Partners United for Research Pathways Oriented to Social Justice in Education is a partnership between a university research training program and a Children's Defense Fund Freedom Schools® site in north Florida. It addresses the lack of demographic diversity among doctoral students in education. Emphasis is on researcher positionality and building…

In this article, I employ sociocultural theory to analyze the learning to teach process of two novice teachers enrolled in one Urban Teacher Residency (UTR). Findings show that Genesis and Jackie were differentially drawing on programmatic, disciplinary, relational, experiential, and dispositional resources as they learned to teach in an urban…

School-community partnerships are currently in the forefront of place-based urban reform efforts. But the literature on these partnerships indicates a variety of models that require different commitments and resources. Through a close review of the literature, we developed a typology of four partnership categories organized from the least to the…

The lead author documents the promises and pitfalls of doing critical participatory action research (PAR) as a graduate student within traditional institutions. This autoethnographic essay captures the vulnerabilities of the first author as she reflects on the human work that draws her to PAR, details the tensions that surfaced in the daily…

In this critically reflective article, we share our perceptions of the epistemologies that shape our own understanding of successful ESL education and that of a school district that asked us to help redevelop its ESL program. Our differing epistemologies, ours critical and aimed toward social justice, theirs built on what we describe as neoliberal…

This article utilizes interview data to explore how notions of risk operate in a school-university partnership program. Our analysis traces the divergence between conceptualizations of "at-risk" in scholarship, its use in policy, and students' responses to this terminology. Although students targeted in such programs are often…

The following are factors of successful school-university collaborations: (1) "enlightened self-interest" as the basis of institutional involvement; (2) direct, continued involvement of chief executive officers; (3) a common set of clear, reasonable objectives; (4) a generative environment; (5) resources granted by the whole university,…

School decentralization, which has reshaped power relations in the educational system, has empowered teachers and parents. Taking Abbott's approach to professions, the authors examine teachers' perceptions of the implications of parents' empowerment for teacher--parent relations. In-depth interviews with homeroom teachers in affluent urban…

Although a substantial literature examines the outcomes of family involvement in education, and the family and school characteristics that support or deter such involvement, we know little about the role of national nonprofit intermediary organizations in family educational involvement. This article argues that intermediary organizations play a…

Discusses the International High School-LaGuardia Community College collaborative program that was developed to help educate high risk, limited English proficiency high school students. Examines and evaluates the program's admissions criteria, organization and instruction, special features, faculty, philosophy, and empowerment. (JS)

Evaluates the Career Opportunity Program 2000, a six-year collaborative effort of Des Moines (Iowa) public schools, a community college, and a university to increase minority teachers in the area. Aspects of the development process are examined and a literature review and data-collection procedures discussion are provided. (MMU)

The shortage of competent, caring professionals who see themselves as urban educators has long been recognized as a problem that teacher preparation programs need to address. The authors argue that situating an entire elementary teacher education program in an urban school setting and engaging candidates in ongoing conversations about difficult…

Investigated the effects of a year-long project designed to bring learning to the forefront in two urban accelerated schools through "Powerful Learning Partners" (collegial partners for teachers), "Powerful Learning Seminars" (teaching a constructivist approach), and a teacher-constructed checklist for teacher self-evaluation.…

Describes the role and successes of locally-based public education funds. These nonprofit public/private partnerships, linked by the Public Education Fund Network in Washington, DC, are active in more than 60 U.S. cities, having moved beyond their initial efforts to whole-school change and involvement in critical policy questions. (SLD)