Participatory action research and social change

Innovative student teaching programs have proliferated during the last decade. The author distinguishes among reinvented student teaching programs by examining their underlying as sumptions about knowledge, power, and language in teaching and the various ways these are played out in school-university relationships and explores three contrasting school-university relationships—consonance, critical dissonance, and collaborative resonance—identifying the underlying assumptions of each and examining how problems are defined, goals established, and social and organizational structures for student teaching created. It is argued that collaborative resonance has unique potential to provide students with rich opportunities to learn to teach. This argument is illustrated with a description of the structures and effects of one innovative pro gram, Project START, based on resonance and designed to foster intellectual growth and com mitment to reform in both students and cooperating teachers.

Reinventing Student Teaching

Boundary dilemmas in teacher–student relationships: Struggling with “the line”

Professional development schools (PDSs) are becoming a significant trend in teacher education reform, a trend that necessitates further study. One of the most critical aspects in the formation and maintenance of a PDS is the collaboration process between a school and a university. This study was designed to identify the characteristics of the collaboration process in PDSs. Meta-ethnography, a methodology that allowed the researcher to synthesize multiple qualitative case studies, was used to analyze 20 case studies about the collaboration process in PDSs. These 20 case studies were selected using both a content screen and a methodological screen. Following the selection process, each case was read, coded, and analyzed for themes and patterns. The findings of the study revealed 12 themes about the collaboration process in PDSs. These themes emerged in the situational, structural, process, and relational dimensions of the collaboration process.

The Collaboration Process in Professional Development Schools: Results of a Meta-Ethnography, 1990-1998

Teacher education faculty at the University of Houston are collaborating with the staff at five elementary schools on an action research project. The evolution of the project is traced from its origins in the professional preparation program through the second year of work with the leader ship teams of the schools. Five dimensions of professional learning are identified: leadership, temporal and physical structures, individuals, interpersonal relationships, and synergy. Data from the second year of the project are considered in terms of the five dimensions. Implications of the project for developing a more collaborative, action-oriented approach to teacher educa tion that can be carried through the novice years of teaching and beyond are discussed.

Restructuring Teacher Education Through Collaborative Action Research

For many interested in educational reform, the processes discussed under the rubic of "action research" hold much promise for enhancing the relationships between and among theory, research and practice. Many different models of action research have been tried and are discussed in the literature as reflected in this edition of the Peabody Journal of Education. While differences in approaches exist, two themes unify the various forms of action research. One theme concerns the relationship between reflection and action. A second theme emphasizes collaboration as a means of linking reflection and action. In most instances, the collaborating partners are teachers, representing the practical world of action and immediacy, and professors, representing the reflective world of theory and research. Our interest in action research stems primarily from a commitment to educational reform through the fundamental restructuring of schools and the teaching occupation in ways that would professionalize educa-

Sustaining action research through collaboration: Inquiries for invention

(1977). The student‐teacher relationship. Theory Into Practice: Vol. 16, Classroom Dynamics, pp. 285-289.

https://www.jstor.org/stable/pdfplus/1476171.pdf

The student‐teacher relationship

(1988). Types and Characteristics of School-University Collaboration. Kappa Delta Pi Record: Vol. 24, Partnerships in Education: Pathways to Excellence, pp. 81-83.

Phillip C. Schlechty

Papers

Sustaining action research through collaboration: Inquiries for invention

The student‐teacher relationship

Types and Characteristics of School-University Collaboration

Bureaucracy or Professionalism: Implications of P.L. 94-142:

Racial and social class isolation in the schools : implications for educational policy and programs