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
- Part VII Funding, Policy, and the Politics of School–University Partnerships
- Part VIII Looking at School–University Partnerships across Geographic and Cultural Borders
- Introduction to Part VIII: Looking at School–University Partnerships across Geographic and Cultural Borders
- 49 Australian School–University Partnerships
- 50 Research-Informed Clinical Practice in School–University Partnerships
- 51 Demarginalizing Culturally Responsive Pedagogy
- 52 Global Perspectives on School–University Partnerships
- 53 Global Perspectives on School–University Partnerships Between and Within Countries
- 54 Commentary: A Comparative and International Perspective on School–University Partnerships
- Index
- References
54 - Commentary: A Comparative and International Perspective on School–University Partnerships
from Part VIII - Looking at School–University Partnerships across Geographic and Cultural Borders
Published online by Cambridge University Press: 05 November 2025
By
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
- Part VII Funding, Policy, and the Politics of School–University Partnerships
- Part VIII Looking at School–University Partnerships across Geographic and Cultural Borders
- Introduction to Part VIII: Looking at School–University Partnerships across Geographic and Cultural Borders
- 49 Australian School–University Partnerships
- 50 Research-Informed Clinical Practice in School–University Partnerships
- 51 Demarginalizing Culturally Responsive Pedagogy
- 52 Global Perspectives on School–University Partnerships
- 53 Global Perspectives on School–University Partnerships Between and Within Countries
- 54 Commentary: A Comparative and International Perspective on School–University Partnerships
- Index
- References
Summary
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.
Information
- Type
- Chapter
- Information
- The Cambridge Handbook of School–University Partnerships , pp. 883 - 892Publisher: Cambridge University PressPrint publication year: 2025
References
Fischman, G. E., & Silova, I. (2023). Comparative education and (de) colonial entanglements: Towards more sustainable and equitable learning futures. Revista Española de Educación Comparada, 43, 20–28.Google Scholar
Grubb, W. N. (1985). The convergence of educational systems and the role of vocationalism. Comparative Education Review, 29(4), 526–548.10.1086/446547CrossRefGoogle Scholar
Hayashi, A. (2022). Teaching expertise in three countries: Findings and policy implications from an international comparative study in early childhood education. Comparative education, 58(3), 315–327.10.1080/03050068.2022.2069327CrossRefGoogle Scholar
Hayashi, A., & Tobin, J. (2020). Teaching embodied: Cultural practice in Japanese preschools. University of Chicago Press.Google Scholar
Meyer, M. A. (2001). Our own liberation: Reflections on Hawaiian epistemology. The Contemporary Pacific, 13(1), 124–148.10.1353/cp.2001.0024CrossRefGoogle Scholar
Solga, H., Protsch, P., Ebner, C., & Brzinsky-Fay, C. (2014). The German vocational education and training system: Its institutional configuration, strengths, and challenges (No. SP I 2014-502). WZB Discussion Paper.Google Scholar
Takayama, K. (2020). Towards a new articulation of comparative educations: Cross-culturalising research imaginations. In Manzon, M. (Ed.), Origins and traditions in comparative education (pp. 77–93). Routledge.Google Scholar
Tobin, J., Hsueh, Y., & Karasawa, M. (2009). Preschool in three cultures revisited: China, Japan, and the United States. University of Chicago Press.CrossRefGoogle Scholar
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