Journal of Contemporary Research in Education
Abstract
Education is in an incredible time of transition. Even prior to the COVID-19 pandemic, there was mounting importance on the need for professional development to meet the ever-increasing demands of students, families, and communities along with ongoing accountability and improvement measures. This increased need of professional development for educators in PK-12 school districts has only accelerated in the wake of COVID-19. Considering this need, a new model for sustainable, mutually beneficial, relationships between PK-12 school districts and Institutions of Higher Education (IHE) is critical. A movement from the currently existing, singularly beneficial, transactional finite relationships to a sustained, mutually beneficial, transformational dyadic relationship will provide growth opportunities for both PK-12 districts and IHE’s. The proposed Relational Exchange Model for Academic Partnerships provides a conceptual framework for how PK-12 school districts and IHE’s can establish and maintain meaningful, and transformational, relationships at the organizational level.
Relational Format
journal article
Recommended Citation
Patrick, Kaleb G. Ed.D. and Dionne, Gregg Ph.D.
(2023)
"The Relational Exchange Model for Academic Partnerships (REMAP): A Transition from Transactional to Transformational Relationships Between PK-12 School Districts and Institutions of Higher Education,"
Journal of Contemporary Research in Education: Vol. 8:
Iss.
1, Article 1.
Available at:
https://egrove.olemiss.edu/jcre/vol8/iss1/1
Accessibility Status
Screen reader accessible, Searchable text
Included in
Adult and Continuing Education Commons, Adult and Continuing Education Administration Commons, Educational Assessment, Evaluation, and Research Commons, Elementary and Middle and Secondary Education Administration Commons, Scholarship of Teaching and Learning Commons