'It Makes Me an Academic Leader in the Classroom': A Qualitative Case Study of the Impact of a University-School Partnership
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| Title: | 'It Makes Me an Academic Leader in the Classroom': A Qualitative Case Study of the Impact of a University-School Partnership |
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| Language: | English |
| Authors: | Karen L. B. Burgard (ORCID |
| Source: | School-University Partnerships. 2025 18(2):248-266. |
| Availability: | Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education Junior High Schools Middle Schools Secondary Education |
| Descriptors: | College School Cooperation, Partnerships in Education, Middle Schools, Universities, Middle School Teachers, Educational Practices, Teacher Attitudes, Program Effectiveness, Educational Change, Culturally Relevant Education, Student Empowerment, Teacher Empowerment |
| Geographic Terms: | Texas |
| DOI: | 10.1108/SUP-09-2024-0019 |
| ISSN: | 1935-7125 2833-2075 |
| Abstract: | Purpose: This case study explores the impact of a partnership between a regional university in south central Texas and a low-performing middle school. The purpose of the study is to examine how two teachers' instructional practices evolved due to the partnership, which was initiated to provide both academic support and financial incentives to schools facing significant challenges and closure by the state. Design/methodology/approach: The study employs a critical ethnographic approach (Carspecken, 1996; Creswell & Creswell, 2018), focusing on the experiences of the two teachers within the context of the collaboration. This method enables an analysis of the teachers' engagement with culturally relevant and sustaining pedagogies (Ladson-Billings, 1995a; Paris & Alim, 2017) and how the partnership influenced their classroom instruction in a school on the brink of state receivership. Findings: The findings reveal that, despite initial difficulties brought on by the 2020 pandemic, the partnership led to significant positive changes in the teachers' pedagogical choices, classroom environments and their connections with students. Both teachers expressed that the partnership allowed for greater creativity and innovation in their teaching, which addressed previous feelings of constraint due to external pressures and structures. Nevertheless, the study also highlights ongoing challenges for the school and the university, signaling that effective university-school partnerships require further development. Originality/value: This research contributes original insights into the potential of university partnerships to foster educational innovation. It also emphasizes the complexities of such collaborations and the ongoing work needed to make them fully effective in supporting sustainable improvements in struggling schools. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1493220 |
| Database: | ERIC |
| Abstract: | Purpose: This case study explores the impact of a partnership between a regional university in south central Texas and a low-performing middle school. The purpose of the study is to examine how two teachers' instructional practices evolved due to the partnership, which was initiated to provide both academic support and financial incentives to schools facing significant challenges and closure by the state. Design/methodology/approach: The study employs a critical ethnographic approach (Carspecken, 1996; Creswell & Creswell, 2018), focusing on the experiences of the two teachers within the context of the collaboration. This method enables an analysis of the teachers' engagement with culturally relevant and sustaining pedagogies (Ladson-Billings, 1995a; Paris & Alim, 2017) and how the partnership influenced their classroom instruction in a school on the brink of state receivership. Findings: The findings reveal that, despite initial difficulties brought on by the 2020 pandemic, the partnership led to significant positive changes in the teachers' pedagogical choices, classroom environments and their connections with students. Both teachers expressed that the partnership allowed for greater creativity and innovation in their teaching, which addressed previous feelings of constraint due to external pressures and structures. Nevertheless, the study also highlights ongoing challenges for the school and the university, signaling that effective university-school partnerships require further development. Originality/value: This research contributes original insights into the potential of university partnerships to foster educational innovation. It also emphasizes the complexities of such collaborations and the ongoing work needed to make them fully effective in supporting sustainable improvements in struggling schools. |
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| ISSN: | 1935-7125 2833-2075 |
| DOI: | 10.1108/SUP-09-2024-0019 |
