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The purpose of this research study was to examine school leaders’ critical perspectives about the nature of their partnerships with K-12 schools and two Educator Preparation Programs (EPP).

Data were collected through interviews with K-12 school leaders to obtain partners’ critical perspectives about school–EPP partnerships. The interviews were coded thematically and oriented around the central concept of working to represent the interplay of the participants and their collaborators’ perceptions of the nature and dimensions of school–EPP partnerships.

The analysis resulted in the construction of a mosaic of school leaders’ collective lived experiences using a statewide conceptual framework as a guide. Four themes emerged from our interviews with school partners: (a) the need for dynamic, responsive and synergistic partnerships; (b) the need to monitor and maintain the underlying structure and integrity of the partnership; (c) the culture of interns as colleagues or as visitors; and (d) the need to innovate.

Four themes emerged from our interviews with school partners: (1) the need for dynamic, responsive and synergistic partnerships; (2) the need to monitor and maintain the underlying structure and integrity of partnerships; (3) the culture of interns as colleagues or interns as visitors; and (4) the need to innovate.

This paper aims to determine the impact of mentorship on the development of self-directedness among beginner teachers in their initial years of teaching.

The researcher adopted a positivist paradigm to explore the situation of concern. Quantitative research was conducted, involving the collection and analysis of numerical data. Two closed-ended structured questionnaires were utilised, derived from the 40-item self-directed learning readiness scale (SDLRS) developed by Fisher and King, and a pre-determined questionnaire by Glazerman focused on the first-year teaching experience, induction and mentoring of beginner teachers.

Beginner teachers merely relying on the knowledge obtained from their studies is insufficient to achieve a satisfactory level of self-directedness when starting a teaching career. Most beginner teachers faced significant challenges in their early years of teaching due to the absence of mentoring support. In addition, most indicated that they resume their teaching duties and rely on their district for general support, guidance and orientation. Finally, the results have shown that mentoring positively impacts beginner teachers’ self-directedness.

The first limitation was that this study was narrowed to one South Africa University part-time B.Ed honours students working as beginner teachers in different provinces at primary and secondary schools. As a result, the findings of this research might be interpreted by some critics as one-sided and not representative of the views of most beginner teachers in South Africa who are working. The second limitation of this study is the sample size. In this study, 222 responses were received. As a result, the findings of this research might be considered not representative of the target sample size.

The presence and effective implementation of mentoring programmes in schools can positively impact beginner teachers' professional development and retention during their first years of teaching.

We contend that our research holds significance for international readership as it aims to garner attention towards potential research endeavours in diverse settings concerning mentorship programs for beginner teachers, specifically promoting self-directed learning. Our research offers opportunities to compare our findings with studies conducted in more comprehensive, comparative contexts and foster research possibilities in broader, contrasting contexts.

Based on the findings of this research, the availability and effective use of mentoring programmes would significantly affect beginner teachers' self-directedness, improve their retention rate and alleviate their teaching challenges. This study was the first research on the perceptions of the influence of mentoring on the self-directedness of beginner teachers.

The 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 the outset, we hoped the study would provide new teacher support resulting in improved teaching practices, increased job satisfaction and/or increased teacher retention among the target population. With this in mind, our research question was: What structures and supports from a school-university partnership facilitate capacity-building among university teacher education faculty, school and district leaders, mentor teachers, and new teachers in the context of an induction program?

This study used an intervention-centered mode of action research methodology that aims to make systems-level change. This type of action research intends to solve real organizational problems with a focus on conducting “research in action” rather than “research about action” (Coghlan and Brannick, 2014, pp. 5–6). This approach necessitates that data collection and analysis are iterative processes, occurring throughout the research process, instead of solely at the end stages of the research process. Our action research process used Coghlan and Brannick’s (2014) action research cycle model. The cyclical four-step process includes constructing (verifying the problem in the local context), planning action, taking action and evaluating action. Facilitated by the interim director of a Professional development schools (PDS) partnership in the Southeastern United States, a team of co-researchers which included three university teacher education faculty and four school district administrators used action research methodology to create systemic change that enhanced the district’s induction program. We collected data through multiple qualitative methods, including surveys, focus groups, observations and interviews during the course of three action research cycles. These data and our theoretical framework (complex adaptive systems theory and social network theory) informed two major interventions that supported new teachers during the challenging first year of the coronavirus disease (COVID-19) pandemic.

The interventions and the research process were mutually beneficial for both institutions and contributed to professional learning and growth at the individual, group and system levels. The three major findings described include: (1) engaging in collaborative action research is mutually beneficial for both schools and universities; (2) induction programs benefit from university resources; (3) learning communities build all educators’ professional capacity.

Our research recommendations are: (1) more research is needed on the benefits of school-university partnerships to induction programs; (2) school-university partnerships should leverage action research to improve systems; (3) within school-university partnerships, the connection between collaborative leadership and sustainability requires further research. One limitation was that this study was conducted in a single school-university partnership context involving a large public university and a mid-sized public school district that had a well-established partnership. More induction-centered research is needed in different types of school-university partnership contexts that have varying levels of longevity and partnership structures.

Our recommendations for practice include (1) school-university partnerships should leverage collaborative learning communities to catalyze individual, group and systems-level learning and change, and (2) school-university partnerships must prioritize induction support to strengthen the teaching profession.

Since Hunt’s (2014) literature review on induction support in PDS partnerships, very few empirical studies have been conducted in this research area. This study, which examined induction support in a PDS partnership over a two-year period, makes a significant contribution to the scholarly literature on induction teacher support in school-university partnership contexts. Facilitated by the interim director of a PDS partnership, a team of co-researchers, which included three university teacher education faculty and four school district administrators, used action research methodology to create systems-level supports that enhanced the district’s induction program.

The paper identifies and explores the perspectives of middle school educators regarding the benefits and challenges of an ongoing, emerging school–university partnership. Over five years, professors at one comprehensive, Midwestern university, formed a partnership with a local middle school. While progress has been made to develop the partnership, the authors recognized a lack of shared governance (Essential 7). In particular, they were unsure the partnership was mutually beneficial. The authors interviewed teachers, the principal, assistant principals, guidance counselors, the instructional coach and the youth service center director to gain their perspectives on the partnership.

The authors used an intrinsic, evaluative case study to examine educators perceptions of the benefits and challenges of the partnership (Guba & Lincoln, 1981; Patton, 2002). This approach was used because within this bounded system the authors have an interest in obtaining information to help improve the program and partnership.

Results suggest the partnership was beneficial in a number of ways including hiring of and offering fresh ideas to teachers. Educators also felt there were many benefits for university candidates. Challenges included scheduling, technology access and candidate disposition. Implications are discussed.

Inherent within the research methodology, researchers’ inclusion in the data collection process may affect participants responses.

Researchers discuss the implications of this work, including the role of hiring candidates and clear articulation of a mission for the partnership.

This work adds to research on school site stakeholders’ perspectives on the value of school–university partnerships and includes teachers and the schools’ entire leadership team.

Post-COVID-19, public K–12 schools are still facing the consequences of the years of interrupted learning. Schools serving minoritized students are particularly at risk for facing challenges with academics, behavior and student social emotional health. The university counseling programs are in positions to build capacity in urban schools while also supporting counselors-in-training through service-learning opportunities.

The following conceptual manuscript demonstrates how counselor education counseling programs and public schools can harness the capacity-building benefits of university–school partnerships. While prevalent in fields like special education, counselor educators have yet to heed the hall to participate in mutually beneficial partnership programs.

Using the multi-tiered systems of support (MTSS) and the components of the university–school partnerships, counselor educators and school stakeholders can work together to support student mental health, school staff well-being and counselor-in-training competence.

The benefits and opportunities within the university–school partnerships are well documented. However, few researchers have described a model to support partnerships between the university counseling programs and urban elementary schools. We provide a best practice model using the principles of university–school partnerships and a school’s existing MTSS framework.

Climate change poses risks to society and the demand for carbon literacy within small and medium-sized enterprises is increasing. Skills and knowledge are required for organizational greenhouse gas accounting and science-based decisions to help businesses reduce transitional risks. At the University of Copenhagen and the University of Northern British Columbia, two carbon management courses have been developed to respond to this growing need. Using an action-based co-learning model, students and business are paired to quantify and report emissions and develop climate plans and communication strategies.

This paper draws on surveys of businesses that have partnered with the co-learning model, designed to provide insight on carbon reductions and the impacts of co-learning. Data collected from 12 respondents in Denmark and 19 respondents in Canada allow for cross-institutional and international comparison in a Global North context.

Results show that while co-learning for carbon literacy is welcomed, companies identify limitations: time and resources; solution feasibility; governance and reporting structures; and communication methods. Findings reveal a need for extension, both forwards and backwards in time, indicating that the collaborations need to be lengthened and/or intensified. Balancing academic requirements detracts from usability for businesses, and while municipal and national policy and emission targets help generate a general societal understanding of the issue, there is no concrete guidance on how businesses can implement operational changes based on inventory results.

The research brings new knowledge to the field of transitional climate risks and does so with a focus on both small businesses and universities as important co-learning actors in low-carbon transitions. The comparison across geographies and institutions contributes an international solution perspective to climate change mitigation and adaptation strategies.

The paper aims to address the increasing issue of teacher shortages and the lack of diversity in America’s educators. Highly diverse communities need ways to support community members interested in careers as teachers. This article explores one promising approach to reach and inspire high school students considering the teaching profession. Camp ExCEL (Exploring Careers in Education and Leadership) provided a pathway allowing rising high school seniors an opportunity to explore the teaching profession. This pathway utilized the Grow Your Own framework, recruiting students from a diverse community and providing them resources and information that would further efforts to become an educator within their community.

The current study examined outcomes from an education summer camp, using qualitative thematic analysis to reflexively interpret participants’ (n = 29) feelings and beliefs about effective teaching, culturally responsive teaching (CRT), project-based learning (PBL) and their camp experience. Data were collected using Google documents and surveys. The four connected themes that emerged were obstacles and barriers to teaching, qualities of an effective teacher, the impact of culturally responsive teaching and project-based learning on classrooms, and the importance of mentorships within education.

The paper provides insight about how an education camp can support high school students as they explore a career in education. Results suggest that focus on high-quality pedagogy can support student understanding of the career. Students also suggested their perception of effective teaching that includes acknowledging the needs of the whole student, modeling high-quality teaching practices and displaying positive professional dispositions.

Because of the chosen research approach, the research results may lack generalizability. Therefore, researchers are encouraged to conduct and examine education camps further.

The paper includes implications for the development of other education camps, especially in areas with highly diverse populations.

This paper fulfills an identified need to increase the number of persons pursuing a career in education. The focus on a highly diverse community is also an area of need in education. This article details the description of an education camp and the curriculum used, along with findings from data collected during the first year.

This study provides theoretical and empirical insights into how firms can enhance their performance strategically and financially by integrating learning and transformational capabilities into research and development (R&D) activities based on the dynamic capabilities approach. To achieve this, the authors propose that transformational capabilities in R&D mediate the relationship between learning capabilities in R&D and competitive advantage.

Using a purposive sampling technique and standardized questionnaires, data were collected from 118 R&D and senior managers. To analyze the data, multiple regression analysis, along with SPSS PROCESS macro (Model 4), was used.

The results support the theoretical assumption that there are direct and indirect positive and significant effects between learning capabilities in R&D and competitive advantage as mediated by transformational R&D capabilities.

This study explores R&D from a dynamic capabilities perspective and suggests that learning capabilities should come first to enhance businesses’ competitive advantage. Furthermore, transformational R&D capabilities can explain the relationship between learning capabilities in R&D and competitive advantage. The authors recommend that researchers should investigate the contributions of R&D to promote competitive advantage.

School-university partnerships (SUPs) probe a range of P12 challenges and interests, with teacher residencies being chief among them. Because historically black colleges and universities (HBCUs) have impressive track records (Hill-Jackson, 2017) and knowhow (Marchitello & Trinidad, 2019; Petchauer & Mawhinney, 2017) in preparing teacher candidates to work effectively in diverse schools, this paper seeks deeper understandings of the types of SUPs for teacher residency collaborations employed by traditional versus HBCU programs.

This article draws upon the self-study as a methodology to review a SUP for a teacher residency at an HBCU in the southwestern United States to illustrate an equity-centric model.

Leveraging an equity and third space perspective, three separate approaches to the SUPs are unpacked to establish the outline for this proposal: ceremonial, conventional and communal teacher residency approaches.

A novel typology of three distinct approaches to SUPs for teacher residencies is outlined to establish the extent to which equity is foregrounded among teacher residencies.