ABSTRACT
In Chapter 1, we pointed out that until recently there had been a dearth of research on pro cesses (as opposed to products) of learning in schooluniversity partnerships and that there was a lack of theoretical motivation for many of the studies in this area. We briefl y outlined the emerging research on the pro cesses of learning in school-university partnerships and the sociocultural orientation of this research. In this chapter, we present the theoretical motivation of the studies reported in this volume and the key concepts of sociocultural theories that have illuminated our understanding of the learning that has been aff orded by the school-university partnership set up at the University of Hong Kong.
