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Contradictions Derived from Collaboration: Transformations and Regenerations Through University-School Partnership in Remote Schools
Since the 1980, university-school partnership has become a synonym of combining theory and practice, one that is regarded as a panaceum for school improvement. Hence, the Center for Educational Research and Evaluation (CERE) of National Taiwan Normal University (NTNU) in 2008 set up a project called “Evaluation for Systemic School Development (EFSSD)”. The EFSSD project was expected to help schools by raising their capacity of identifying and defining school problems and then developing action plans for improvement. A model of cyclic actions of evaluating-diagnosing-planning-improving (EDPI) was adopted for facilitating sustainable improvement. In order to investigate transformation and regeneration in this partnership, this paper drew on the Activity Theory proposed by Engeström as the theoretical framework to examine collaborations and interactions taking place in the joint enterprise of school improvement. According to the the findings, the inner contradictions in the university were the fragementation of two research teams and the incoordination within division; the inner contradictions in schools were different external expectations and the inutility of action plans. In addition, the divergent perception and interpretation of the object in this project also had limited effects on school self-improvement. The purpose of this study was to provide a basis for further research and university-school partnership in Taiwan through two-year project.
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