Focuses on the collaborative partnership between Northern Illinois University (NIU) and the Dukane Corporation to encourage teachers to integrate technology into their instruction. Discusses first contacts; mutual concerns and vision for integrating technology into Pre-K-12 schools; faculty training in the new multimedia rooms; and the shared…

Philadelphia schools were the first to engage all 200,000 K-12 students in meaningful service-learning activities aligned with district academic standards and learning goals. This has meant providing professional development for 6,000 teachers, forging partnerships with 2,500 community experts and agencies, and developing an efficient evaluation…

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…

Examined the perceptions of Professional Development School (PDS) stakeholders to investigate the match between the National Council for Accreditation of Teacher Education (NCATE) Draft Standards and PDS practice. Focus group data indicated that many aspects of the standards were successfully reflected, though some practices were not. Results…

Examined parent-school cooperation initiatives across Canada by interviewing representatives from the provincial Departments of Education and analyzing government documents and literature. Results indicated that there has been considerable policy development and legislation leading to parent advisory committees, but movement related to parenting,…

Examines two Australian national teacher professional development projects (the National Schools Network and the Innovative Links Between Schools and Universities project) to illustrate how award restructuring and school reform worked together to enable teachers to reclaim the political ground of teacher professionalism. Both projects promoted…

Although the new principal of an innercity California school vowed to improve student achievement, the students could not learn amidst demoralized teachers in chaotic classrooms. Community-building had to come first. The principal met with parents and asked them to write behavior rules for the school. Various discipline, partnership, and literacy…

University, tribal, and community partners developed a 5-week summer program called Nizhoni Academy to provide academic support services and culturally appropriate instruction to educationally disadvantaged secondary students attending rural schools on the Navajo and Hopi Reservations. Attending the academy had positive impacts on participants'…

Contends that college and university faculty must strengthen the ties between teachers in precollegiate and postsecondary institutions. Describes the Marathon County (Wisconsin) History Teaching Alliance, a collaborative professional development program that aims to enhance student learning through improved history instruction. Addresses the roles…

Argues against educational reform based solely on curricular standards, examining collaborative projects in two urban Professional Development Schools (PDSs) and advocating the resources and structures to establish critical relationships enabling educators to learn about themselves as they learn with others. Analyzing relationships characterizing…

This article describes the rationale, development, and first-year implementation of Wisconsin's Preschool Action Research and Development Initiative, a school-university partnership that creates opportunities for researchers and teachers to work collaboratively while examining issues related to early childhood inclusion. Findings on the impact on…

Describes a distance education program developed at Grambling State University (Louisiana) that used partnerships with industry and another university to meet the needs of changing demographics, isolated rural populations, and decreasing government resources. Telecommunication service needs and developing and marketing content are discussed. (LRW)

Describes a collaborative parent-involvement project for inner-city Hispanic primary students sponsored by the Chicago Community Trust. A university professor, two graduate assistants, the principal, and the school community representative designed a summer program featuring hospitality and support activities, free books, and hands-on science and…

Discusses how universities can serve the American city within the context of traditional university values, thus promoting change in a context of extraordinary institutional continuity. The paper examines the value of university-owned and operated public schools, explaining their effectiveness in addressing acute urban problems. (SM)

Although new legislation has addressed the needs of atypical students, the education of African American students with problem behaviors requires additional study and policy formation. Effective teaching for African American students must be fostered through collaboration, consultation, and partnership among all involved. (SLD)