A Study of the Collaboration Between School And University Faculties In A Professional Development Academy

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dc.contributor.authorVolk Burgess, Susan Lizreneen
dc.contributor.committeechairCurcio, Joan L.en
dc.contributor.committeememberParson, Stephen R.en
dc.contributor.committeememberSalmon, Richard G.en
dc.contributor.committeememberRoesch, Maryanneen
dc.contributor.committeememberLewis, Mary Annen
dc.contributor.departmentEducational Leadership and Policy Studiesen
dc.date.accessioned2014-03-14T20:09:15Zen
dc.date.adate1999-04-20en
dc.date.available2014-03-14T20:09:15Zen
dc.date.issued1997-03-17en
dc.date.rdate2000-04-20en
dc.date.sdate1999-04-09en
dc.description.abstractThe purpose of this study was to examine the events, processes, perceptions and changes that occurred as an elementary school faculty and a university faculty collaborated in a partnership formed by the creation of a Professional Development Academy (PDA). The study described how an elementary school faculty and a university faculty collaborated as they implemented a PDA. Research questions were: (1) What contributing factors led to the school and university faculties' collaboration during the first three years of the pilot PDA, 1993-1996? (2) How did the school and university faculties collaborate for change during the first three years of the pilot PDA? (3) As a result of collaboration between the school and university faculties during the first three years of the pilot PDA, what changes occurred at the school and university? A descriptive case study approach was used to explore behaviors within these groups during the three pilot years of the PDA. The study included interviews, and a review of documents and artifacts. Four classroom teachers were randomly selected from the elementary school, four professors were selected from the university and two administrators: one from the school and one from the university, were interviewed. Responses from the interviewees were initially categorized into Kagan's (1991) six categories of collaboration and into three sections: before the PDA began, during the three years of the PDA, and reflections at the end of the three pilot years of the PDA. Kagan's categories for collaboration are: formation, conceptualization, development, implementation, evaluation, and termination/reformation stages. Documentation from the participants and PDA files were analyzed. Six factors were found to contribute to collaboration between faculties: a wish to know the other colleagues personally; maintenance of "we're in this together" attitude; willingness to accept additional responsibilities; investment in making the PDA work; discovery of opportunities for leadership and input; and synergy between coordinators and administrators. There was evidence that collaboration occurred because of a welcoming and supportive climate; open communication; active involvement by both faculties; validation of teachers and professors; and support for goals and recommendations.en
dc.description.degreeEd. D.en
dc.identifier.otheretd-040999-111319en
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-040999-111319/en
dc.identifier.urihttp://hdl.handle.net/10919/26734en
dc.publisherVirginia Techen
dc.relation.haspartBurgess.PDFen
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subjectProfessional Development Academyen
dc.subjectInternshipen
dc.subjectStaff Developmenten
dc.subjectCollaborationen
dc.subjectStudent Teachingen
dc.subjectColleagueshipen
dc.titleA Study of the Collaboration Between School And University Faculties In A Professional Development Academyen
dc.typeDissertationen
thesis.degree.disciplineEducational Leadership and Policy Studiesen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.leveldoctoralen
thesis.degree.nameDoctor of Educationen

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