"Bringing It to the Table": Supporting High-Needs Schools Through a School-University Partnership

• In Event: Exploring and Expanding Research Related to Professional Development Schools

Abstract

This study investigated the experiences of teachers in high-need urban schools who engage in embedded literacy coaching through a school-university partnership. Understanding these experiences provided insight about how university partnerships may support literacy teachers’ self-efficacy and pedagogical practices. The literature is replete with studies about effective teacher professional development (see Darling-Hammond, 1995; Darling-Hammond, Wei, Andree, et al, 2009; Ball & Cohen, 1999) and literacy instructional coaching (see Toll, 2018); less is known about embedded literacy coaching in urban schools, particularly through a school-university partnership. Findings from this study help us to see how university-school partnerships function, their potential benefits (or drawbacks), and ways they may be leveraged to build strong community bonds.

Authors

• Christi L. Pace, Augusta University

• Stacie Kae Pettit, Augusta University

• Kim Stevens Barker, Augusta University