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'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
Language: English
Authors: Karen L. B. Burgard (ORCID 0000-0002-6842-8105), Michael L. Boucher (ORCID 0000-0002-1779-4287)
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
FullText Text:
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PubType: Academic Journal
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IllustrationInfo
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  Data: '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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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Karen+L%2E+B%2E+Burgard%22">Karen L. B. Burgard</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6842-8105">0000-0002-6842-8105</externalLink>)<br /><searchLink fieldCode="AR" term="%22Michael+L%2E+Boucher%22">Michael L. Boucher</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1779-4287">0000-0002-1779-4287</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22School-University+Partnerships%22"><i>School-University Partnerships</i></searchLink>. 2025 18(2):248-266.
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  Data: 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
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  Label: Peer Reviewed
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  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 19
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
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  Data: Journal Articles<br />Reports - Research<br />Tests/Questionnaires
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22College+School+Cooperation%22">College School Cooperation</searchLink><br /><searchLink fieldCode="DE" term="%22Partnerships+in+Education%22">Partnerships in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Universities%22">Universities</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Teachers%22">Middle School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Change%22">Educational Change</searchLink><br /><searchLink fieldCode="DE" term="%22Culturally+Relevant+Education%22">Culturally Relevant Education</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Empowerment%22">Student Empowerment</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Empowerment%22">Teacher Empowerment</searchLink>
– Name: Subject
  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Texas%22">Texas</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1108/SUP-09-2024-0019
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1935-7125<br />2833-2075
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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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  Data: As Provided
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  Data: 2026
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  Label: Accession Number
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  Data: EJ1493220
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1493220
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      – Type: doi
        Value: 10.1108/SUP-09-2024-0019
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 19
        StartPage: 248
    Subjects:
      – SubjectFull: College School Cooperation
        Type: general
      – SubjectFull: Partnerships in Education
        Type: general
      – SubjectFull: Middle Schools
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      – SubjectFull: Universities
        Type: general
      – SubjectFull: Middle School Teachers
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      – SubjectFull: Educational Practices
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      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Educational Change
        Type: general
      – SubjectFull: Culturally Relevant Education
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      – SubjectFull: Student Empowerment
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      – SubjectFull: Texas
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      – TitleFull: '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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