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New Developments in School-University Collaborative Research
Mon, April 11, 7:45 to 9:15am, Convention Center, Floor: Level Two, Exhibit Hall D Section CSession Type: Roundtable Session
Abstract
These five papers present new directions in school-university collaborative research using both quantitative and qualitative research methods. Two papers examine how collaborations can address key professional learning community practices in Professional Development Schools and a new model for a culturally responsive school for traumatized children. Two other papers address the topic of school leadership preparation, offering a new a leadership competency model (with validation) in one state and new strategies to increase both candidate diversity, selectivity and success in an in-district preparation program. A final paper offers a new conceptualization of school-university collaborations as universities struggle to compete with multiple professional learning providers.
Sub Unit
Chair
Papers
A Case Study: Professional Learning Community Characteristics in Selected Professional Development Schools - Phillip Jeffrey Blacklock, Midwestern State University; Daphney Leann Curry, Midwestern State University
Building Culturally Responsive Trauma-Informed Schools: Laying the Foundation With School Personnel - Lisa Blitz, Binghamton University - SUNY; Elizabeth McKendry Anderson, Binghamton University - SUNY
No Child Left Behind, the Every Child Achieves Act, and the Partnership Metaphor - Dianne C. Renn, Illinois State University
Leveraging the Power of School-University Collaborative Research to Improve Leadership Preparation Programs - Mary A. Hooper, The University of West Georgia; April L. Peters, University of Georgia
Partnering for a Diverse K–12 Principal Preparation Pipeline - Jack Leonard, University of Massachusetts - Boston; Ceronne B. Daly, Boston Public Schools