Responding to COVID-19 With the Aid of Mutually Beneficial Partnerships in Education
The COVID-19 pandemic has altered the structures and routines of K-12 education. Districts and school systems worldwide continue to adapt their ways of working to address a variety of challenges–many of whose dimensions are complex, dynamic, and not entirely known. Without cooperation and collaborat...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2021-01-01
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| Series: | Frontiers in Education |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/feduc.2020.621361/full |
| _version_ | 1818933813399519232 |
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| author | Manuelito Biag Louis M. Gomez Louis M. Gomez David G. Imig David G. Imig Ash Vasudeva |
| author_facet | Manuelito Biag Louis M. Gomez Louis M. Gomez David G. Imig David G. Imig Ash Vasudeva |
| author_sort | Manuelito Biag |
| collection | DOAJ |
| description | The COVID-19 pandemic has altered the structures and routines of K-12 education. Districts and school systems worldwide continue to adapt their ways of working to address a variety of challenges–many of whose dimensions are complex, dynamic, and not entirely known. Without cooperation and collaboration among stakeholders, institutions, and communities, we will be less able to address students’ social, emotional, and learning needs. In this paper, we present evidence that suggests mutually beneficial partnerships between local education agencies (LEAs) and institutions of higher education (IHEs), grounded in improvement science, can serve as an essential resource to address dilemmas brought about by the pandemic. We examine the work of four partnerships in the Improvement Leadership Education and Development (iLEAD) Network. Our analysis suggests that what matters in this period of uncertainty is that partnerships take a systems perspective, pay direct attention to the needs of critical users, avoid pre-determined programs and solutions, and engage in disciplined inquiry across institutional boundaries to affect positive and lasting change. A deeper understanding of how these partnerships operate–their principles, routines, methods, and tools–can help educational systems support students during the current global health crisis. |
| first_indexed | 2024-12-20T04:54:21Z |
| format | Article |
| id | doaj.art-91aa4cfa6f6c499c968871277b58eb14 |
| institution | Directory Open Access Journal |
| issn | 2504-284X |
| language | English |
| last_indexed | 2024-12-20T04:54:21Z |
| publishDate | 2021-01-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Education |
| spelling | doaj.art-91aa4cfa6f6c499c968871277b58eb142022-12-21T19:52:46ZengFrontiers Media S.A.Frontiers in Education2504-284X2021-01-01510.3389/feduc.2020.621361621361Responding to COVID-19 With the Aid of Mutually Beneficial Partnerships in EducationManuelito Biag0Louis M. Gomez1Louis M. Gomez2David G. Imig3David G. Imig4Ash Vasudeva5Carnegie Foundation for the Advancement of Teaching, Stanford, CA, United StatesUCLA Graduate School of Education and Information Studies, Los Angeles, CA, United StatesCarnegie Foundation for the Advancement of Teaching, Stanford, CA, United StatesCollege of Education at the University of Maryland, College Park, College Park, MD, United StatesCarnegie Foundation for the Advancement of Teaching, Stanford, CA, United StatesCarnegie Foundation for the Advancement of Teaching, Stanford, CA, United StatesThe COVID-19 pandemic has altered the structures and routines of K-12 education. Districts and school systems worldwide continue to adapt their ways of working to address a variety of challenges–many of whose dimensions are complex, dynamic, and not entirely known. Without cooperation and collaboration among stakeholders, institutions, and communities, we will be less able to address students’ social, emotional, and learning needs. In this paper, we present evidence that suggests mutually beneficial partnerships between local education agencies (LEAs) and institutions of higher education (IHEs), grounded in improvement science, can serve as an essential resource to address dilemmas brought about by the pandemic. We examine the work of four partnerships in the Improvement Leadership Education and Development (iLEAD) Network. Our analysis suggests that what matters in this period of uncertainty is that partnerships take a systems perspective, pay direct attention to the needs of critical users, avoid pre-determined programs and solutions, and engage in disciplined inquiry across institutional boundaries to affect positive and lasting change. A deeper understanding of how these partnerships operate–their principles, routines, methods, and tools–can help educational systems support students during the current global health crisis.https://www.frontiersin.org/articles/10.3389/feduc.2020.621361/fulliLEADimprovement scienceboundary crossingvalue creationmutually beneficial partnerships |
| spellingShingle | Manuelito Biag Louis M. Gomez Louis M. Gomez David G. Imig David G. Imig Ash Vasudeva Responding to COVID-19 With the Aid of Mutually Beneficial Partnerships in Education Frontiers in Education iLEAD improvement science boundary crossing value creation mutually beneficial partnerships |
| title | Responding to COVID-19 With the Aid of Mutually Beneficial Partnerships in Education |
| title_full | Responding to COVID-19 With the Aid of Mutually Beneficial Partnerships in Education |
| title_fullStr | Responding to COVID-19 With the Aid of Mutually Beneficial Partnerships in Education |
| title_full_unstemmed | Responding to COVID-19 With the Aid of Mutually Beneficial Partnerships in Education |
| title_short | Responding to COVID-19 With the Aid of Mutually Beneficial Partnerships in Education |
| title_sort | responding to covid 19 with the aid of mutually beneficial partnerships in education |
| topic | iLEAD improvement science boundary crossing value creation mutually beneficial partnerships |
| url | https://www.frontiersin.org/articles/10.3389/feduc.2020.621361/full |
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