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Abstract

This research effort investigates principal perceptions regarding the impact of science-focusedschool university partnership programs in primary school contexts. Utilizing a multiple case study design,this research effort analyzed the nature and structure of the partnership efforts across five establishedscience-focused partnership programs in the Australian states of Victoria and Tasmania. Analysis ofinterview data from principals across twelve separate school partner sites indicated that principalsdepicted that partnership arrangements increased their staffs valuing of science and was a mechanism forteachers to reflect on their practices. Consequently, principals often viewed partnerships as an additionallevel of professional development. Most importantly, principals articulated that the partnership programswere an important aspect of the school-based culture and they harbored strong desires to continue thepartnerships well into the future. Implications for partnership development and key elements of trust,mutuality and reciprocity are discussed.

Item Type:	Article
Authors/Creators:	Gilbert, A and Hobbs, L and Kenny, J and Jones, M and Campbell, C and Chittleborough, G and Herbert, S and Redman, C
Journal or Publication Title:	School-University Partnerships
Publisher:	Rowman & Littlefield Education
ISSN:	1935-7125
Copyright Information:	Copyright © 2018 National Association for Professional Development School
Related URLs:	Google Scholar: Kenny, J UTAS Profile: Kenny, J
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