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Leadership Along the P-20 Pipeline: Connecting Schooling Contexts and Campus Communities to Improve Student Learning

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Abstract:

Education leaders, policy makers, and community stakeholders have expressed great concern over the lack of articulation between PK-12 and higher education institutions as a missed opportunity for improved student learning and success. In their review of literature on K-20 partnerships, Clifford and Miller (2008) identified 36 empirical research articles that examined “the phenomenon” of these efforts and analyzed how this emergent body of work informs our understanding of the nature of K-20 partnerships and their connection to increased and improved learning for students. While their literature review revealed inadequately or ill-defined definitions of partnership, single-case studies with limited generalizability, and a lack of findings concerning the predictive power of K-20 partnerships, this weak substantiation of claims regarding the efficacy of K-20 partnerships require further exploration into how leadership practice within P-20 educational contexts can enhance academic excellence and learning along the pipeline. More specifically, we hope to determine if and how P-20 partnerships can be defined, developed, and sustained in meaningful ways. Through a review and analysis of the existing research in both K-12 educational administration and higher education administration that focuses on P-20 partnerships, this paper will make a significant contribution to the limited scholarship available concerning the ways strategic P-20 leadership practice can improve student learning and achievement through partnerships and collaboration along the continuum. Special attention will be given to how issues of equity and access serve as both pitfalls and possibilities for student engagement, support, and success.
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Name: UCEA Annual Convention
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http://www.ucea.org


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URL: http://citation.allacademic.com/meta/p377986_index.html
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MLA Citation:

Horsford, Sonya. and Dancy, T. Elon. "Leadership Along the P-20 Pipeline: Connecting Schooling Contexts and Campus Communities to Improve Student Learning" Paper presented at the annual meeting of the UCEA Annual Convention, Anaheim Marriott, Anaheim, California, <Not Available>. 2014-11-28 <http://citation.allacademic.com/meta/p377986_index.html>

APA Citation:

Horsford, S. D. and Dancy, T. "Leadership Along the P-20 Pipeline: Connecting Schooling Contexts and Campus Communities to Improve Student Learning" Paper presented at the annual meeting of the UCEA Annual Convention, Anaheim Marriott, Anaheim, California <Not Available>. 2014-11-28 from http://citation.allacademic.com/meta/p377986_index.html

Publication Type: Symposium Paper
Abstract: Education leaders, policy makers, and community stakeholders have expressed great concern over the lack of articulation between PK-12 and higher education institutions as a missed opportunity for improved student learning and success. In their review of literature on K-20 partnerships, Clifford and Miller (2008) identified 36 empirical research articles that examined “the phenomenon” of these efforts and analyzed how this emergent body of work informs our understanding of the nature of K-20 partnerships and their connection to increased and improved learning for students. While their literature review revealed inadequately or ill-defined definitions of partnership, single-case studies with limited generalizability, and a lack of findings concerning the predictive power of K-20 partnerships, this weak substantiation of claims regarding the efficacy of K-20 partnerships require further exploration into how leadership practice within P-20 educational contexts can enhance academic excellence and learning along the pipeline. More specifically, we hope to determine if and how P-20 partnerships can be defined, developed, and sustained in meaningful ways. Through a review and analysis of the existing research in both K-12 educational administration and higher education administration that focuses on P-20 partnerships, this paper will make a significant contribution to the limited scholarship available concerning the ways strategic P-20 leadership practice can improve student learning and achievement through partnerships and collaboration along the continuum. Special attention will be given to how issues of equity and access serve as both pitfalls and possibilities for student engagement, support, and success.


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