This article documents the self-study processes and findings of a collaborative research group that examined a professional development school (PDS) partnership. Drawing on the scholarship of self-study of teacher education practices and theoretical perspectives consistent with third space, we conceived our collaborative study group as a learning community aimed at uncovering the complexities of school–university partnerships while seeking new directions for an effective partnership. Data were collected from a variety of sources. Themes were developed based on some identified areas of focus consistent with the group\u27s objectives, which included deciphering the state of our PDS collaboration, our preservice teachers\u27 learning experiences, and insight into faculty as learners in professional relationship. The study revealed that experiential disparity existed within and among faculty and students in various PDS sites as a result of poor communication as well as divergent models of collaboration and philosophical goals between faculty and mentor teachers. Disparity in the learning experiences among the preservice teachers was attributed to the quality and scope of the partnership. This study resulted in better understanding of our roles as hybrid educators and recognition of mentor teachers as critical bridges in a PDS partnership
Compensatory education programs have been driven by numerous policies implemented to ensure compliance with regulations that have often overlooked program designs that would enhance more effective instructional practices. The Aguilar v. Felton (1985) ruling, in which the Supreme Court ruled that Chapter I remedial instruction could not be provided on nonpublic premises, created the potential for disruption of instructional services and an upheaval of a 20-year collaborative effort between public and nonpublic school officials. In this paper we discuss our investigation of the instructional services received in one archdiocese, 1 year following the decision, using several methods of inquiry. Our findings suggest that there was an impact on all those involved with Chapter I services, and curricular issues must be foremost in the negotiation process. A positive view of the data suggests a half-full glass, rather than a half empty one, although this view does not negate the problems experienced, nor the limitations that the Felton decision imposed.
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