| |
| |
| Preface | |
| |
| |
| |
| Introduction | |
| |
| |
| |
| Models of School--University Collaboration | |
| |
| |
| |
| The PDS Model | |
| |
| |
| The Consultation Model | |
| |
| |
| One-to-One Collaborations Model | |
| |
| |
| The Umbrella Model | |
| |
| |
| |
| The Process of Change in School--University Collaboration | |
| |
| |
| |
| Habitus in Organizations | |
| |
| |
| Consequences of Habitus | |
| |
| |
| The Breaking of Habitus | |
| |
| |
| Possibilities | |
| |
| |
| |
| Dancing in the Dark? Learning More About What Makes Partnerships Work | |
| |
| |
| |
| Understanding Partnerships Means Understanding Process | |
| |
| |
| Origins of School Partnerships: Gearing up for Change | |
| |
| |
| Theoretical Frameworks | |
| |
| |
| Many Facets: Key Elements of Educational Partnerships | |
| |
| |
| Accepting the Challenge: Dancing the Two-Step | |
| |
| |
| |
| Collaboration Through the Eyes of the Partners | |
| |
| |
| |
| Collaboration Between a University and Professional Development School | |
| |
| |
| Formal Models | |
| |
| |
| |
| Recipes for Professional Development Schools: A Metaphor for Collaboration | |
| |
| |
| |
| Acquiring and Honoring the Recipe: The Early Struggles of Our Partnership | |
| |
| |
| The Basic Ingredients: How Do We Describe Our Partnership? | |
| |
| |
| Blending the Old and the New: Our Voices Merge to Solve the Problems | |
| |
| |
| Changing the Flavor, Adding the Spices: The Vignettes of Successful Changes | |
| |
| |
| Creating a New Recipe: The Results | |
| |
| |
| Why Use Metaphor to Describe Our Work? Our Suggestions | |
| |
| |
| Final Reflections on Collaborative Partnerships | |
| |
| |
| |
| Learning Connections: Working Toward a Shared Vision | |
| |
| |
| |
| Description of the Partnership | |
| |
| |
| Collaboration Efforts and Perspective | |
| |
| |
| What We Have Learned | |
| |
| |
| |
| A Collaborative Journey: Study and Inquiry in a Professional Development Middle School | |
| |
| |
| |
| The Journey Began Through Portfolio Study Groups | |
| |
| |
| Continuing the Journey by Piloting and Studying Portfolios | |
| |
| |
| Expanding the Journey | |
| |
| |
| Redirecting the Journey Through Action Research and Teacher Portfolios | |
| |
| |
| Committing to Self-Reflection Through the National Board Certification Process | |
| |
| |
| Current and Future Journeys | |
| |
| |
| Informal Models | |
| |
| |
| |
| Blending Voices, Blending Lives: The Story of a New-Age Collaboration with Literature and E-mail | |
| |
| |
| |
| Characters and Settings | |
| |
| |
| The Plot Thickens | |
| |
| |
| Complications, Conflicts, and Reality Checks | |
| |
| |
| External Conflicts | |
| |
| |
| Internal Conflicts | |
| |
| |
| Analysis of the Text: How Did We Determine Success? | |
| |
| |
| Reflection | |
| |
| |
| |
| Our "Stealth PDS": An Undetected Professional Development School Relationship | |
| |
| |
| |
| Context | |
| |
| |
| The Past | |
| |
| |
| Our "Stealth" PDS | |
| |
| |
| Our Major Strands of Connection | |
| |
| |
| Stresses and Influences on the Relationship | |
| |
| |
| Our Story of Collaboration | |
| |
| |
| Our Lessons | |
| |
| |
| Conclusion | |
| |
| |
| |
| Consultation | |
| |
| |
| |
| Sailing the Ship: A Collaborative Journey | |
| |
| |
| |
| Introduction | |
| |
| |
| Communication Problems | |
| |
| |
| Elements of Success | |
| |
| |
| Transformation | |
| |
| |
| Conclusion | |
| |
| |
| |
| Developing School--University Intellectual Partnerships: The National Humanities Center's Teacher Leadership for Professional Development Program | |
| |
| |
| |
| Program Description | |
| |
| |
| Why Collaborate? | |
| |
| |
| Challenges to Collaboration | |
| |
| |
| Elements of Successful Collaboration | |
| |
| |
| |
| From Practicum Improvement to School Improvement: A Developing Partnership | |
| |
| |
| |
| One School, One University | |
| |
| |
| Critical Collaboration for Innovation Evaluation and School Improvement | |
| |
| |
| The Dynamics Involved | |
| |
| |
| Key Features of a Successful Partnership: Conclusions from Experience | |
| |
| |
| |
| Finding Keys to Educational Improvement Through Collaborative Work | |
| |
| |
| |
| Getting Started | |
| |
| |
| Expectations and Roles | |
| |
| |
| The Sociocultural Context of the District | |
| |
| |
| Keys to Our Successful Collaboration | |
| |
| |
| Our Design | |
| |
| |
| From Collaborators to Friends | |
| |
| |
| Problems with Our Institutions | |
| |
| |
| Negotiating Differences | |
| |
| |
| Additional Dynamics | |
| |
| |
| In Conclusion | |
| |
| |
| |
| One-to-One Collaborations | |
| |
| |
| |
| The Dialectic Nature of Research Collaborations: The Relational Literacy Curriculum | |
| |
| |
| |
| A Collaborative Relationship | |
| |
| |
| The Relational Literacy Curriculum | |
| |
| |
| Goals of the Chapter | |
| |
| |
| Research Phases and Rawlins's Tensions | |
| |
| |
| Instrumentality--Affection Revisited | |
| |
| |
| Summary of Our Collaborative Process | |
| |
| |
| Implications for Practice and Research | |
| |
| |
| |
| Working Together: A Successful One-to-One Collaboration | |
| |
| |
| |
| Project Overview | |
| |
| |
| The Collaborative Process: Georgia's Voice | |
| |
| |
| The Collaborative Process: John's Voice | |
| |
| |
| Attributes and Complexities of the Teacher--Professor Relationship | |
| |
| |
| Impact on the Teacher: Georgia's Voice | |
| |
| |
| Impact on the Professor: John's Voice | |
| |
| |
| What We Learned from Our One-to-One Partnership | |
| |
| |
| |
| The Angst, Ecstasy, and Opportunities of Collaborative Inquiry | |
| |
| |
| |
| A Brief Statement about Who We Are | |
| |
| |
| What Do We Mean by Collaboration? | |
| |
| |
| Sustaining Collaboration over Time | |
| |
| |
| Conclusion | |
| |
| |
| |
| A School--University Partnership: A Commitment to Collaboration and Professional Renewal | |
| |
| |
| |
| The Impetus for Collaboration | |
| |
| |
| The Collaborative Process As It Emerged | |
| |
| |
| Mutual Minds at Work | |
| |
| |
| A Model for Successful School--University Partnership | |
| |
| |
| Some Issues and Resolutions | |
| |
| |
| Conclusion | |
| |
| |
| |
| Multiple Collaboration Projects Under One Umbrella Organization Acting As the Facilitator | |
| |
| |
| |
| The Center for Collaborative Research at National-Louis University | |
| |
| |
| |
| The Center for Collaborative Research | |
| |
| |
| Frustrations | |
| |
| |
| Successes | |
| |
| |
| Factors Contributing to the Success and Failure of Partnerships | |
| |
| |
| Final Thoughts | |
| |
| |
| About the Contributors | |
| |
| |
| About the Editors | |
| |
| |
| About the Contributors | |
| |
| |
| Index | |