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ERIC Number: EJ1130688
Record Type: Journal
Publication Date: 2016
Pages: 12
Abstractor: As Provided
ISSN: ISSN-1935-7125
The Boundary Spanner in Professional Development Schools: In Search of Common Nomenclature
Burns, Rebecca West; Baker, Wendy
School-University Partnerships, v9 n2 p28-39 Fall 2016
Teacher education is entering an exciting era for professional development schools (PDS). Recent reform efforts have called for increased school-university partnerships (AACTE, 2010; NCATE, 2010), which means that the PDS community may be well poised to offer insight into the necessary boundary-spanning roles and structures needed to support robust school-university partnerships. The purpose of this qualitative meta-analysis was to use the findings from thirteen empirical studies from the past 30 years to generate new knowledge about the boundary-spanner role in PDS. Findings revealed that in the PDS literature terms for boundary-spanners are contextually-based and therefore vary greatly. This variance has created a lack of common terminology and potentially a lack of common understanding of the boundary-spanner role. The findings also revealed that the boundary-spanner role is supervisory by nature. Implications offer a beginning framework for scholars to use when describing boundary-spanner roles in research and scholarship. The framework has the potential to foster a common understanding while preserving contextually-specific terminology.
National Association for Professional Development Schools. College of Education University of South Carolina, Wardlaw 252, Columbia, SC 29208. Tel: 803-777-1515; Fax: 803-777-3035; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A