A case study of a university-school partnership: impacting the success of children, teacher candidates, and inservice teachers

School reform is an often heard term within the Bush administration. Since the signing of his No Child Left Behind Act of 2001 (NCLB), President George W. Bush set out to make certain our teachers are highly qualified and that our children perform better in school. From the Holmes Group (1986) to present-day mandates from The National Council for Accreditation of Teacher Education (NCATE), university-school partnerships are becoming part of preservice teacher education as well as school reform. This study describes a pilot university-school partnership, focusing on teacher candidates, inservice teachers, and P-5 students. Employing qualitative and quantitative analysis (Gall, Borg, & Gall, 1996; Tashakkori & Teddlie, 1998), and case-study research (Yin, 1994), this work studied a first-time, three-year pilot effort toward the formation of a university-wide-elementary school partnership program. This study examined the impact the partnership had on P-5 student achievement, the education of teacher candidates, and on current teacher professional development. The three tiers of this study are reported here in an effort to support existing research on professional development school partnerships while adding to a growing area of research on school reform. The case study was carried out to provide the College of Education with data on its first university-school partnership. Furthermore, the researcher hopes these findings will provide insight and encouragement for others as they create their own university-school partnerships.

Name thesis:degree_name

Doctor of Philosophy (PhD)

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Grantor

Education

Year dc:date.available

2004

Author dc:creator

• Calderon, Paula Summers

• university-school partnerships
• teacher education
• professional development schools

Statement dc:rights

• unrestricted
• Release the entire work immediately for access worldwide.

Identifier

etd-06302004-201016
https://repository.lsu.edu/gradschool_dissertations/51

OAI identifier oai:identifier

oai:repository.lsu.edu:gradschool_dissertations-1050