This article addresses a major and continuing problem in teacher education in the United States and internationally: the ability of programs to prepare teachers to teach successfully and stay over time in historically marginalized communities. After discussion of the factors that have led to the failure of programs to accomplish this goal, several…

Using two case studies, this article outlines the obstacles involved in building effective partnerships between university researchers and school practitioners. Recommendations to make partnerships constructive are offered. (Author/MT)

This article, comprised of two excerpts from the New York Times, illustrates the reemergence of university/school partnerships by describing a meeting of major university presidents and a project of cooperation between Stanford University and local public schools. (Author/MT)

Since Fall 2001, the faculty and leaders of the Teacher Education Program (TEP) at the University of California, Los Angeles, have participated in a collaborative inquiry project. This five-year research endeavor provides opportunities for teacher educators, assisted by university researchers, to study their own practice. This paper presents an…

The strategies used to establish the Cornell Committee on Education and the Community are described. The ingredients needed for starting a successful partnership are discussed. (Author/MT)

Recommends trying to improve teacher education and schooling by avoiding "either/or" approaches and focusing on "both/and" approaches. Includes examples from colleges of education that are well-known for their integrated approaches to problems of theory and practice and successfully built strong cultures of teaching. Also examines regional…

Responds to an article that examined 10 dichotomies in teacher education (SP 527 128), suggesting that too much time and energy are spent debating false dichotomies and addressing two specific dichotomies (preservice versus inservice and campus versus school site). Recommends that professional educators pool their energy and collaborate (rather…

Responds to a discussion of 10 dichotomies in teacher education (SP 527 128), focusing on the following five dichotomies: quality versus quantity, preservice versus inservice, campus versus school site, time versus money, and information versus myth. Explains how teacher education is currently going through both the best of times and the worst of…

For the past 3 years, Miami University (Ohio), in partnership with 11 area schools and affiliated health and human service agencies, has been developing the Institute for Educational Renewal. The Institute, based on the work of John Goodlad, encourages shared responsibility for improving outcomes for students, families, and communities and…

Examined how professional-development schools influenced teacher educators' beliefs about teaching, teacher education, and school renewal. Data from observations, journals, and interviews indicated that participants encountered tensions that challenged their beliefs. The tensions resulted from moving their practice from the university into…

Investigated whether graduates of Professional Development Schools perceived themselves as change agents, implemented practices supporting change, and chose schools supportive of change. Teacher surveys indicated that most respondents believed they were change agents, that they were viewed as change agents, and that they practiced behaviors…

This paper chronicles the steps taken in pursuing the Pre-K-16 Community Collaborative, involving California State University Northridge, the Los Angeles Achievement Council, and the Los Angeles Unified School District. It provides insights into the incentives, funding, challenges, and difficulties encountered in the process. (SM)

Describes values underlying one university's co-reform practices and ways that those beliefs have been enacted through practice, discussing: context and impetus for change; making the tacit explicit; involving teachers in decision making and instruction; modeling effective teaching; understanding the daily work of teaching; professional…

Evaluated the Model Education Center (MEC) Professional Development School after 15 years of existence. Focus group data were collected from teachers at the MEC. Results found that 15 years after implementation, the MEC's core beliefs of collaboration, reflective thinking, risk taking, and continuous learning were still reflected in the climates…

Examines California's Beginning Teacher Support and Assessment program, which facilitates cooperative work between a university, county education offices, and school districts. Teacher portfolios assessed program components. Program participants completed surveys examining support strategies for effectiveness. All participants (new teachers,…