research: Design and methods (applied social research methods). Thousand Oaks, CA: Sage publications.

Zenkov, K., Shiveley, J., & Clark, E. (2016). Why we must answer the question “What is a Professional Development School?” School-University Partnerships, (9), 3, 1-10.

112

APPENDICES

APPENDICES TO THE STUDY ”Innovation of the EDiTE professional doctorate

In document S CHOOL - UNIVERSITY PARTNERSHIP (Pldal 112-116)