Inquiry, Research, Innovation, and Leadership in School-University Partnerships

• In Event: Surveying the Landscape of Research on School-University Partnerships

Abstract

The purpose of this presentation is to share a review of, and insights from, two of the sections in The Cambridge Handbook of School-University Partnerships. In one of the sections discussed in this presentation, seven teams of authors explored inquiry, research, and innovation in SUP research. Although diverse in their approaches, the findings across these chapters revealed some patterns. Specifically, many of the chapters in this section were syntheses and the authors found that articles on SUP and professional development school (PDS) research were primarily descriptive or theoretical rather than empirical. Many of the articles reviewed in these chapters also lacked a focus on equity and diversity. Inquiry and action research were also explored in SUP spaces in this section and the authors of one chapter concluded that inquiry had become the distinctive practice of the PDS movement, while another chapter illustrated possibilities for action research to create systems change in SUPs. Yet another chapter synthesized hundreds of articles from School-University Partnerships and discovered a lack of innovation in SUP research. The authors of this chapter called for new methods and foci to innovate SUPs. A final chapter provided an in-depth synthesis of grow-your-own programs which they analyzed through the lens of the National Association for Professional Development Schools 9 Essentials. They recommended using grow-your-own programs to strengthen SUPs. Together, these chapters convey some potential paths forward for SUP research and innovation.

In another section, four author teams investigated SUP leadership from a variety of perspectives, beginning with the work of teacher leaders and principals and then moving toward an exploration of leadership theories and the work of leaders in supporting design thinking. The chapters discuss the increase in teacher leadership research by highlighting the role of teachers in learning and leading, the importance of teacher leadership in SUPs, and the various teacher leader roles in partnerships. Another chapter stressed the importance of school principals in SUP success and noted that research from community schools demonstrates the potential of principals to create transformational change across school-university-community landscapes. Recognizing the complexity of leading SUPs, the author of one chapter framed SUP leadership with a set of guideposts comprised of theories from a variety of paradigms, conceptual frameworks, and constructs from the educational leadership literature. A final chapter explored three different types of SUP design opportunities: governance, professional development, and clinical experiences. This chapter went on to explain that successfully leading the design process requires an understanding of the value of design, the skills needed to lead the process, and a vision for the power of design. As a collection, the chapters in this section offer insight into the roles and functions of leadership as well as tools to help leaders collaboratively understand, navigate, strengthen, and innovate SUPs.

Authors

• Diane Yendol-Hoppey, University of North Florida

• Jori S. Beck, College of William & Mary