Out of the Trenches: When Public and Private Schools Collaborate.Report as inadecuate




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Collaborations are usually developed on a school-to-school basis, and, at present, no vehicle is used for identifying or monitoring them. Little is known about what kinds of collaborations exist, and how many are true "collaborations" (as opposed to "cooperations and "coordinations"). Additionally, very little is known about the structures that need to be in place for collaborations to work and the factors contributing to their success. This study attempts to fill this void by surveying the landscape of existing public/private collaborations, by describing their types, by assessing the degree to which the arrangements are truly collaborative, and by considering factors that contribute to success. Findings indicate that structure influences the success of public/private school partnerships. Collaborations, the most structured type, have more qualities that contribute to a higher degree of mutuality among members. Collaborations have the most successful environments, fewest restrictions to success, and the most positive responses to those restrictions in contrast to cooperations (in all cases) and coordinations (in most cases.) Collaborations are more likely to express the desire to break down barriers and destroy myths about the other partner's environment than the other two partnership types. (DFR)

Descriptors: Cooperation, Cooperative Education, Educational Cooperation, Elementary Secondary Education, Participative Decision Making, Private Education, Private Schools, Public Schools











Author: Shinners, Kathleen D.

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=9804&id=ED446355







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