School-University Partnerships , Open Access
Issue(s) available: 4 – From Volume: 16 Issue: 1, to Volume: 17 Issue: 2
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Volume 17
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Issue 1 2024 Minority Serving Teacher Preparation Programs Working Effectively With Minority-Serving School Districts: How do Innovations Facilitate a More Diverse Teacher Pipeline and Facilitate Success for All P-12 Students?
Lessons learned through interprofessional education: exploring collaboration with elementary education, special education and communication sciences and disorders pre-service professionals
Lisa M. Bowers, Heather D. Young, Renee SpeightInterprofessional practice (IPP) is one way to structure collaborations to more effectively meet the complex needs of students in educational settings. This article explores the…
Sustaining induction teachers through partnerships: action research as a catalyst for change within complex contexts
Erica Gilbertson, Amy Murphy, Sonia Janis, Kathy Thompson, Michael HarrisThe purpose of this action research study was to design, implement and evaluate interventions that enhanced the induction program for new teachers in a P-12 school district. At…
Preservice teacher perceptions of instructional rounds
Madelon McCall, Kenley Ritter, Abigail GardnerThe purpose of this qualitative instrumental case study was to determine the perceptions of preservice teachers (PSTs) on the effectiveness of instructional rounds as a clinical…
The effects of delivering short-cycle literacy interventions to beginning readers on pre-service teachers' self-efficacy in literacy instruction
Rebecca April GibsonThis case study sought to investigate the relationship between pre-service teachers’ participation in designing and delivering one-on-one literacy intervention lessons to…
A collaborative approach to professional development on inclusive practices aligned to preschool mandates
Michelle L. Damiani, Brad V. Unick, Karen-Joy SchultzProfessional development (PD) is an essential component of continuing learning for in-service teachers. This paper discusses a school-based example of using the best practice of…
Initiating and sustaining partnerships between research and practice: Lessons learned from school and district leaders
Arielle K. Lentz, Alexus G. Ramirez, Amanda Pickett, Annastasia B. Purinton, Elizabeth N. Farley-RippleMany researchers partner with schools but may be unfamiliar with practices for initiating contact and sustaining relationships with school leaders. Partnering with schools…
Development and evolution of clinical partnerships: K-12 school leaders' perspectives
Kimberly Bohannon, Vincent Connelly, Stephen Bigaj, Laura M. WasielewskiThe purpose of this research study was to examine school leaders’ critical perspectives about the nature of their partnerships with K-12 schools and two Educator Preparation…
“Inclusion is definitely a possibility for all”: Promoting inclusive education through a critical professional development schools model
Latifa Sebti, Brent C. ElderIn this article, we highlight ways in which disability critical race theory (DisCrit) (Annamma et al., 2013), inclusive education and community-based participatory research (CBPR…
Exploring Careers in Education and Leadership (ExCEL): Outcomes from year one of a high school education camp
Kelly C. Margot, Melissa Pierczynski, Kelly LormandThe paper aims to address the increasing issue of teacher shortages and the lack of diversity in America’s educators. Highly diverse communities need ways to support community…
Mutually beneficial? Middle school educators’ perceptions about the benefits and challenges of a school–university partnership
Michael DiCicco, Shawn A. FaulknerThe paper identifies and explores the perspectives of middle school educators regarding the benefits and challenges of an ongoing, emerging school–university partnership. Over…
Building a community of practice: shifting an M.Ed. program to a PDS school-based cohort model
Elizabeth Hale, Hope E. Wilson, Lauren Gibbs, Jessie Didier, Carolyne Ali-KhanThe purpose of this study was to examine how participants experienced and perceived an M.Ed. program that had a school-based design. In particular, the authors sought to…
ISSN:
1935-7125e-ISSN:
2833-2075Online date, start – end:
2022Journal’s owner:
National Association for School-University PartnershipsOpen Access:
open accessEditors:
- Dr. David Hoppey
- Dr. Katrina Hall