School-University Partnerships , Open Access

Lessons learned through interprofessional education: exploring collaboration with elementary education, special education and communication sciences and disorders pre-service professionals

Lisa M. Bowers, Heather D. Young, Renee Speight

Interprofessional practice (IPP) is one way to structure collaborations to more effectively meet the complex needs of students in educational settings. This article explores the…

The effects of delivering short-cycle literacy interventions to beginning readers on pre-service teachers' self-efficacy in literacy instruction

Rebecca April Gibson

This case study sought to investigate the relationship between pre-service teachers’ participation in designing and delivering one-on-one literacy intervention lessons to…

A collaborative approach to professional development on inclusive practices aligned to preschool mandates

Michelle L. Damiani, Brad V. Unick, Karen-Joy Schultz

Professional development (PD) is an essential component of continuing learning for in-service teachers. This paper discusses a school-based example of using the best practice of…

Engaging teacher’s mental health self-care early through a trauma-informed microcredential

Jenna Epstein, Jodi Eirich, Jane Wildesen

The purpose of this study was to examine how beginning teachers’ participation in a microcredential based on trauma-informed classroom management and restorative discipline…

Building technology integration at an urban school through a PDS partnership

Patrice Silver, Juliann Dupuis, Rachel E. Durham, Ryan Schaaf, Lisa Pallett, Lauren Watson

In 2022, the Baltimore professional development school (PDS) partner schools, John Ruhruh Elementary/Middle School (JREMS) and Notre Dame of Maryland University (NDMU) received…

Centering community and collaboration in a multi-year literacy professional development initiative between a university and school district

Rebecca Rogers, Martille Elias, LaTisha Smith, Melinda Scheetz

This paper shares findings from a multi-year literacy professional development partnership between a school district and university (2014–2019). We share this case of a Literacy…

Including self-care curricula to respond to PSTs' exposure to secondary trauma

Heather Bailie Schock, Yvonne Franco, Madelon McCall

Most teacher preparation programs (TPP) provide little instruction on mitigating the stress-related consequences of teaching (Miller and Flint-Stipp, 2019). This study aims to…

Supporting PK-12 continuous school improvement efforts in a school–university partnership network

Stephanie L. Savick, Lauren Watson

This paper will discuss one university’s efforts to initiate a process to better support PK-12 continuous school improvement goals for all 13 schools in their PDS network as a way…

Middle school educators’ experiences in a cross-institutional professional development model for enhancing writing instruction

Leslie Rogers, Megan Burke, Leslie Laud, Rebecca Herricks

This paper explores a five-year case example of two educators engaged in practice-based professional development (PBPD) for the Self-Regulated Strategy Development (SRSD) model in…

“Inclusion is definitely a possibility for all”: Promoting inclusive education through a critical professional development schools model

Latifa Sebti, Brent C. Elder

In this article, we highlight ways in which disability critical race theory (DisCrit) (Annamma et al., 2013), inclusive education and community-based participatory research (CBPR…

Exploring Careers in Education and Leadership (ExCEL): Outcomes from year one of a high school education camp

Kelly C. Margot, Melissa Pierczynski, Kelly Lormand

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…

Building capacity in urban schools: emphasizing partnerships between counselor education and elementary schools

Alexandra Frank, Dalena Dillman Taylor

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…

Mutually beneficial? Middle school educators’ perceptions about the benefits and challenges of a school–university partnership

Michael DiCicco, Shawn A. Faulkner

The paper identifies and explores the perspectives of middle school educators regarding the benefits and challenges of an ongoing, emerging school–university partnership. Over…

Building a community of practice: shifting an M.Ed. program to a PDS school-based cohort model

Elizabeth Hale, Hope E. Wilson, Lauren Gibbs, Jessie Didier, Carolyne Ali-Khan

The purpose of this study was to examine how participants experienced and perceived an M.Ed. program that had a school-based design. In particular, the authors sought to…