ABSTRACT
The phrase “school-university partnerships” is often used to connote agreements that facilitate teaching practice arrangements for students in teacher education programs, but school-university partnerships are far from one-dimensional (Barnett, Hall, Berg, & Camarena, 1999; Callahan & Martin, 2007; Ravid & Handler, 2001; Slater, 1996). For example, Teitel (1999) claimed that there were three themes beyond the preparation of educators which could be delineated among school-university partnerships: improvement of student learning, professional development of educators, and research and inquiry into improving practice.
