Book contents
- The Cambridge Handbook of School–University Partnerships
- The Cambridge Handbook of School–University Partnerships
- Copyright page
- Contents
- Figures
- Tables
- Contributors
- Foreword
- Preface
- Acknowledgments
- Part I The History and Conceptual Foundations of School–University Partnerships
- Part II Teachers and Learning to Teach in School–University Partnerships
- Part III Equity and Student Learning in School–University Partnerships
- Part IV Leadership in School–University Partnerships
- Part V Community Schools as School–University Partnerships
- Part VI Inquiry and Innovation in School–University Partnerships
- Introduction to Part VI: Inquiry and Innovation in School–University Partnerships
- 37 Exploring the Promise and Possibility of Innovation in Professional Development Schools
- 38 Locating Practitioner Inquiry within the Professional Development School Movement
- 39 Teacher Inquiry in Professional Development Schools
- 40 Leveraging Action Research to Create Innovative P-12 Systems Change in School–University Partnerships
- 41 Professional Development Schools as Networked, Systemic Innovations
- 42 Pre-Collegiate Grow Your Own Programs as Innovative School–University Partnerships
- 43 What’s Needed Now
- 44 Commentary on Part VI: Inquiry and Innovation in School–University Partnerships
- Part VII Funding, Policy, and the Politics of School–University Partnerships
- Part VIII Looking at School–University Partnerships across Geographic and Cultural Borders
- Index
- References
Introduction to Part VI: Inquiry and Innovation in School–University Partnerships
from Part VI - Inquiry and Innovation in School–University Partnerships
Published online by Cambridge University Press: 05 November 2025
Edited in association with
Book contents
- The Cambridge Handbook of School–University Partnerships
- The Cambridge Handbook of School–University Partnerships
- Copyright page
- Contents
- Figures
- Tables
- Contributors
- Foreword
- Preface
- Acknowledgments
- Part I The History and Conceptual Foundations of School–University Partnerships
- Part II Teachers and Learning to Teach in School–University Partnerships
- Part III Equity and Student Learning in School–University Partnerships
- Part IV Leadership in School–University Partnerships
- Part V Community Schools as School–University Partnerships
- Part VI Inquiry and Innovation in School–University Partnerships
- Introduction to Part VI: Inquiry and Innovation in School–University Partnerships
- 37 Exploring the Promise and Possibility of Innovation in Professional Development Schools
- 38 Locating Practitioner Inquiry within the Professional Development School Movement
- 39 Teacher Inquiry in Professional Development Schools
- 40 Leveraging Action Research to Create Innovative P-12 Systems Change in School–University Partnerships
- 41 Professional Development Schools as Networked, Systemic Innovations
- 42 Pre-Collegiate Grow Your Own Programs as Innovative School–University Partnerships
- 43 What’s Needed Now
- 44 Commentary on Part VI: Inquiry and Innovation in School–University Partnerships
- Part VII Funding, Policy, and the Politics of School–University Partnerships
- Part VIII Looking at School–University Partnerships across Geographic and Cultural Borders
- Index
- References
Summary
In this part, seven individual authors and teams of authors explored inquiry and innovation in school–university partnership (SUP) research. Inquiry is central to professional development schools (PDSs), and has even been dubbed the “signature pedagogy” (Yendol-Hoppey & Franco, 2014) of PDS. Specifically, the authors in this part of the handbook explore the use of inquiry and action research within PDS and SUP research systematically through studying years of scholarly work. Several of them also explore the meaning of innovation in PDS and SUP research – however, as they demonstrate, sometimes this innovation is slow, or not particularly novel. These chapters were grouped together to connect research to innovation, and illustrate potential paths forward for scholars working in this field.
Information
- Type
- Chapter
- Information
- The Cambridge Handbook of School–University Partnerships , pp. 545 - 546Publisher: Cambridge University PressPrint publication year: 2025
References
Yendol-Hoppey, D., & Franco, Y. (2014). In search of signature pedagogy for PDS teacher education: A review of articles published in “School–University Partnerships.” School–University Partnerships, 7(1), 17–34.Google Scholar
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