A community-based complex systems approach to high school completion

High school completion, like many educational phenomena, is the result of processes that, when taken together, constitute a complex system. In this paper, we describe the innovative use of group model building (GMB) as an entry point for complex systems analysis of educational processes that collectively determine high school completion. GMB exercises were conducted in a community in the state of Victoria in Australia. GMB brought together stakeholders from around the community and encouraged them to view high school completion from a complex systems perspective. Not only were participants able to use their experience to create an action plan to increase high school graduation rates but they also provided researchers with valuable information that can be used as input into rigorous, quantitative models of high school completion.

Understanding the nature of school partnerships with business in delivery of vocational programmes in schools in Australia

This article seeks to provide a school perspective on the nature and quality of the partnerships which schools form with businesses in order to deliver work placements and workplace learning in Australia. It found that the ability of schools to engage with external partners depended on the ability of school leaders to define and communicate the role of VET within the school and its broader community. This dependence on individuals and leadership is vulnerable to changes in key personnel and the informality of some of the processes and relationships can lead to problems in monitoring, evaluating and replicating programmes. Our study shows that a balance is required between carefully documented processes and the flexibility required to operate programmes successfully. The study also noted the tension between the perceived needs of the school and those of industry. A successful partnership necessarily requires school flexibility – in the decisions as to what programmes should be offered and how work placements and timetabling should be organised.

School-based pedagogies and partnerships in primary science teacher education: the Science Teacher Education Partnerships with Schools (STEPS) project

The STEPS project responds to international concern about primary teachers' lack of science knowledge and confidence to teach science, and recent questioning of the effectiveness of traditional approaches to teacher education.It will review and build on established, innovative and successful practices at five universities, to develop and promote a framework supporting school-based approaches to pre-service teacher education.The models involve partnerships between universities and primary schools to engage pre-service primary teachers in classroom teaching and learning that effectively connects theory with practice.Through critical appraisal of these and similar models, the project will identify key features of the approach and the critical success factors required to establish and maintain strong working relationships with schools and build student capacity.The principles, framework, and resources together with exemplifying case studies, will be designed and disseminated to promote uptake of these innovative practices in the sector.This website documents the nature of the project, the emerging Interpretive Framework, principles and resources, case studies, and other project outputs.

Successful university-school partnerships: an interpretive framework to inform partnership practice

This paper presents an Interpretive Framework stemming from a longitudinal and iterative multiple case study of five Australian universities examining the cogent and unique practices underpinning their established and successful school-based science teacher education programs. Results from interviews with teacher educators, school staff and pre-service teachers, show four components that guide the successful and sustainable use of university-school partnerships. These components: Guiding Pedagogical Principles; Growing University-School Partnerships; Representations of Partnership; and Growth Model provide a scaffold for initiating, growing and sustaining partnerships that maximise the benefits for all. The essential role of both university and school staff is also highlighted.

Successful university-school partnerships: an interpretive framework to inform partnership practice

This paper presents an Interpretive Framework stemming from a longitudinal and iterative multiple case study of five Australian universities examining the cogent and unique practices underpinning their established and successful school-based science teacher education programs. Results from interviews with teacher educators, school staff and pre-service teachers, show four components that guide the successful and sustainable use of university-school partnerships. These components: Guiding Pedagogical Principles; Growing University-School Partnerships; Representations of Partnership; and Growth Model provide a scaffold for initiating, growing and sustaining partnerships that maximise the benefits for all. The essential role of both university and school staff is also highlighted.