Fostering Effective School-University Partnerships Within Teacher Preparation Programs: Lessons from Leaders in a Qualitative Case Study
Date of Award
Doctor of Education (EdD)
The purpose of this qualitative study was to discover crucial elements that serve as the foundation for developing effective, sustainable school-university partnerships within teacher preparation programs. This study employed an instrumental case study guided by the distributed leadership theory to understand the operational leadership process of developing and sustaining a school-university partnership within a teacher preparation program. Data from this study consisted of partnership leader interviews and essential partnership documents. Findings of this study included the following: leaders recognize personnel with defined roles within the partnership, leaders believe open communication is vital to the partnership, leaders perceive a positive relationship between the district and the program, and leaders believe the partnership is mutually beneficial. The elements crucial to developing and sustaining an effective school-university partnership within teacher preparation programs identified by this study are mutual needs, mutual benefits, defined personnel roles, open communication, shared personnel, honesty, trustworthiness, and shared culture.
Fitch, Morgan Elizabeth, "" (2022). Dissertation. 958.