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The perspective of the practitioner partners supported the concept of bridging theory with practice. Common responses indicated that “having a practitioner partner allows students to experience firsthand what it is like ‘in the trenches’ so that they can apply their academic knowledge to the reality of the coursework” (PP 5) and “what a practitioner is able to do is come in and show you working models of how they base things on theory [the students] have already learned” (PP 1).

Emphasis on the application of textbook theory to everyday practice was successful because of the level of collaboration between the instructors. The cooperative efforts from all instructor participants were evident, as supported by interview responses.

Teaching collaboration

Collaboration between practitioners and professors progressed from program initiation to data collection for this study. During the early days of professors and practitioner partners in the same classroom, there was little consistency across coursework in how the partnership worked. In some classes, the practitioners were guest speakers in a specific content area. The belief was that “more in-depth collaboration [might] occur in year two and three” (PP 3). University professor 5 stated that he

gave her [the practitioner partner] a copy of the course outline and asked her what areas she felt most comfortable with and what areas she might like to present in and I kind of organized the rest of the materials around what she is interested in doing.

As the program has evolved, the role of the practitioner has developed into that of a co-teacher. Through team teaching, professors and practitioners are able to collaborate on course content, timelines, and expectations as well as instruction, class activities, and within class and web-based discussions. Respondents cited specific strategies for co-teaching, such as “we divided the class in half where I introduced the topic, and then he followed up with the application to the school level” (UP 1). Another professor stated that “We looked at the four pillars or elements of school data….he kind of took the lead role in three and I took the lead in the student performance” (UP 5).

While university professors and practitioner partners worked collaboratively in construction and delivery of the coursework, the department faculty reached out to the districts surrounding the university, whether students from these districts participated in the leadership preparation program or not. Faculty from ELPS realized that feedback and attempts to meet the needs of the regional school systems widened the net of collaboration for all involved.

Steering committee perceptions

Interviews were conducted with university partners from local school systems. Respondents included regional school system superintendents, or their representatives, from the group charged with serving as the advisory board to the program’s leadership preparation program, known as the Steering Committee (SC). Superintendents responded that the partnerships are unique in that Local Education Agencies (LEA) surrounding the university have not had the opportunity to collaborate with a university in this capacity. Partner superintendents also agreed that the unique nature of the partnership extended beyond the boundaries of the regional area as they were not aware of other school districts participating to the extent that they have. Collaborating partners were pleased with the opportunity to contribute to the training of aspiring leaders, to see the university as a resource to their districts, and to participate in this collaboration as a pathway to build camaraderie between districts. The work of the SC was viewed as a way to learn from the university and each other. One respondent stated that “I see it as something that will be a real plus for all of us in terms of us steering our people in that direction [more effective development] and having the opportunity to learn and grow new leaders” (SC 4), while another perceived the partnership as “a wonderful resource and asset to the region as far as leadership development” (SC 2).

Questions & Answers

anyone know any internet site where one can find nanotechnology papers?
Damian Reply
research.net
kanaga
Introduction about quantum dots in nanotechnology
Praveena Reply
what does nano mean?
Anassong Reply
nano basically means 10^(-9). nanometer is a unit to measure length.
Bharti
do you think it's worthwhile in the long term to study the effects and possibilities of nanotechnology on viral treatment?
Damian Reply
absolutely yes
Daniel
how to know photocatalytic properties of tio2 nanoparticles...what to do now
Akash Reply
it is a goid question and i want to know the answer as well
Maciej
characteristics of micro business
Abigail
for teaching engĺish at school how nano technology help us
Anassong
Do somebody tell me a best nano engineering book for beginners?
s. Reply
there is no specific books for beginners but there is book called principle of nanotechnology
NANO
what is fullerene does it is used to make bukky balls
Devang Reply
are you nano engineer ?
s.
fullerene is a bucky ball aka Carbon 60 molecule. It was name by the architect Fuller. He design the geodesic dome. it resembles a soccer ball.
Tarell
what is the actual application of fullerenes nowadays?
Damian
That is a great question Damian. best way to answer that question is to Google it. there are hundreds of applications for buck minister fullerenes, from medical to aerospace. you can also find plenty of research papers that will give you great detail on the potential applications of fullerenes.
Tarell
what is the Synthesis, properties,and applications of carbon nano chemistry
Abhijith Reply
Mostly, they use nano carbon for electronics and for materials to be strengthened.
Virgil
is Bucky paper clear?
CYNTHIA
carbon nanotubes has various application in fuel cells membrane, current research on cancer drug,and in electronics MEMS and NEMS etc
NANO
so some one know about replacing silicon atom with phosphorous in semiconductors device?
s. Reply
Yeah, it is a pain to say the least. You basically have to heat the substarte up to around 1000 degrees celcius then pass phosphene gas over top of it, which is explosive and toxic by the way, under very low pressure.
Harper
Do you know which machine is used to that process?
s.
how to fabricate graphene ink ?
SUYASH Reply
for screen printed electrodes ?
SUYASH
What is lattice structure?
s. Reply
of graphene you mean?
Ebrahim
or in general
Ebrahim
in general
s.
Graphene has a hexagonal structure
tahir
On having this app for quite a bit time, Haven't realised there's a chat room in it.
Cied
what is biological synthesis of nanoparticles
Sanket Reply
what's the easiest and fastest way to the synthesize AgNP?
Damian Reply
China
Cied
types of nano material
abeetha Reply
I start with an easy one. carbon nanotubes woven into a long filament like a string
Porter
many many of nanotubes
Porter
what is the k.e before it land
Yasmin
what is the function of carbon nanotubes?
Cesar
I'm interested in nanotube
Uday
what is nanomaterials​ and their applications of sensors.
Ramkumar Reply
how did you get the value of 2000N.What calculations are needed to arrive at it
Smarajit Reply
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Source:  OpenStax, Education leadership review, volume 12, number 1 (april 2011). OpenStax CNX. Mar 26, 2011 Download for free at http://cnx.org/content/col11285/1.2
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