A Case Study of Educational Partnership at an Elementary School

• Main Authors: YU-WEI CHEN, 陳諭葳
• Other Authors: Chih-Lin Sun
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/80301137123057324255

碩士 === 國立臺北教育大學 === 教育政策與管理研究所 === 98 === This study aims were to explore the contents, the performance, and the dilemmas of the educational partnerships at an elementary school, and expect to offer some recommendations for elementary schools to develop the educational partnership. An elementary school (the Tian-Ching elementary school, TCES) in Taipei County was the target of case study. Research methods included interviews with six practicers including the principal, managers and teachers, field observations, and documents analysis. The findings of this study were as follows: 1. The contents of the educational partnerships development in TCES varied depending on their partners. Collaboration between TCES and universities is mainly on the curriculum development. The main focus of collaboration between TCES and the communities is on student learning. The starting point of collaboration between TCES and other schools is knowledge sharing. However, the educational partnerships between TCES and non-government organizations are multiple, but are not in depth. The collaborative relationship between TCES and international institutions grows up stage by stage and broadens students’ international views. 2. The performance in the educational partnerships development of TCES displayed in the school administration, teacher professional growth, and student learning. 3. The dilemmas in the educational partnerships development of TCES included the relational dimension, the situational dimension, the structural dimension, and the process dimension. The problems in the relational dimension involved bilaterally controversial opinions between educational partners, impacts on key man, and lacks of positive attitude. The problems of the situational dimension included inadequate budget and the collaboration which cannot last continually. The problems of structural dimension contained the different opinions existing between administrative staffs and teachers, and uneven distribution of the work. The problems of process dimension covered delivery of wrong messages, lacks of communicative channels, concerns and support, and no common goal. Based on these findings, this study proposed relevant recommendations as the reference for schools to develop their partnerships.