School-University Partnerships: Volume 17 Issue 3 , Open Access

Editorial: Exceptional research for school-university partnerships

Megan Lynch, Katrina Hall, David Hoppey

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-Khan

The 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…

Mutually beneficial? Middle school educators’ perceptions about the benefits and challenges of a school–university partnership

Michael DiCicco, Shawn A. Faulkner

The paper identifies and explores the perspectives of middle school educators regarding the benefits and challenges of an ongoing, emerging school–university partnership. Over…

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 Speight

Interprofessional practice (IPP) is one way to structure collaborations to more effectively meet the complex needs of students in educational settings. This article explores the…

Exploring Careers in Education and Leadership (ExCEL): Outcomes from year one of a high school education camp

Kelly C. Margot, Melissa Pierczynski, Kelly Lormand

The 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…

“Inclusion is definitely a possibility for all”: Promoting inclusive education through a critical professional development schools model

Latifa Sebti, Brent C. Elder

In this article, we highlight ways in which disability critical race theory (DisCrit) (Annamma et al., 2013), inclusive education and community-based participatory research (CBPR…

A collaborative approach to professional development on inclusive practices aligned to preschool mandates

Michelle L. Damiani, Brad V. Unick, Karen-Joy Schultz

Professional 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-Ripple

Many 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. Wasielewski

The 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…