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Journal articles on the topic 'School-university partnership'

Author: Grafiati

Published: 4 June 2021

Last updated: 26 July 2025

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1

Castelli, Darla, Erin Centeio, Helen Boehrnsen, Doug Barclay, and Craig Bundy. "School-University Partnership." Journal of Physical Education, Recreation & Dance 83, no. 9 (2012): 15–35. http://dx.doi.org/10.1080/07303084.2012.10598841.

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Midthassel, Unni Vere. "University-school partnerships as arrangements in policy implementation." Journal of Professional Capital and Community 2, no. 3 (2017): 134–45. http://dx.doi.org/10.1108/jpcc-06-2017-0014.

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Purpose The purpose of this paper is to add to the knowledge base of school-university partnerships by exploring such partnerships in terms of policy implementation. Design/methodology/approach This paper takes a qualitative approach using semi-structured interviews. Findings To achieve a joint understanding of roles, focus, and work in the partnerships based on the schools’ needs and scholars’ competence was crucial. This was not easily achieved in all partnerships. Conflicting expectations were part of the process. Although they were demanding, the partnership arrangements also represented o

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Moon, Seungho, Jon Schmidt, Anna Press, Dave Ensminger, and Mitch Hendrickson. "An Emerging University-School-Community Partnership: A Story in Three Acts for Sustainable Relationships." ENGAGE! 5, no. 1 (2023): 58–71. http://dx.doi.org/10.18060/26542.

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The purpose of this article is to share and theorize narratives regarding an institutional effort to build a sustainable partnership with underrepresented community schools. Narrative research is applied as a mode of inquiry with vivid stories and lived experience. Logos University [pseudonym] has developed and strengthened partnerships with seven community schools over the past decades to promote equity and social justice in the urban context. The sustainability of partnerships has been an emerging issue in university-assisted community schools. This paper provides vivid narratives and insigh

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Hamilton, Sarah, Dana Braunberger, and Barbara Brown. "Conceptualizing a Foundation to Lead a School–University Research Partnership." International Journal for Leadership in Learning 22, no. 1 (2022): 340–63. http://dx.doi.org/10.29173/ijll14.

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Research within schools has taken place for decades, yet longstanding skepticism between researchers and practitioners has resulted in hesitation to work together to develop research partnerships. Two school-based leaders and one university researcher sought to conceptualize a foundation for their school–university research partnership. During the initial stages of the partnership development, terminology and interpretation of language used to describe research in schools emerged as both an area of concern and an opportunity for exploration. The partners recognized a need to revise their lexic

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Dzinovic, Vladimir, Nikoleta Gutvajn, and Rajka Djevic. "The challenges of school practitioners’ expectations of school-university and school-institute cooperation." Zbornik Instituta za pedagoska istrazivanja 46, no. 2 (2014): 486–508. http://dx.doi.org/10.2298/zipi1402486d.

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The present forms of school-university/institute partnership are largely based on the interests of experts in this field. The aim of this study is to research teachers? and school counsellors? perceptions of both the existing and desired forms of the partnership. Based on the qualitative content analysis of the materials from the interviews, four dimensions of partnership were mapped: systematicity, practicality, equality and initiative. The study has shown that the current partnership is somewhat sporadic and initiated more by the research needs of experts rather than the practical needs of t

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Cress, Alissa, Ophélie Allyssa Desmet, and BeAnn Younker. "Neighbors Helping Neighbors: A University and K-12 School Partnership." Gifted Child Today 43, no. 1 (2019): 12–19. http://dx.doi.org/10.1177/1076217519880580.

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Partnerships between schools and universities can be beneficial for all parties involved, particularly when their interests and goals for the partnership overlap. The Gifted Education Research and Resource Institute (GER2I) and Tippecanoe School Corporation (TSC) formalized a collaborative effort to improve identification procedures for students with gifts and talents, provide high-quality professional development for teachers, create services and resources for families, and develop evidence-based practices through research opportunities for graduate students and faculty. Suggestions for pract

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Fisler, Jennifer L., and William A. Firestone. "Teacher Learning in a School-University Partnership: Exploring the Role of Social Trust and Teaching Efficacy Beliefs." Teachers College Record: The Voice of Scholarship in Education 108, no. 6 (2006): 1155–85. http://dx.doi.org/10.1177/016146810610800609.

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Teacher learning has been studied in numerous contexts using a variety of theoretical frameworks. Our research examines variation in teacher learning in a school-university partnership. We explore the personal characteristics of social trust and teaching efficacy beliefs in relation to teachers’ levels of learning. We classify teachers in the partnership into three categories based on their demonstrated affective and pedagogical learning and discuss how differences among these teachers in terms of social trust and efficacy beliefs may have influenced their learning. Our research demonstrates t

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Israel, Marla, Nancy Goldberger, Elizabeth Vera, and Amy Heineke. "An unlikely destination." International Journal of Educational Management 31, no. 5 (2017): 580–97. http://dx.doi.org/10.1108/ijem-09-2016-0190.

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Purpose The purpose of this paper is to describe a university-multi-school district partnership that positively affected the lives of P-12 immigrant, migrant and refugee students and their parents through an iterative collaboration of talent and resources among institutions. Design/methodology/approach This is a case study describing a university-school partnership grant-funded program detailing the processes, products, and implications for policy and practice. Findings University faculty and public school educators must work through intentional, contextually informed partnerships. It is throu

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Coleman, Lisa B., and Ellen Reames. "The Role of the Educational Leadership Program Coordinator (PC) in University–K-12 School District Partnership Development." Journal of Research on Leadership Education 15, no. 4 (2018): 241–60. http://dx.doi.org/10.1177/1942775118803335.

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The researchers explored educational leadership program coordinator (PC) roles in developing university–K-12 school district partnerships. Little is known in regards to the PC’s role in educational leadership preparation programs, and there is even less evidence of the PC’s role in K-12 school district partnership development. This burden appears to have fallen in the educational leadership PC’s wheelhouse. Using the Barnett et al.’s partnership model as the framework, the researchers examined the PC’s role. Facilitating and hindering factors of sustainable partnerships were identified and inv

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Fox, Connie, and David Barelli. "Fitness: Public School and University Partnership." Strategies 2, no. 6 (1989): 9–11. http://dx.doi.org/10.1080/08924562.1989.10591689.

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Cross, Tracy L. "A Highly Successful School–University Partnership." Gifted Child Today 42, no. 2 (2019): 72–73. http://dx.doi.org/10.1177/1076217518825369.

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This column introduces a collaborative partnership between the Center for Gifted Education at William & Mary and the Paradise Valley School District in Phoenix, Arizona. It describes its history and the leadership of the project.

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Broadbent, Carolyn, and Jo Brady. "Leading Change in Teacher Education In Australia Through University-School Partnerships." European Journal of Social & Behavioural Sciences 4, no. 1 (2013): 21–31. http://dx.doi.org/10.15405/ejsbs.2013.1.4.

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Recent government reviews of higher education in Australia have highlighted the need for comprehensive reform across the tertiary education and training sector. Teacher education has traditionally been offered in isolation from schools. Innovative partnerships between universities, schools, employing bodies, and other educational institutions are now encouraged. This study evaluates the impact and effectiveness of one university-school partnership between an Australian university and a large secondary college in Canberra, Australia. The partnership, titled the Down South initiative, embeds sec

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Weerakoon, Sunil, and Jalal Deen Careemdeen. "The Dynamics of University-School Partnerships in Teacher Education Practicum: A Comprehensive Analysis and Framework for Successful Implementation." Asian Journal of Education and Social Studies 49, no. 4 (2023): 505–14. http://dx.doi.org/10.9734/ajess/2023/v49i41228.

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This research delves into the dynamics of university-school partnerships in the context of the teaching practicum at the Open University of Sri Lanka, aiming to develop a framework for successful implementation. The study recognizes the critical role of the teaching practicum in shaping effective educators and acknowledges the diverse teacher education programs offered by the Faculty of Education. The literature review establishes the importance of the teacher education practicum, emphasizing its role as a bridge between theoretical knowledge and practical classroom experiences. University-sch

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Jones, Mellita, Linda Hobbs, John Kenny, et al. "Successful university-school partnerships: An interpretive framework to inform partnership practice." Teaching and Teacher Education 60 (November 2016): 108–20. http://dx.doi.org/10.1016/j.tate.2016.08.006.

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Casale, Carolyn, and Stephanie Thomas. "Interactive co-teaching strategies: developing effective partnerships." On the Horizon 26, no. 3 (2018): 260–69. http://dx.doi.org/10.1108/oth-08-2017-0078.

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Purpose The purpose of this study is to understand how to develop closer partnership ties among university education faculty and local high school teachers. This study consisted of a university-based teacher education faculty and a high school social studies teacher co-teaching controversial topics using interactive student-centered approaches at a high school in the southeastern United States. Design/methodology/approach A qualitative design included data sources from lesson plans, student assignments and the co-teacher’s reflection process. The theoretical frame integrates reflective practic

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Carney, Joanne, Marilyn Chu, Jennifer Green, et al. "Creating Synergies for Change." Teachers College Record: The Voice of Scholarship in Education 121, no. 12 (2019): 1–52. http://dx.doi.org/10.1177/016146811912101204.

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Background/Context The challenges documented in the literature on research–practice partnerships and similar school–university collaborations are outlined in the literature review in this issue. Yet only a collaboration among multiple educational and community organizations could create a synergy powerful enough to achieve the multifaceted goals of this project: (1) enhance instructional practices to better meet the needs of diverse learners; (2) better prepare teachers and teacher candidates to engage families in support of their children's success; (3) develop a community of practice in whic

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Hartman, Jenifer J. "Urban School District–University Research Collaboration: Challenges and Strategies for Success." Education and Urban Society 50, no. 7 (2017): 617–40. http://dx.doi.org/10.1177/0013124517713611.

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School district–university research collaborations represent one strategy to increase educators’ ability to use current, research-based information in program decision making and efforts to improve student achievement. However, differences in organizational structures, goals, values, and prior collaborative experiences have made successful school–university research partnerships challenging. This project intentionally structured and examined a mutually beneficial research collaboration between one small urban university with a significant percentage of first-generation college-going students a

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Ng, Sharon S. N., and Esther Y. M. Chan. "School—University Partnership: Challenges and Visions in the New Decade." Global Studies of Childhood 2, no. 1 (2012): 38–56. http://dx.doi.org/10.2304/gsch.2012.2.1.38.

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Over the past decade, higher education has undergone drastic changes all over the world because of globalisation and the changing economy. The traditional view of university as a place for one-off training is now considered outdated. Instead, the strong focus on lifelong learning urges teachers, educators and academics to reconceptualise and transform education. In this new era, successful schools adopt outreach strategies and seek support from external agencies such as universities for their development. Institutions of higher education provide consultation or work with partner schools for co

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Anderson, Shanna Dawn, Kate Meza-Fernandez, Sharon Lai-LaGrotteria, Donna Volpe, and Rachel Garver. "“From Two Different Perspectives” to Simultaneous Renewal: Program Components That Inform and Transform Practice through a University–District Leadership Preparation Partnership." Education Sciences 13, no. 4 (2023): 357. http://dx.doi.org/10.3390/educsci13040357.

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University-district partnerships are promising models for leadership preparation programs, however many partnerships fall short of their potential. In this two-year qualitative, action research study, we examine how a university-district partnership led to the simultaneous renewal of the district and university as it sought to develop transformational school leaders. Analysis of semi-structured interviews with program participants, university staff, and district administrators indicated the impactful role of cohorts, co-teaching, and inquiry-based instruction in the continual improvement of al

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Ferrell, Venicia A., and Alexis S. Tharpe. "Enhancing Rural Science Education through School District–University Partnership." Education Sciences 14, no. 7 (2024): 712. http://dx.doi.org/10.3390/educsci14070712.

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This instrumental case study describes the steps taken to establish and implement a university–school partnership to improve rural science teachers’ content knowledge and teaching practices and students’ achievement in elementary science and high school biology courses. Our research questions explored the impact of professional development and place-based learning on student outcomes, with the study’s methodology involving needs assessments, teacher training, and continuous support through modeling and coaching. The findings include gains in achievement and substantial gains in science educati

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Thomas, C. Adrainne, and Carolyn Casale. "Community Partnerships." Review of European and Comparative Law 42, no. 3 (2020): 91–111. http://dx.doi.org/10.31743/recl.8428.

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An egalitarian model of university-school partnerships starts with a theoretical frame of equity and social justice. This qualitative research study sought to understand high school students’ perception of community service through an intergenerational university-high school-elementary school partnership. Data analysis consisted of detailed notes collected from university faculty who oversaw the focus group discussions and two graduate assistants who took observational notes. These notes were analyzed and thematically organized. The findings indicate that the students enjoyed the experience an

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Soto, Amanda Christina, Chee-Hoo Lum, and Patricia Shehan Campbell. "A University—School Music Partnership for Music Education Majors in a Culturally Distinctive Community." Journal of Research in Music Education 56, no. 4 (2009): 338–56. http://dx.doi.org/10.1177/0022429408329106.

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University—community collaborations are a fairly recent phenomenon, which has often been manifested through the establishment of university partnerships with schools. This research sought to document the process and outcomes of a university—school collaboration called Music Alive! in the Valley (MAV), a yearlong partnership between 33 university music education students and faculty with an elementary school within a rural location of a western state. MAV was intended to serve a Mexican American migrant community whose children frequently spoke only Spanish at home and to provide occasions for

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Field, Kit. "Learning in school–university partnership: sociocultural perspectives." Professional Development in Education 35, no. 2 (2009): 307–8. http://dx.doi.org/10.1080/19415250902732817.

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Zhang, Lawrence Jun. "Learning in school–university partnership: sociocultural perspectives." Pedagogies: An International Journal 8, no. 3 (2013): 295–98. http://dx.doi.org/10.1080/1554480x.2013.796615.

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Kagan, Dona M., Leroy E. Freeman, Charlotte E. Horton, and Barbara S. Rountree. "Personal perspectives on a school-university partnership." Teaching and Teacher Education 9, no. 5-6 (1993): 499–509. http://dx.doi.org/10.1016/0742-051x(93)90033-d.

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Marsh, Valerie L., Shaun C. Nelms, Sarah Peyre, and Joanne Larson. "How a university and a school district made change together." Phi Delta Kappan 104, no. 2 (2022): 37–43. http://dx.doi.org/10.1177/00317217221130632.

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The University of Rochester and East High School in Rochester, New York, entered into a partnership in 2015, hoping to transform the school to prevent shut down by the state. Both partners were wary because of the district’s failed attempts at reform and the history of similar partnerships elsewhere. A new state-level reform option allowed the partners to form an educational partnership organization (EPO) so that they could become equal partners with some autonomy from the district. The partners decided that to succeed, they would need to involve the community. They learned from listening sess

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Lefever-Davis, Shirley, Charlene Johnson, and Cathy Pearman. "Two Sides of a Partnership: Egalitarianism and Empowerment in School-University Partnerships." Journal of Educational Research 100, no. 4 (2007): 204–10. http://dx.doi.org/10.3200/joer.100.4.204-210.

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Rachmajanti, Sri, and Maureen W. McClure. "University-Affiliated Lab Schools: A Collaborative Partnership Between the University of Pittsburgh's Falk School and the State University of Malang Lab Schools." Excellence in Higher Education 2, no. 1 (2011): 11–20. http://dx.doi.org/10.5195/ehe.2011.40.

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This article focuses on contemporary discussions about university-affiliated lab schools and their growing international networks. Topics include university-affiliated lab schools, the State University of Malang-University of Pittsburgh partnership created by a consortium of rectors in Indonesia, and the growing importance of international professional development networks for university-affiliated lab schools. The instructional leadership side of the partnership has shared ways: (a) to design a better aligned curriculum; (b) to make learning activities more active and student-oriented; (c) to

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Mutch, Carol, Sarah Yates, and Chris Hu. "Gently, gently: A school-university participatory research partnership in a post-disaster setting." Gateways: International Journal of Community Research and Engagement 8, no. 1 (2015): 79–99. http://dx.doi.org/10.5130/ijcre.v8i1.4161.

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In 2010/2011, the city of Christchurch and the surrounding district of Canterbury in New Zealand suffered a series of devastating earthquakes. A study led by The University of Auckland and co-funded by UNESCO followed schools as they came to terms with these events and began to rebuild their lives. The process to recruit and engage schools was slow and respectful as we built trust with first one school, then another. We offered a facilitative and participatory process where each school could choose how they wanted to proceed, who they wanted to involve and what they wanted the outcome to be. W

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Young, Kirsty. "Innovation in Initial Teacher Education through a School–University Partnership." Journal of Curriculum and Teaching 9, no. 1 (2020): 15. http://dx.doi.org/10.5430/jct.v9n1p15.

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Global criticism on the quality of initial teacher education has led to calls for reform. One initiative that emerged in Australia was the establishment of Hub School partnerships, which facilitate collaborations between schools and universities to explore how initial teacher education could be improved. This paper reports one such partnership, which applied improvement science in its design to develop an ambitious approach to initial teacher education. A qualitative research approach aimed to uncover the outcomes of the project. The findings from the first prototype are reported herein and hi

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Traynor, John, and Deborah Tully. "Discovering Together." Teachers College Record: The Voice of Scholarship in Education 121, no. 12 (2019): 1–34. http://dx.doi.org/10.1177/016146811912101205.

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Background/Context School–university partnerships, research–practice partnerships, and professional development schools represent three separate framings for the type of work outlined in this case study. These types of partnerships face various challenges as outlined in the literature, for the partnership as a collective and the partners at an institutional level. This case study contributes to this literature and provides potential policy implications through both the successes and challenges that are included. Purpose/Objective/Research Question/Focus of Study The research focused on a partn

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Suhaimi, Suhaimi, and Amberansyah Amberansyah. "School Partnership Management with the Community SDN in the District Wetlands North Banjarmasin." Journal of Advances in Education and Philosophy 7, no. 11 (2023): 495–500. http://dx.doi.org/10.36348/jaep.2023.v07i11.007.

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This research describes the management of school partnerships with the Banjarmasin City Elementary School community which is located in a wetland environment to improve student achievement, in line with the ULM Vision, namely the realization of a leading and competitive university in the wetland environment, especially in the field of education, with the dissemination of higher education science and technology. This research method is qualitative by exploring school and community partnership management data, including: (1) implementation of school and community partnership management, (2) the

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Goriss-Hunter, Anitra, Peter Sellings, Karen Lenk, and Melinda Scash. "A fine romance? Developing a Transformational School-University Partnership." Educational Practice and Theory 43, no. 1 (2021): 57–76. http://dx.doi.org/10.7459/ept/43.1.05.

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This paper investigates the complexities involved in a school-university partnership between a secondary school, Highview College and Federation University, both located in Australia. The authors argue that Federation University and Highview College have worked together to develop a transformational partnership in a Community of Practice (CoP) that has benefits for both parties. The authors report the findings through the analogy of a relationship unfolding.Using a qualitative methodology, it was found that through the development of a transformational partnership, a number of benefits had eve

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Martin, Ian, Brett Zyromski, and Edward W. Gigliotti. "Enhancing Evidence-Based Practice Through University–Practitioner Partnerships." Professional School Counseling 22, no. 1b (2019): 2156759X1983443. http://dx.doi.org/10.1177/2156759x19834437.

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This article proposes a three-step model for implementing successful university and practitioner partnerships to advance the use of evidence-based practices (EBP) in school counseling. Although an ethical mandate exists to use EBP, many school counselor educators and school counselors struggle to implement EBP in their coursework or at their schools. The university–practitioner partnership model proposed here emphasizes that EBP be taught in coursework, that students reinforce those practices through observation of practitioners using them in their schools, and that students experiment with EB

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Galvin, Anne, Pamela Ryan, Kylie McKenna, and Megan Pollard. "A School Perspective on School-Embedded Initial Teacher Education." Australian Journal of Teacher Education 46, no. 6 (2021): 1–19. http://dx.doi.org/10.14221/ajte.2021v46n6.1.

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School-university partnerships have been developed to invigorate initial teacher education (ITE). Such partnerships potentially offer rich educational opportunities to pre-service teachers. This paper examines integrated and school-embedded approaches to ITE in the Australian context, drawing on a case study analysis of a three-year, ITE school-university-system partnership named inSITE. inSITE is explored from the perspective of the school educators directly involved in its design and delivery. Complexity science provided the theoretical framework for inSITE and signalled its principles of ho

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Farrell, Caitlin C., Laura Wentworth, and Michelle Nayfack. "What are the conditions under which research-practice partnerships succeed?" Phi Delta Kappan 102, no. 7 (2021): 38–41. http://dx.doi.org/10.1177/00317217211007337.

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Research-practice partnerships (RPPs) are long-term collaborations between researchers and practitioners aimed at educational improvement and transformation through engagement with research. Yet RPPs can be challenging to implement, and even long running RPPs experience bumps in their work together. Caitlin Farrell, Laura Wentworth, and Michelle Nayfack discuss what conditions helped school district leaders and researchers from the partnership between Stanford University and San Francisco Unified School District be more or less successful in influencing school district policies and practices,

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Dirienzo, Denise, Scott Ball, and Robyn Proud. "A University and Middle School Mentor-Scholar Partnership." Experiential Learning and Teaching in Higher Education 1, no. 2 (2022): 20. http://dx.doi.org/10.46787/elthe.v1i2.3375.

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The State University of New York at Oswego (SUNY Oswego) and the Oswego City School district have created a campus-community partnership through a college program that matches SUNY Oswego students as mentors with at-risk youth in grades 7 and 8 in a structured environment in the school district. The structure is academically based for college students to earn credit based on the tenets of mentoring, youth development, and relationship building. The middle school students, or “mentees” come from an at-risk background that is academic, socially, or behaviorally based. The school district recomme

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Reischl, Catherine H., Debi Khasnabis, and Kevin Karr. "Cultivating a school-university partnership for teacher learning." Phi Delta Kappan 98, no. 8 (2017): 48–53. http://dx.doi.org/10.1177/0031721717708295.

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The Mitchell Scarlett Teaching and Learning Collaborative (MSTLC) is a vigorous, six-year-old partnership between two Title I schools — Mitchell Elementary School and Scarlett Middle School in Ann Arbor, Mich. — and the teacher education program at the University of Michigan. MSTLC was formed between educators who had related but quite different problems to solve: As the schools began to collaborate in 2010, the Ann Arbor Public Schools needed to address the achievement gap in its two lowest SES and lowest-achieving schools relative to other district schools, and the University of Michigan nee

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DeVaney, Susan B., and Johnston M. Brendel. "A School/University Partnership: Insights on Effective Collaboration." TCA Journal 29, no. 2 (2001): 132–39. http://dx.doi.org/10.1080/15564223.2001.12034590.

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Tsui, Amy B. M., and Doris Y. K. Law. "Learning as boundary-crossing in school–university partnership." Teaching and Teacher Education 23, no. 8 (2007): 1289–301. http://dx.doi.org/10.1016/j.tate.2006.06.003.

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López Turley, Ruth N., and Carla Stevens. "Lessons From a School District–University Research Partnership." Educational Evaluation and Policy Analysis 37, no. 1_suppl (2015): 6S—15S. http://dx.doi.org/10.3102/0162373715576074.

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Larson, Kim, Amy Clark, Brittanie Colborn, Ashley Perez, Martha K. Engelke, and Phyllis Hill. "A School-Based Health Center–University Nursing Partnership." Journal of School Nursing 27, no. 6 (2011): 404–10. http://dx.doi.org/10.1177/1059840511419370.

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Young adolescents, age 10–15 years, have increasing psychosocial and biomedical health care needs, yet are some of the lowest users of conventional health services. In eastern North Carolina, school-based health centers (SBHCs) provide primary health care to thousands of school-age children in the most rural, medically underserved areas. SBHCs receive reimbursement from local, state, and private funding sources and their viability depends on the demonstration of outcomes. Using the Guidelines for Adolescent Preventive Services (GAPS) assessment tool, an SBHC–university nursing partnership eval

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Holden, Michael, Mairi McDermott, Barbara Brown, and Sharon Friesen. "What Is It Like to Do Community-Engaged Research? Lessons Learned From University Researchers’ Perspectives." Journal of Community Engagement and Scholarship 15, no. 1 (2022): 3. http://dx.doi.org/10.54656/jces.v15i1.444.

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Community-engaged research calls on us to rethink ourselves as researchers and to address lopsided researcher-researched relationships. As a group of university researchers, we participated in a research-practice partnership that included a research-intensive university, an internationally recognized professional learning network, a ministry of education funder, and a school district in Alberta, Canada. Despite the long-standing, collaborative relationships between these organizations, a spin-off research partnership slid into traditional research practices that limited the project’s potential

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Quartz, Karen Hunter, Rhona S. Weinstein, Gail Kaufman, et al. "University-Partnered New School Designs: Fertile Ground for Research–Practice Partnerships." Educational Researcher 46, no. 3 (2017): 143–46. http://dx.doi.org/10.3102/0013189x17703947.

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This commentary suggests that new school design is a fertile policy context for advancing research–practice partnerships. The authors represent four public universities that have created new school designs in partnership with urban school districts. Unlike the laboratory schools of previous generations, these university-partnered public schools were intentionally designed to disrupt persistent patterns of inequity and prepare low-income students of color to flourish in college. The authors argue that these schools provide a promising context for marrying research and practice to bring about fu

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Newfield, Susan A., and Dorothy M. B. Johnson. "Enhancing Wellness in a High School: A Community Partnership." Journal of School Nursing 17, no. 1 (2001): 38–43. http://dx.doi.org/10.1177/105984050101700106.

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Meeting the wellness needs of high school students reporting high-risk behaviors above national averages was the purpose of a community partnership between the county school district and West Virginia University School of Nursing. Although the school district and School of Nursing were the primary partners, other programs in the university provided additional support. The school nurse, school of nursing faculty, and nursing students provided wellness programs to students, faculty, and staff. Positive evaluations and high demand for the services demonstrated the school community’s need for the

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Tracz, Susan M., Paul Beare, and Colleen Torgerson. "A Longitudinal Case Study of a School- University Partnership for Training Teachers." Journal of School Administration Research and Development 3, no. 1 (2018): 42–56. http://dx.doi.org/10.32674/jsard.v3i1.1931.

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    Changing teacher preparation to establish school-university partnerships can help candidates develop teacher identities and exceptional skills by providing supportive experiences in challenging situations. Focus groups and interviews were conducted with student teachers, teachers, principals, and program directors from a school-university partnership at its inception and seven years later. Five themes emerged: 1) change from individualistic to collective perspectives, 2) family-like, emotional support, and collaboration, 3) intensive student-teacher initiation, 4) p

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Oliveira, Raquel Gomes de. "UNIVERSITY AND SCHOOL PARTNERSHIP AND INTEGRATION OF ICT IN EDUCATION SCHOOL." Nucleus 11, no. 2 (2014): 85–99. http://dx.doi.org/10.3738/1982.2278.1058.

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Brunner, Ilse, Eduard Hruska, Konrad Krainer, Christa Piber, Peter Posch, and Kornelia Racher. "School Renewal through Action Research: a school‐university partnership in Austria." European Journal of Intercultural studies 8, no. 1 (1997): 75–96. http://dx.doi.org/10.1080/0952391970080106.

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Kirkwood, Toni Fuss. "Integrating an Interdisciplinary Unit in Middle School: A School-University Partnership." Clearing House: A Journal of Educational Strategies, Issues and Ideas 72, no. 3 (1999): 160–63. http://dx.doi.org/10.1080/00098659909599619.

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Belmaz, Ya. "PARTNERSHIP BETWEEN UNIVERSITIES, SCHOOLS AND PUBLIC ORGANIZATIONS IN TEACHER PREPARATION FOR GIFTED CHILDREN (US EXPERIENCE)." Innovative Solution in Modern Science 3, no. 39 (2020): 36. http://dx.doi.org/10.26886/2414-634x.3(39)2020.4.

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The article deals with the problem of gifted children. It focuses on the teacher preparation for gifted children. The author analyses the American experience of partnership between universities, schools and public organization in the process of teacher preparation for work with gifted and talented children.It is stated that in the United States, reform of partnerships between different organizations in the preparation of teachers for work with gifted children begins at the level of university training programs for such teachers, extends to schools, where teachers with gifted children work, and

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