Education Commons^™

Using A Place-Based Approach In Preparing Community Teachers For High-Need Schools, Joanne Carney, Marilyn Chu, Susan Donnelly, Marsha Riddle Buly, David Carroll

Journal of Educational Controversy

This case study describes actions and outcomes of a school-university partnership to better prepare teachers for high-need schools with large numbers of English Learners. Using a place-based approach to preparing community teachers, preservice and inservice teachers and teacher educators collaboratively learned how to work with families and community members to address student needs and developed core practices attuned to the socio-cultural context. The partnership also established a pathway to teaching for bilingual/bicultural students from the community. Data are derived from semi-structured interviews, focus groups, intern and teacher surveys, journal reflections, and a statewide teacher employment database.

Three Cases: Bridging The University-School-Community Divide Through Collaborative Learning And Innovative Uses Of Educational Technology, Joanne M. Carney, Paula Dagnon, Martha Thornburgh, Lori Sadzewicz, Chloe Unruh

Journal of Educational Controversy

The following three articles are presented together because each is a case study exploring a common theme: How the cultural and systemic differences between school and university might be bridged in partnership, as educators work together with community members to educate and promote the wellbeing of children. The cases show how personal relationships, collaborative learning, and innovative uses of technology can be fostered by “hanging out and joining in.”

Each of the cases has three levels of significance, which is in keeping with the nested contexts of partnership work: 1) teaching and learning with elementary students and their families, 2) …