What Has Been Learned from School-University Partnerships

Preparing Educators to Promote and Provide Physical Activity in Schools

“…When establishing a school-university partnership, it is important to understand common elements of effectiveness including shared leadership between the teachers and the facilitators, extensive collaboration, trust, mutually beneficial relationships, knowledge dissemination, and commitment from both parties. 57,58 Although the complexity of the work relationship may require additional effort, if schools and their university counterparts can strive to create an alliance based on these foundations they will benefit greatly from the joint PD opportunities that are created. As both parties consider the long-term sustainability of their relationship, the CoP that is formed through the PD experiences should be centered on financial support, acknowledge of success, and empowerment.…”

District and University Partnerships in Support of a High Needs Urban Elementary School

“…Walsh and Backe (2013) explain that university-school partnerships are often driven primarily by the needs of universities and the limited resources of school districts rather than the mutual benefit and achievement of both parties. The result of such an approach may be mutual dissatisfaction, in which teachers fail to receive the instructional knowledge they need and university faculty fail to comprehend the challenging realities of educational reform (Parker et al, 2012).…”

“…Darling-Hammond and Bransford (2005) further maintain that systemic reform will be accomplished only if partnerships between schools and universities work to transform schooling and teaching. Crucially, however, collaborative partnerships between school districts and universities not only benefit the schools involved and the K-12 students served, but also the universities and university students participating (Hunter & Botchwey, 2017; Michael et al, 2018; Parker et al, 2012; Singh, 2017).…”

Towards functional school libraries: supporting library assistants in under-resourced schools through a university-community-school partnership

“…As interdependent institutions, universities, schools and community organisations enable resource sharing and unite partners to address common problems while bringing "different knowledge, skills, and dispositions" to the partnerships (Parker, Templin & Setiawan 2012). While universities offer theoretical and academic insights, schools bring the reality and expediencies of the classroom and knowledge of the learners within a particular context.…”