No subject

[Richard Plant]

Hello all:

In its never-ending and difficult job of representing humanities issues as
well as providing leadership in the humanities, HSSFC circulates
"Publiform". Here is the most recent issue focused on teacher learning and
the internet.

Richard Plant
Dept of Drama, Queen's University
and
Graduate Centre for Study of Drama,
University of Toronto

---------- Forwarded message ----------
Date: Tue, 23 Feb 1999 09:28:13 -0500
From: Michelle Legault <mlegault at aspp.hssfc.ca>
Reply-To: owner-publiforum at magmacom.com
To: publiforum at magma.ca

Message circulated by Publiforum, ASPP's listserv on electronic publishing:

INTERNATIONAL ELECTRONIC JOURNAL FOR LEADERSHIP IN LEARNING

A refereed academic journal.
Volume 3, Numbers 1 & 2
January 1998

Full-text articles available on-line at no cost at this address:
http://www.acs.ucalgary.ca/~iejll

The IEJLL is part of the Change Agency Network:
http://www.acs.ucalgary.ca/~cll/CAN/frameset.htm
===============================================

Two Studies of Teacher Learning about Internet Use, 3(3)
Susan Gibson & Dianne Oberg
University of Alberta

Abstract
Teachers need to develop new informational and technological skills, as
well as feelings of competence and confidence, in order to help their
students to use the Internet for learning. To develop these skills and
dispositions, teachers need support for their learning and a
user-friendly technological infrastructure. This article reports
findings related to teacher learning from two phases of an ongoing
program of research investigating Internet use in Alberta schools.
Teachers' experiences as they learned about the Internet were examined
through school-based projects and through a provincial survey. The
findings suggest that important aspects of technical support and
learning support are lacking for many Alberta teachers.
=========

The Benefits of an Online Education Consortium for Alberta, 3(4)
Bill Muirhead
University of Alberta

Abstract
The emergence of online schooling is a recent phenomenon within Alberta.
Since 1995, 23 online programs have begun operating in the province.
Online education depends on new network technologies to expedite access
to information while simultaneously making it possible it to post
lessons and course content on the Internet. The development of online
programs to address the needs of K-12 students has resulted in
duplication of effort among the programs. One solution to the
duplication of effort to build course content and the identification of
"best practices" for online education is the formation of a provincial
consortium. This paper will argue that the formation of a provincial
consortium for online education holds many potential benefits for online
programs within Alberta.
=========

Educational Partnerships in Flexible Learning:  A Case Study of the
Australian Taxation Studies Program (ATAX), 3(5)

Alan Smith
Central Queensland University, Australia
&
Paul Macmullen
University of New South Wales, Australia

Abstract
Collaboration is being promoted harder than ever in the 1990s. Touted by
some as the answer to increasing local and international competition,
dwindling financial resources and an opportunity to tackle the "big
educational issues," many organisations have entered into educational
partnerships only to find that reality does not always meet high
expectations. Why have so many attempts at educational partnerships
inevitably failed? What can be learnt from those who have not only been
able to establish and implement a successful partnership, but who are
also able to maintain and extend that working relationship in the longer
term? This paper explores these issues through examining a current
Australian case study of an educational partnership involving three
different organisations.
=========

What We have Learned by Building a Collaborative Partnership, 3(6)

Marg Couture
The Elementary Teachers' Federation of Ontario

Jackie Delong
Grand Erie District School Board

Ron Wideman
Nipissing University

Abstract

This paper contributes to the literature on why collaborative
partnerships between schools and universities thrive or fail. It
describes what we have learned through a successful collaborative
partnership among the Brant County Board of Education, Nipissing
University, and the Ontario Public School Teachers' Federation. The
paper describes the constellation of factors that influenced the success
of the partnership. We had a clear and compelling cause and a history of
collaboration that pre-dated the partnership. Our relationship was based
on shared values, purposes and collaborative skills that enabled us to
resolve issues of power and voice. We were able to influence decision
making in our organizations and they were able to cut through red tape
to translate their commitment into effective action amidst a challenging
provincial context.
=========

Partnerships for an Educational Administration Department:  Questions on
Which to Build, 3(7)

Gwyn A. Boyter, Gordon S. Gates, Gwen Schroth, James A. Vornberg, &
David P. Thompson
Texas A&M University-Commerce

Abstract

In this article, the authors discuss the four partnerships into which
their department of educational administration entered. Background
information is provided regarding relevant literature, descriptions of
the partnerships and the forces that resulted in these collaborative
efforts. The lessons learned through these efforts are shared through
presentation of key questions in the areas of interinstitutional
knowledge, expectations, interpersonal knowledge, and politics.
=========

Improving Assessment Through a School-University Partnership, 3(8)

Walter Kimball & Nancy Harriman
University of Southern Maine, Portland

Abstract

Student and teacher assessments have been enhanced through three
partnerships between the University of Southern Maine and area schools.
The Southern Maine Partnership currently includes over 30 school
districts, independent schools, and postsecondary institutions. The
Professional Development Center at the University of Southern Maine
offers staff development courses and workshops in response to school
proposals. The Extended Teacher Education Program includes a site-based
yearlong postbaccalaureate internship jointly designed and delivered by
school and university faculty. Partnership projects have included a
learner centered school accountability system, courses for aligning
curriculum with the state of Maine content standards for K-12 students
(Learning Results), and the preparation and presentation of teacher
portfolios.
=========

Guest editors from Nipissing University for partnership theme articles:
Douglas R. Franks, Mary Ross Hookey, & Helen G. Langford.
--
INTERNATIONAL ELECTRONIC JOURNAL FOR LEADERSHIP IN LEARNING
Editor:  Charles F. Webber, University of Calgary
Review Editors:  William J. Hunter and Michele Jacobsen, University of
Calgary
Home Page:  http://www.ucalgary.ca/~iejll
E-Mail:  IEJLL at ucalgary.ca
Telephone:  (403) 220-5694
Fax:  (403) 282-8479
Michelle Legault
Team Leader, Congress Book Fair
Chef d'equipe, Salon du livre du Congres
Publications Officer, ASPP - Agente des publications, Paes
Humanities and Social Sciences Federation of Canada
Federation canadienne des sciences humaines et sociales
151 Slater, #410, Ottawa, ON - K1P 5H3
(613) 238-6112 x352 - fax:  236-4853 - mlegault at aspp.hssfc.ca