1. Building and Sustaining University- Community Research Partnerships in an Urban Context Insights Offered by “The Trilogy” Presented by Jill M. Feldman, Ph.D. Research for Better Schools

2. Overview Reflect on trilogy experiences using ratings/ heuristic offered by authors Identify intersections between trilogy accounts and research Highlight factors identified in the literature that contribute to effective partnership efforts

3. Institutional Commitments Personal Attributes & Beliefs Research Base Situational Context Heuristic for School District – University Partnership (Cooter et al., 2008)

4. A Review of Each Partnership’s Heuristic Ratings

5. Heuristic Ratings District-University Partnership Dallas Reading Plan (K-6)

6. Heuristic Ratings District-University Partnership Memphis Literacy Academy/MLA (K-5; Sp Ed)

7. Heuristic Ratings District-University Partnership Memphis Striving Readers/MCLA (Grades 6-8)

8. A Comparison of Partnerships’ Heuristic Ratings

9. Program Comparisons of Heuristic Ratings

12. Supporting Research about Effective University-Community Collaborations

13. The Most Effective Partnerships … are initiated by the public school partner –designed with the practice-based needs of teachers in mind –favor application over theory value the knowledge possessed within each entity –acknowledge the benefits of “bumping together” –perceive benefits & goals as mutually beneficial & interdependent –involve tenured university faculty are situated in an authentic problem (linked with school goals) focus on improving student achievement

14. Suggestions for Sustaining Capacity Building Partnerships View partnerships as a “way of life” (versus “project”) Collaboratively develop and deliver PD Elicit support from school boards –Hire (and fire) superintendents –Potential to provide a stable source of ongoing support Enlist support from teacher associations (unions) –Major provider of teacher PD

15. References Burton, S.L. & Greher, G.R. (2007). School-university partnerships: What do we know and why do they matter? Arts Education Policy Review (109), 1, 13 - 22. Callahan, J.L. & Martin, D. (2007). The spectrum of school-university partnerships: A typology of organizational learning systems. Teaching and Teacher Education (23), 136-145. Clark, R.W. (1999). School-university partnerships and professional development schools. Peabody Journal of Education (74), 3, 164-177. Fisler, J.L. & Firestone, W.A. (2006). Teacher learning in a school-university partnership: Exploring the role of social trust and teaching efficacy beliefs. The College Record (108), 6, 1155 - 1185. Gravani, M.N. (2008). Academics and practitioners: Partners in generating knowledge or citizens of two different worlds? Teaching and Teacher Education (24), 649 - 659. Lefever-Davis, S., Johnson, C., & Pearman, C. (2007). Two sides of a partnership: Egalitarianism and empowerment in school-university partnerships. The Journal of Educational Research (100), 4, 204 - 210. Miller, M., McDiarmid, G.W., & Luttrell-Montes, S. (2006). Partnering to prepare urban math and science teachers: Managing tensions. Teaching and Teacher Education, (22), 848- 863. Sandholtz, J. H. (2002). Inservice training or professional development: Contrasting opportunities in a school/university partnership. Teaching and Teacher Education (18), 815-830. Shen, J., Lu, X., & Kretovics, J. (2004). Improving the education of students place at risk through school-university partnerships. Educational Horizons, Spring, 184 - 193.

16. Contact information feldman@rbs.org