Creating, Sustaining, and Enhancing Purposeful School-University Partnerships
Description
Creating, Sustaining, and Enhancing Purposeful School-University Partnerships: Building Connections Across Diverse Educational Systems
explores third space school-university partnerships that are connected to initial and ongoing teacher education, adding to an important literature base with a focus on how these partnerships can be created, sustained, and enhanced, why they are important, and who they can benefit. Emeritus Professor Kenneth M. Zeichner, author of a seminal work on the third space in teacher education, provides a foreword for this edited book that brings together examples of purposeful school-university partnerships authored by academics and practitioners in Australia, Canada, Germany, Ireland, Sweden, the United States of America, Nepal, and Bhutan. This international cohort of contributing authors explores the life cycles and phases of school-university partnerships, the factors that enable and constrain them, and the effects they have on thoseinvolved through case studies, narrative vignettes, action research, and longitudinal research. The accounts shared throughout this book are thoughtful contributions to an expanding body of knowledge delving into the significance and importance of meaningful collaborations that build connections across all aspects of education.
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Persons
Dr. Corinne A. Green is an early career researcher and an educator, currently working as a lecturer in academic development with the Teaching Innovation Unit at the University of South Australia. She completed her Ph.D. in teacher education at the University of Wollongong, exploring what motivates teachers and school leaders to be involved in school-university partnerships. Corinne has received a University of Wollongong Vice Chancellor's Award for Outstanding Contribution to Teaching and Learning, in recognition of her teaching approach that meaningfully integrates theory with practice and supports student learning. Corinne loves sharing ideas and prompting educators to be intentional in their approach to teaching and learning. She has relished opportunities to collaborate with local and international colleagues on various projects in the field of teacher education and the Scholarship of Teaching and Learning.
Michelle J. Eady is an associate professor in the School of Education at the University of Wollongong, Australia. She is a HERDSA and ISSOTL fellow, a senior fellow of the HEA, and holds many awards for work in Higher Education, including a national teaching citation for her dedication to quality teacher preparation. Michelle has served as the president of the International Society of the Scholarship of Teaching and Learning (ISSOTL) 2022-2024 and contributes as a member of the board of directors of the World Association of Collaborative Education (WACE) and the Australian Collaborative Education Network (ACEN). She also serves on the editorial boards of journals in her field, which highlights her research interests, including the Scholarship of Teaching and Learning (SOTL), Work-Integrated Learning (WIL), Distance Learning/Synchronous Technology, Aboriginal Studies, and other current issues in Education. Michelle has also had the pleasure of delivering invited keynotes and presentations at conferences worldwide and looks forward to collaborations with colleagues who have a similar passion for teaching and learning.
Content
Section 1: Introducing School-University Partnerships.- Creating, Sustaining, and Enhancing Purposeful School-University Partnerships: An Introduction.- The Nature of School-University Partnerships.- Section 2: Value and Benefits of School-University Partnerships.- Invitations, Impact, and Involvement: Tales from Successful School-University Partnerships in STEM and STEAM in Australian Schools.- A New Model for School-University Collaborations: Mobilising Academic Knowledge and Building Cross Sectoral Synergies Around Inquiry Learning.- Creating Shared Spaces: A Collaborative Partnership Model that Prepares Initial Teacher Education Students for Effective Practice.- The co-design of an embedded school-university partnership: An application of Dewey's laboratory style approach to PST experiences in schools.- Professional Partners in Practice: Enhancing Institutional Partnership Connections in Early Childhood through an Embedded University Mentorship Program.- The 'Butterfly Effect' of Mentoring Practices in School-University Partnerships.- Using a Networked Professional Learning Community to Prepare Pre-service Teachers.- Section 3: Dynamic Partnerships that Change Over Time.- School-university partnerships on the edge of possibility: Expansive learning and practice transformation across Australia, Nepal, and Bhutan.