School-University Partnerships , Open Access
Issue(s) available: 2 – From Volume: 16 Issue: 1, to Volume: 16 Issue: 2
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…
Creating personalized partnerships across diverse districts
Freda Hicks, Megan LyonsThis work aligns with two of the following NAPDS Essentials: Clinical Preparation and Learning and Leading. The authors collaborated with district partners to determine how to…
A growing Noyce Scholarship Program: successes, triumphs and challenges along the way
Sharlonne Rollin SmithThe article discusses the development and growth of a newly established Noyce Scholarship Program at a Hispanic Serving Institution and the collaborative efforts of the School of…
Building capacity in urban schools: emphasizing partnerships between counselor education and elementary schools
Alexandra Frank, Dalena Dillman TaylorPost-COVID-19, public K–12 schools are still facing the consequences of the years of interrupted learning. Schools serving minoritized students are particularly at risk for facing…
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…
Three approaches to school-university partnerships among teacher residencies: can HBCUs lead the way to an equity-centric model?
Valerie Hill-JacksonSchool-university partnerships (SUPs) probe a range of P12 challenges and interests, with teacher residencies being chief among them. Because historically black colleges and…
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…
Partners for quality: building professional pathways for diverse adult learners in early childhood education
Karrie A. SniderThis paper describes the rationale and key aspects of how one school-university partnership leveraged resources to create, implement and refine an innovative professional pathway…
Addressing the shortage of African American male teachers in minority-serving school districts with innovative partnerships
Jesse RiversThe paper discusses a partnership between Huston–Tillotson University (HT), a Historically Black College and University (HBCU) and the Austin Independent School District (AISD), a…
Pre-education reflections of online and face-to-face clinical experiences
Carolyn Casale, C. Adrainne Thomas, Ahlam Alma BazziThis research study provides insight into students’ perceptions of teaching through virtual and face-to-face clinicals in an introductory education course in a pre-education…
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…
Leveraging community-based assets in coaching, wellness and mentorship to increase the African American and Latinx math teacher workforce
Sean S. WarnerThere is some evidence to suggest that the historical challenge associated with recruiting and retaining Black and Brown Science, Technology, Engineering and Math (STEM…
Leveraging PDS teacher preparation grants: a majority–minority research university’s approach to increasing the diverse teacher pipeline
Joseph R. Feinberg, Yasmine BeyA primary goal of the Collaboration and Resources for Encouraging and Supporting Transformations in Education (CREST-Ed) program was to increase the number of highly qualified…
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