No abstract

No abstract

In this school-university partnership, university faculty team with high school teachers to advance content literacy for immigrant students. Using a narrative research design, we retell stories, chronologically structured by comentoring developmental phases, to retrace our individual teams' activities. With a distributive perspective of leadership, we examine interactions among university faculty, teachers, and administrators and reflect on the ways of and reasons for accomplishing partnership tasks. In the process, we identify leadership strategies that either offset problems highlighted in the literature or address struggles confronted in this cross-cultural endeavor, and we offer insights regarding essentials for facilitating school-university collaborations. Isolation ensures that new learning seldom leads to change in practicein what teachers teach or how well they teach.-Goodlad (1970, p. 72) School-university collaborations have the potential to lead instructional change. University faculty and schoolteacher alliances, in pursuit of closing the achievement gap, appear to be a powerful force in school reform. Unfortunately, these relationships are fraught with difficulties. Mullen, Kochan, and Funk (1999) affirmed the need to build "stronger collaborative cultures" between schools and universities and to develop "inclusive

No abstract