Subscribe Today
Home Articles Reader Opinion Editorial Book Reviews Discussion Writers Guide About TCRecord
transparent 13

Discovering Together

by John Traynor & Deborah Tully - 2019

Background/Context: School–university partnerships, research–practice partnerships, and professional development schools represent three separate framings for the type of work outlined in this case study. These types of partnerships face various challenges as outlined in the literature, for the partnership as a collective and the partners at an institutional level. This case study contributes to this literature and provides potential policy implications through both the successes and challenges that are included.

Purpose/Objective/Research Question/Focus of Study: The research focused on a partnership that received funding through a grant provided by the state legislature. This study explored the partnership between a local, public K–6 elementary and two private institutions of higher education, their teacher preparation programs specifically. The research focused on ways in which the partnerships improved both student achievement and teacher candidate preparation while also improving the overall school culture.

Research Design: This research design is a mixed-methods case study and analyzes the partnership and the influences that resulted at the school and the institutions of higher education. This discussion draws on anecdotal, qualitative, and quantitative data and observations to reflect on the impact of the work of the partnership.

Data Collection and Analysis: The resulting profile uses several sources of data: interviews and surveys (current and past participants), documents (meeting note summaries, planning documents, etc.), performance data (academic, attendance, and behavior), and participation data (i.e., teacher candidates placed at schools, extended learning opportunity participation, etc.).

Conclusions/Recommendations: The partnership outlined in this article benefited where the personnel were consistent throughout the life span of the project. Challenges were more acute when there were changes to personnel assigned to the partnership. In addition, having additional student supports, either in classrooms during the school day (i.e., math and literacy instructional time) or in the extended learning program after school, met the dual purpose of positively impacting student development (academic and social/emotional) and providing authentic learning experiences for preservice teacher candidates. This is a promising organizing framework on which to build these types of partnerships.

To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:

Store a cookie on my computer that will allow me to skip this sign-in in the future.
Send me my password -- I can't remember it
Purchase this Article
Purchase Discovering Together
Individual-Resource passes allow you to purchase access to resources one resource at a time. There are no recurring fees.
Become a Member
Online Access
With this membership you receive online access to all of TCRecord's content. The introductory rate of $25 is available for a limited time.
Print and Online Access
With this membership you receive the print journal and free online access to all of TCRecord's content.

Cite This Article as: Teachers College Record Volume 121 Number 12, 2019, p. 1-34
https://www.tcrecord.org ID Number: 22928, Date Accessed: 9/16/2021 6:50:16 PM

Purchase Reprint Rights for this article or review
Article Tools
Related Articles

Related Discussion
Post a Comment | Read All

About the Author
  • John Traynor
    Gonzaga University
    E-mail Author
    JOHN TRAYNOR is associate professor in the Department of Teacher Education at Gonzaga University. He teaches in the undergraduate and graduate teacher education programs and has had an active role in developing and managing partnership efforts between institutions of higher education, K–12 schools, and community-based organizations. Dr. Traynor’s research focuses on the preservice teacher preparation, particularly in clinical settings, and partnership and collective impact efforts in support of K–12 student development. As an applied researcher, he works with individual schools to develop academic service learning and community engagement learning experiences.
  • Deborah Tully
    Whitworth University
    E-mail Author
    DEBORAH TULLY is associate professor in the School of Education at Whitworth University. Dr. Tully received her master’s degree in special education from the University of San Diego and her doctoral degree in educational leadership from Washington State University. Her background includes general and special education teaching and administration in public school settings, instruction in undergraduate, graduate, and continuing studies university programs, the development and implementation of an accelerated delivery model of teacher preparation for working adults, and service as the associate dean for teacher preparation and school partnerships. Her educational experience and research passions center on preparing educators to serve and support the whole child through curricular and instructional approaches in order to provide specialized and personalized learning; enhance cultural intelligence; and promote social, emotional, and character development. Additionally, Dr. Tully’s work involves engagement with school and community partners to simultaneously advance the education profession while improving P–12 learning.
Member Center
In Print
This Month's Issue