Redefining the Boundary Between a University and a Local School

• In Event: Sheraton Roundtable Session 21
  In Roundtable Session: Teacher Learning in Place-Based and Community-Based Contexts

Abstract

This case study reports the findings of a two-year collaboration between an English education professor and a secondary English department. A systematic analysis of all data collected (observations, debriefing notes, correspondence, a researcher journal, and transcribed interviews) reveals how productive tensions within an established community of practice offered opportunities for enhanced learning and innovation. In light of heightened accountability measurements prescribed by newly revised national accreditation standards requiring community partnerships, this research offers insight into how universities and local schools can utilize perceived tensions as catalysts for professional development, providing an example for how to improve collaborative relationships between teacher education programs in higher education and k-12 school districts.

Authors

• Matthew Lambert McConn, Binghamton University - SUNY

• Jillian Mason, Binghamton University - SUNY