ERIC Number: EJ1284368
Record Type: Journal
Publication Date: 2020
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1935-7125
EISSN: N/A
A Retrospective Account of Intensive School-University Collaboration: Misconceptions Revealed, Mistakes Made and Lessons Learned
Putnam, Joyce; Schwille, Sharon
School-University Partnerships, v13 n2 p47-58 Fall 2020
School-university partnerships not only take time and care to establish and develop but also need sensitivity and acknowledgement of work accomplished if the partnership disbands. What are the repercussions of ending the partnership abruptly with little advance notice? This article examines this question by looking at the school participants' point of views. Their retrospective acknowledgments of the lasting effects of the partnership were surprisingly positive and rewarding to the university participants even though the disbandment was unexpected and painful. Lessons can be learned by all participants from the experiences examined in this article.
Descriptors: College School Cooperation, Partnerships in Education, Program Termination, Misconceptions, Professional Development Schools, Program Effectiveness, Racial Relations, Mentors, Communities of Practice, Educational Change, Outcomes of Education, Time Management, Power Structure, Participative Decision Making, Educational Benefits
National Association for Professional Development Schools. 1300 Pennsylvania Avenue NW #190-611, Washington, DC 20004. Tel: 855-936-2737; e-mail: Info@napds.org; Web site: https://napds.org/publications-resources-from-napds/
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A