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Boundary Spanners in University-School District Partnerships.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Boundary Spanners in University-School District Partnerships./
作者:	Yang, Hang.
面頁冊數:	1 online resource (189 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
Contained By:	Dissertation Abstracts International79-09A(E).
標題:	Educational leadership. -
電子資源:	click for full text (PQDT)
ISBN:	9780355884272

Boundary Spanners in University-School District Partnerships.
Yang, Hang.

Boundary Spanners in University-School District Partnerships. - 1 online resource (189 pages)

Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.

Thesis (Ph.D.)--University of Central Arkansas, 2018.

Includes bibliographical references

This qualitative multi?site case study identifies the boundary spanners university?school district partnership and explores the expectations, benefits, challenges, roles, responsibilities, and contributions of boundary spanners in the Concurrent Enrollment Program through semi?structured interviews. The study is conducted between high schools, school districts, and university departments in central Arkansas. The core boundary spanners and the broader boundary spanners are identified in the concurrent program. The boundary spanners have significant roles, various responsibilities, and numerous functions or contributions in the concurrent program. The expectations, benefits, and challenges of the boundary spanners as well as the Framework for Boundary Spanners in the Concurrent Enrollment Program and the application of the boundary crossing mechanisms contribute to the body of boundary spanner research. The expectations, benefits, and challenges of the concurrent program add data to the university?school district partnerships research. Recommendations suggest the core boundary spanners should develop program coordination experience, build a network with partner institutions, strengthen personal trust, develop reputation in the concurrent program, provide guidance or program assistance/assistant, prepare to reduce the influences of timeline differences, improve communication skills, and increase familiarity with the concurrent courses related processes The broader boundary spanners should focus on professional development, revisit the reward and recognition system, and review students' feedback. Also, the future research should incorporate the history and the unsuccessful experiences of the concurrent program.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355884272Subjects--Topical Terms:

585508
Educational leadership.
Index Terms--Genre/Form:

554714
Electronic books.

Boundary Spanners in University-School District Partnerships.
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502 $a Thesis (Ph.D.)--University of Central Arkansas, 2018.
504 $a Includes bibliographical references
520 $a This qualitative multi?site case study identifies the boundary spanners university?school district partnership and explores the expectations, benefits, challenges, roles, responsibilities, and contributions of boundary spanners in the Concurrent Enrollment Program through semi?structured interviews. The study is conducted between high schools, school districts, and university departments in central Arkansas. The core boundary spanners and the broader boundary spanners are identified in the concurrent program. The boundary spanners have significant roles, various responsibilities, and numerous functions or contributions in the concurrent program. The expectations, benefits, and challenges of the boundary spanners as well as the Framework for Boundary Spanners in the Concurrent Enrollment Program and the application of the boundary crossing mechanisms contribute to the body of boundary spanner research. The expectations, benefits, and challenges of the concurrent program add data to the university?school district partnerships research. Recommendations suggest the core boundary spanners should develop program coordination experience, build a network with partner institutions, strengthen personal trust, develop reputation in the concurrent program, provide guidance or program assistance/assistant, prepare to reduce the influences of timeline differences, improve communication skills, and increase familiarity with the concurrent courses related processes The broader boundary spanners should focus on professional development, revisit the reward and recognition system, and review students' feedback. Also, the future research should incorporate the history and the unsuccessful experiences of the concurrent program.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
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