Leveraging a School–University Partnership Model Through the Process of Co-design: A Case Study of One Australian School–University Partnership and Its Developmental Stages-Reference-Cited by-同舟云学术

Leveraging a School–University Partnership Model Through the Process of Co-design: A Case Study of One Australian School–University Partnership and Its Developmental Stages

Published:2024 Issue: Volume: Page:259-277
ISSN:
Container-title:Creating, Sustaining, and Enhancing Purposeful School-University Partnerships
language:en
Short-container-title:

Author:

Nash Melanie^ORCID,Byth Allison^ORCID,Kardaris Emilio,Hodgson Nerinda,Fitzgerald Angela^ORCID,White Simone^ORCID

Publisher

Springer Nature Singapore

Link

https://link.springer.com/content/pdf/10.1007/978-981-99-8838-9_14

Reference45 articles.

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2. Australian Institute for Teaching and School Leadership (AITSL). (2016). Initial teacher education: Data report 2016. AITSL. https://www.aitsl.edu.au/tools-resources/resource/initial-teacher-data-report-2016

3. Australian Institute for Teaching and School Leadership (AITSL). (2019). AITSL strategic plan 2019–2022. Australian Professional Standards for Teachers. AITSL. https://www.aitsl.edu.au/docs/default-source/default-document-library/aitsl-strategic-plan.pdf?sfvrsn=4e30e93c_42

4. Baumfield, V., & Butterworth, M. (2007). Creating and translating knowledge about teaching and learning in collaborative school–university research partnerships: An analysis of what is exchanged across the partnerships, by whom and how. Teachers and Teaching: Theory and Practice, 13(4), 411–427.

5. Ben-Peretz, M., Gottlieb, E., & Gideon, I. (2018). Coaching between experts—Opportunities for teachers’ professional development. Teacher Development, 22(3), 303–313.