Leveraging the Relationship: Knowledge Processes in School-University Research Networks of Master's Programmes

Autor/inn/en	Cornelissen, Frank; Daly, Alan J.; Liou, Yi-Hwa; Van Swet, Jacqueline; Beijaard, Douwe; Bergen, Theo C. M.
Titel	Leveraging the Relationship: Knowledge Processes in School-University Research Networks of Master's Programmes
Quelle	In: Research Papers in Education, 30 (2015) 3, S.366-392 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-1522
DOI	10.1080/02671522.2014.919522
Schlagwörter	Foreign Countries; Masters Programs; College School Cooperation; Educational Research; Inservice Teacher Education; Knowledge Management; Theory Practice Relationship; Partnerships in Education; Questionnaires; Social Networks; Special Education; Mixed Methods Research; Case Studies; Netherlands + Suchen Sie Ihr Suchwort? Ausland; Magister course; Magisterstudiengang; Bildungsforschung; Pädagogische Forschung; Lehrerfortbildung; Wissensmanagement; Theorie-Praxis-Beziehung; Hochschulpartnerschaft; Fragebogen; Social network; Soziales Netzwerk; Special needs education; Sonderpädagogik; Sonderschulwesen; Case study; Fallstudie; Case Study; Niederlande
Abstract	This study investigated the way developing, sharing and using of research-based knowledge occurred in the school-university research network of a master's programme for in-service teachers in the Netherlands. Over a 10-month period, a combination of quantitative and qualitative network data was collected. Data were analysed at three network levels: school, pairs of master's students and research supervisors, and individuals. Overall, results indicate that building knowledge productive relationships in a master's programme is a complex endeavour. Although individual master's students and research supervisors aimed for continuing knowledge processes in school and university after student's graduation, few actually did. The school context and the strategies of research supervisors provided students with too little support for sustaining the knowledge processes. This study shows from a network perspective the complexities, challenges and potential of developing partnership relationships in a master's programme between schools and universities as well as between master's students and research supervisors. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01