NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ927293
Record Type: Journal
Publication Date: 2011
Pages: 7
Abstractor: As Provided
Reference Count: 23
ISSN: ISSN-1063-2913
Sociological Perspectives of School-University Partnerships: Contextual Learning through Three Lenses
Kruse, Nathan B.
Arts Education Policy Review, v112 n3 p115-121 2011
Music teaching and learning are socially situated activities. School-university partnerships have the potential to impact preservice teachers' identities and level of socialization. Thus, a sociologically based belief system for establishing and maintaining school-university partnerships may provide cooperating teachers and university faculty members with purpose and direction for meeting the needs of stakeholders. This article explores the sociological and pedagogical implications of school-university partnerships and illustrates how these underpinnings function in two middle school band collaborations. Specifically, this article examines how partnerships can be viewed through three sociological perspectives, how sociological experiences might impact preservice teachers' futures, and how policymaking endeavors could impact the strength and continuance of school-university partnerships. What we learn from existing collaborations and how stakeholders respond to this information has the potential to reshape music teaching and learning in our society.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Middle Schools; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas