NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1147234
Record Type: Journal
Publication Date: 2017
Pages: 11
Abstractor: As Provided
ISSN: ISSN-1935-7125
Professional Learning through P-16 Partnership Design: Emergent Lessons Learned toward Improving and Sustaining Partnership Development
Easley, Jacob, II; Ankrum, Julie; McConnell, Bethany; Girard, Nina
School-University Partnerships, v10 n1 p46-56 Spr 2017
The purpose of this paper is to explore the processes and features of one P-16 partnership developed to improve the clinical experience of teacher preparation. The development of partnerships reflects a commitment among institutions to collaborate in a purposeful manner with a keen awareness that each partner must seek to better understand and respect the culture of the other's institution, maintain a level of flexibility, and established common goals for outcomes. In particular, partnership members within this study provided their assessment of the benefit(s) of the partnership program on their professional development. With these ideals in mind, this study was designed to investigate the critical conditions of a newly developed school-university partnership that fosters professional development among its members. In turn, the relationships between member development and program quality are explored. Implications for partnership sustainability are offered as a result.
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; Postsecondary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A