Volume 13  (This is an invited issue)

Theme: The Complexity of Collaboration: How do the Differing and Often Conflicting Cultures of Universities, Public Schools and Community Collaborate in Promoting the Well Being of Children

School, university and community partnerships are widely promoted by accrediting bodies, professional organizations and state legislatures. Such partnerships are considered to be central to effective teacher preparation and to positive P-12 student learning.  Yet, such collaborations are complex to enact.

Schools, universities and communities have entrenched hierarchies and cultures that may clash. How can university professors, school teachers/administrators, and parents and community work together to bridge these inherent chasms? How can they work together to create the right collaborative conditions for positive school and university culture change? How can we redesign both teacher and teacher-educator work to encourage mutual learning? How can we prepare new teachers to navigate the existing education system while incorporating innovative teaching practices and addressing social justice issues?  How can we bring families and communities into meaningful partnership with schools and universities to address the learning needs of children?