Tripartite Collaboration in a School-District-University Boundary Zone

• In Event: Leveraging University/School Partnerships in School Improvement

Abstract

Although collaboration between schools and universities is encouraged in policy documents, and there are several studies on school-university collaboration, less attention has been paid to the exploration of how school-district-university collaboration develops at an intermediate level within a team. This article is based on a study designed to contribute to the professional learning of principals, and to examine the processes of learning in a tripartite collaboration. Cultural Historical Activity Theory frames the analysis and offers the opportunity to explore how the three institutions collaborate within a boundary zone over a period of two years.

Author

• Ruth Jensen, University of Oslo