There is a need for culturally responsive pedagogy in school–university partnerships to prepare teachers for working with Micronesian Islanders in the state of Hawai’i. As United States public schools become more culturally diverse, there is a need for teacher education programs to better prepare candidates for working with demographically diverse students. Situated in the Hawai’i public school context, we explain how teacher preparation programs may better prepare teacher candidates for working effectively with culturally and linguistically diverse students. An empirical study details how the literature informed our efforts as teacher educators to promote teacher candidates’ understandings of culturally responsive pedagogy to work effectively with Micronesian Islanders; a historically marginalized student population in Hawaii’s public schools. The chapter concludes with suggestions for research, practice, and policy surrounding increased the use of culturally responsive pedagogy in school–university partnerships to prepare teacher candidates for working with historically marginalized student populations.

Having relevant indicator(s) of students’ school adjustment is the basis for making educational decisions with regard to an enormous scope of topics that refer to either individual students, a specific class, or even the entire school level. Thus, a major cornerstone in the effort to promote students’ school adjustment is the ability to correctly and accurately measure it. The problem of defining a given student’s state is a multi-aspect and multi-level challenge that is shaped by the local authorities’ guidelines, cultural norms, economic circumstances, and the student’s intellectual qualifications and personal characteristics. The existing literature suggests a rich list of measurements of the student’s feelings and the teacher’s evaluation of the student’s academic achievements, but parental and peer reflections are relatively underrepresented. This chapter advocates the priority of students’ subjective evaluations. Such measurements appear under various titles: students’ belonging, engagement, attitude, feelings, satisfaction, well-being, liking, burnout, sentiment, and more. In order to conduct routine evaluations of students’ school adjustment there is a need for a short and easily administered scale. For this end, the School Adjustment Questionnaire (SAQ) is presented as a possible example.

This review of research on school–university partnerships (SUPs) begins by presenting an overview of the relevant literature including scoping reviews, research mapping, systematic reviews and traditional literature reviews published between 1997 and 2023. The review found three questions were typically addressed in the studies; the first focused on the characteristics of successful partnerships, the second on the outcomes of partnership work and the third on the extent to which partnerships focused on issues of equity. In addition, the review noted that since the earliest reviews of research on PDSs there has been a concern with the quality of that research. A number of suggestions are offered to improve the quality of research including attention to the development of appropriate measures for evaluation, an appreciation for complexity, a close investigation of local context, and a stance of patience and humility. The chapter closes with technical and ethical guidelines for future research.

School–university partnerships lie at the heart of pre-service teacher education programmes, though there are “disconnect[s] between what students are taught in campus courses and their opportunities for learning to enact these practices” (Zeichner 2010, p.91). At the heart of school–university partnerships is a conception of the type of teacher that the teacher education programme expects. Drawing on the UK context, we explore ways programme integration can be achieved through research-informed clinical practice, enabling programs “to facilitate and deepen the interplay between the different kinds of knowledge that are generated and validated within the different contexts of school and university” (Burn & Mutton, 2015, p.217). Central to this is the process of “practical theorising,” although this approach also presents a number of challenges. We conclude by exploring the potential for enhanced school–university partnerships to extend beyond pre-service teacher education to in-service teachers’ engagement with research and researchers.

By showcasing examples of scholarship about school–university partnerships (SUPs) in contexts other than the continental United States, this part of the handbook aims to expand the frame of our vision and enable us to see a more complete picture of the possibilities that might emerge from SUPs. A broader perspective can bring our own context more clearly into focus, enabling us to see subtleties that might have remained hidden and making some well-known attributes look surprisingly new, for good or for ill. In addition, as we adjust our gaze to take in both the similarities and differences between our own context and others, we may also begin to see that these variations do not exist in a single binary plane (us and others), but that the similarities and differences abound within and among SUPs in “other” places as well. Thus, we hope that these chapters will be viewed holistically, as a small peek at the vast potential of SUPs to improve education in many different ways, in many different places.

The term “school adjustment” refers not only to the state or phenomenological description of a student at a given point in time; it also refers to the process that newcomers experience once they start to make the transition from home to early childhood care or kindergarten; from kindergarten to elementary school; from elementary school to secondary or junior high-school; from secondary school to high school; from any one school to another (e.g., due to parental divorce or immigration); and from high school to institutions of higher education. The state of school adjustment refers to students’ exhibition of expected academic outcomes, expected interpersonal outcomes, a general motivation to learn, and personal outcomes (e.g., positive self-esteem, lack of depressive symptoms). The process of school adjustment is the advancing process by which the students’ readiness and even eagerness to meet the aforementioned criteria of a state of school adjustment gradually emerge. As one of the life-course transitional events, adjustment too school can be articulated by the Stress and Adjustment Model (STA; Israelashvili, 2023).

The five contributions in this part are varied in three significant ways. First these chapters cover a diverse geographic range. Secondly, the chapters reflect the diversity of types of programs that fall under the wide umbrella of the term school–university partnerships (SUPs). Finally, the chapters are unalike in genre, as one is a literature review, one a report on a study abroad program for pre-service teachers, and three are analyses of teacher-preparation focused SUPs in different national and regional settings. I see these three aspects of diversity of these chapters as a strength, as collectively the chapters help us appreciate the challenges and possibilities of creating a field of research on comparative international perspectives on SUPs.

John Goodlad’s work and life energies have had a profound impact on public and private education in America. His influence has been far reaching. This chapter presents a brief account of his life and major accomplishments for the purpose of helping all of us who work in school and university partnerships to better understand and appreciate his many contributions. It should be clear, after reading this,  how indebted the field is to him and how inspiring his efforts remain for those of us who continue the struggle to provide a quality education for all children and youth.

Through school–university partnerships (SUPs), individuals and organizations collaborate across the long-standing boundaries that exist between preschool through high school (p-12) and postsecondary education. Partnerships between institutions of higher education and schools take many forms and exist for many purposes; SUPs are boundary-spanning collaborative efforts that require individuals and groups to cross systemic divides in the United States educational system (Burns & Baker, 2016; Zeichner, 2010). In the first half of this chapter, we explore a broad definition for SUPs, define types of SUPs and briefly trace their development since the late 1800s. In the second half of this chapter, we apply three aspects of critical race theory (CRT) to SUPs, considering how SUPs might be facilitated to intentionally pursue racial equity.

We explore the promise and possibility of innovation in professional development schools (PDS). Based on a systematic review of 351 articles from school university partnerships, this chapter provides an analysis as well as illustrations of professional development school innovation. Our analysis points to three gears of innovation including the PDS itself as the initial innovation, the infusion of inquiry and research within the PDS as a second level of innovation, and a third level of innovation characterized as innovative outcomes. These outcomes related to innovation (1) as collaboration that fills a PK-12 learning gap and complements PK-12 instruction, (2) that supports the redesign of teacher education to strengthen learning through clinical practice and build program coherence, (3) in job-embedded professional learning, and (4) related to expanding the scope of partnerships. We conclude by highlighting a series of insights gained from the analysis and identifying future possibilities and challenges for PDSs.

Grow Your Own (GYO) programs have been lauded as innovative pathways for the recruitment of teachers into the field of education. This chapter will focus specifically on how GYOs at the pre-collegiate level can be conceptualized as innovative partnerships between PK-12 schools and universities to serve as a pipeline into the teaching profession. We used the National Association for Professional Development Schools (NAPDS) Nine Essentials as a lens to analyze the GYO literature. The Nine Essentials outline the fundamental qualities of professional development schools (PDSs), which serve as exemplars of school-university partnerships. PDSs are lauded as contexts that “embrace a culture of innovation.” We describe the relationship between GYOs and each of the Nine Essentials including areas of strength and possible opportunities for future innovation. Finally, we offer implications for viewing and designing GYOs as innovative, in-depth partnerships between PK-12 schools and universities

When the National Association for Professional Development Schools (NAPDS) decided to change its name, it also changed its scope, increasing its draw to include all school–university partnerships (SUPs). This handbook will capture the essence of what had been all things professional development school (PDS) but will also begin to assume responsibility for the ideas related to this broader realm. School–university partnerships could range from the ephemeral, created for one grant project or one university class activity, to long-term committed relationships that may or may not be teacher education related. This commentary addresses the chapters pertaining to the all-important history and conceptual foundations of this work for future partnership scholars, considering each author’s thoughtful efforts and perspective and adding my own as a second generation PDS researcher and participant.