Titlebook: Creating, Sustaining, and Enhancing Purposeful School-University Partnerships; Building Connections Corinne A. Green,Michelle J. Eady Book

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The Co-design of an Embedded School-University Partnership: An Application of Dewey’s Laboratory Styngs showed that the model had benefits for praxis as reported by all participant cohorts. Educational leaders saw benefits for PSTs having classroom experiences outside of/in addition to the block placement time, and reported staff professional learning and enhanced learning outcomes for children. B

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Professional Partners in Practice: Enhancing Institutional Partnership Connections in Early Childhoopractice and building professional identity, and for mentors, sharing their expertise and contributing to the resilience and capacity of future teachers. This chapter reports on the development of the mentorship program with input from key partners. Elements, challenges, and implications for future

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The ‘Butterfly Effect’ of Mentoring Practices in School-University Partnershipse, longer-term change in mentoring practices that support graduate capability. This co-designed model ensured the maximum impact of the school-university partnership at a time when the ravages of the COVID-19 pandemic were only beginning to be felt across the teaching profession. As issues of teache

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Using a Networked Professional Learning Community to Prepare Pre-service Teachersata included written surveys, oral interviews, and reflections. Findings indicate a NPLC created solidarity and community across school districts and provided support and opportunity for cooperating teachers to enact strategies in their classrooms to promote student growth, but they needed more form

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Dialectic Realities and Loose Coupling in Secondary Teacher Professional Learning in Ireland: The Cahe professional benefits of the partnership and how programme partners have worked together to build connections across the varying educational settings. Drawing on Weick (Admin Sci Quart 21:1–19, .) concept of “l(fā)oose coupling” the chapter will explore how the programme has worked in loosely coupled

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Rooted in Relationships, Building University-School District Partnerships UBC Press, .; Kovach in Indigenous methodologies: characteristics, conversations, and contexts. University of Toronto Press, .) and demonstrates how ideas of relationality are lived out in a practical way in research partnerships. From conversation and mutual respect, through this university-school

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