|Citation:||Restine, N. L. (1996). Partnerships between schools and institutions of higher education. In P. A. Cordiero (Ed.), Boundary crossings: Educational partnerships and school leadership (pp. 31-40). San Francisco, CA: Jossey-Bass, Inc.|
This chapter describes several existing partnerships between higher education and schools, as well as potential barriers to developing such collaborations. It addresses the trends and traditions in collaborations between schools and higher education institutions and also problems and possibilities. Two major partnership trends have developed in recent years: forming professional communities between schools and universities resulting in contextualized theory and theoretically informed practice (Darling-Hammond and McLaughlin, 1995). There is a strong belief that efforts at professional collaboration and service integration are incomplete without professional pre-service and in-service education. The author concludes that building instructional capacity is the fundamental rationale for developing partnerships with institutions of higher education. Klein (1990) proposes seven predictable barriers to consider when developing inter-professional collaborations. Lawson and Hooper Briar (1994) suggest shared elements of a guiding vision for higher education institutions and community partners. Increased instructional capacity is the benefit of partnerships between K-12 and higher education. This article supports the research that students, teachers, and administrators benefit from working with higher education.
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