Table of contents
Sustaining induction teachers through partnerships: action research as a catalyst for change within complex contexts
Erica Gilbertson, Amy Murphy, Sonia Janis, Kathy Thompson, Michael HarrisThe purpose of this action research study was to design, implement and evaluate interventions that enhanced the induction program for new teachers in a P-12 school district. At…
Preservice teacher perceptions of instructional rounds
Madelon McCall, Kenley Ritter, Abigail GardnerThe purpose of this qualitative instrumental case study was to determine the perceptions of preservice teachers (PSTs) on the effectiveness of instructional rounds as a clinical…
Centering reciprocity: lessons learned from a university–school partnership
Erica R. Hamilton, Kelly C. MargotSchool–university partnerships are important in teacher education to ensure PK-12 preservice teachers gain teaching experience prior to becoming teachers of record. Drawing on…
Crossing boundaries: developing preservice teachers' professional identity through hybrid school–university partnerships
Stephanie BuelowSchool–university partnerships are the core of effective teacher preparation programs, and central to this model are the classroom teachers who mentor preservice teachers into the…
Warning! This is not your typical mentor training: an invitation to explore a video-based mentor training to prepare mentor teachers for their roles in the classroom
Jamie Silverman, Michelle PaskoThe purpose of this conceptual paper is to define and explore the roles of mentors, the responsibilities and even misconceptions of their position in partnership schools, the…
Promoting faculty collaboration to support school-university partnerships and increase coaching self-efficacy
Kristine E. Larson, Stephanie L. Savick, Patrice M. Silver, Rosemary E. PolingThis manuscript examines how university coaches can use the Classroom Check-Up (CCU; Reinke et al., 2008) to support continuous school improvement efforts around teacher practice…
The effects of delivering short-cycle literacy interventions to beginning readers on pre-service teachers' self-efficacy in literacy instruction
Rebecca April GibsonThis case study sought to investigate the relationship between pre-service teachers’ participation in designing and delivering one-on-one literacy intervention lessons to…
ISSN:
1935-7125e-ISSN:
2833-2075Online date, start – end:
2022Journal’s owner:
National Association for School-University PartnershipsOpen Access:
open accessEditors:
- Dr. David Hoppey
- Dr. Katrina Hall