To survey best practices in school and university partnerships that promote a view of teacher education as a shared responsibility between P-12 and higher education.

Facilitators:

Emily Mercado, University of Utah (emily.mercado@utah.edu)
Jason Bowers, Louisiana State University (jbowe17@lsu.edu)

Group Membership

Please also email Ted Hoffman to receive quarterly SUP ASPA email updates.      Register or login to your account on this site to add this group to your SMTE profile.

Fixed Goals

  1. Research student musical achievement—as a means to gauge music teaching and learning
  2. Research the professional development of classroom teachers
  3. Seek and apply for grants and outside funding for development of and/or research pertaining to school-university partnerships

Goals for 2023-24

  1. Replicate Brophy (2011) Status of School/University Partnerships.
  2. Create toolkit/models for partnerships: location, communication, coordination, expectations, reflections, requirements, etc.

Reports

Projects in Progress

To propose new projects or lines of research related to the School/University Partnerships ASPA, please contact Ted Hoffman. If you are interested in participating in the ongoing projects described below, please contact the named project lead.

  • Brophy (2011) School/University Partnerships Status Replication – Joseph Hanson, Project Lead
  • Partnerships in Urban Areas – Charlie Edmonds, Project Lead

Recent Projects

To have recently completed projects highlighted here, please contact Ted Hoffman.

Completed Projects & Literature/Resources

To have literature and resources related to school/university partnerships included on this list, please contact Ted Hoffman.

  • McClellan E. R. (2011). Socialization of undergraduate music education majors in a professional development partnership model. Bulletin Of The Council For Research In Music Education, (190), 35. doi: 10.5406/bulcouresmusedu.190.0035
  • Burton, S. L., & Greher, G. G. (2011). School-university partnerships: Re-envisioning music teacher education: Foreword. Arts Education Policy Review, 112(3), 105-107. doi: 10.1080/10632913.2011.566071
  • Abrahams, F. (2011). Nurturing preservice music teacher dispositions: Collaborating to connect practice, theory, and policy. Arts Education Policy Review, 112(3), 108-114. doi: 10.1080/10632913.2011.566076
  • Kruse, N. N. (2011). Sociological perspectives of school-university partnerships: Contextual learning through three lenses. Arts Education Policy Review, 112(3), 115-121.doi: 10.1080/10632913.2011.566080
  • Burton, S. L. (2011). Perspective consciousness and cultural relevancy: Partnership considerations for the re-conceptualization of music teacher preparation. Arts Education Policy Review, 112(3), 122-129. doi: 10.1080/10632913.2011.566082
  • Greher, G. G. (2011). Music technology partnerships: A context for music teacher preparation. Arts Education Policy Review, 112(3), 130-136. doi: 10.1080/10632913.2011.566083
  • Hunter, L. R. (2011). School-university partnerships: A means for the inclusion of policy studies in music teacher education. Arts Education Policy Review, 112(3), 137-143. doi: 10.1080/10632913.2011.566086
  • Carlisle, K. (2011). Arts education partnerships: Informing policy through the development of culture and creativity within a collaborative project approach. Arts Education Policy Review, 112(3), 144-148. doi: 10.1080/10632913.2011.566088
  • Brophy, T. S. (2011). School-university partnerships in music education: A status report. Arts Education Policy Review, 112(3), 149-153. doi: 10.1080/10632913.2011.566092
  • Burton, S. L., & Greher, G. R. (2010). Research meets reality in school university partnerships: An analysis of two diverse school-university collaborations. In M. Schmidt (Ed.), Collaborative action for change: Selected proceedings of the 2007 Symposium on Music Teacher Education. Lanham, MD: Rowman & Littlefield.
  • 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), 13-24. doi: 10.3200/AEPR.109.1.13-24