Faculty Research Residencies: Partnering to Improve Practice

• In Event: Exploring the Impact and Influence of Collaborative School-University Partnerships

Abstract

Currently, reform efforts seek to redesign teacher education in alignment with a practice-based theory of teacher education, which calls for a fundamental reconceptualization of how teacher education coursework is designed and delivered (Ball & Forzani, 2010; Lambert, 2010). To most effectively enact a practice-based theory, colleges of education need to leverage partnerships with schools and districts to collaborate in new ways. This study discusses cycle 1 results from a grant funded three-year Faculty Research Residency project—a collaboration between a university and partnering district schools designed to improve teacher education and reflect partnering schools’ needs. Insights from this study are provided to guide our continued work and inform others seeking to deepen and enhance school-university collaborations.

Authors

• Diane E. Salmon, National-Louis University

• Wendy L. Gardiner, National-Louis University