Inequity as a Source of the Cultural Gap in an Urban School‐University Collaborative
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- 作者：Pamela A. Sandoval
- 关键词：professional development schools ; school ; university collaboratives ; evaluation
- 刊名：The Urban Review
- 出版时间：2001
- 出版年：2001
- 期刊代码：77_00420972
- 类别：law
- 卷：33
- 期：1
- 页码：1-28
- 数据来源：sp
摘要
Based on a 5-year naturalistic evaluation of an urban university-school collaborative that focused on preparing teachers for urban schools, this analysis was initiated to determine to what extent inequalities between the university and school personnel mitigated the attainment of intended outcomes. Results indicated that some positive change occurred, such as professors and teachers learning to speak the same language on instructional teams, which led to improved field experiences for students. However, cultural differences with concomitant inequities between school and university personnel prevented more permanent change. Inequities of power were inadvertently written into the proposal and were exacerbated at two levels: (1) the collaborative policy board, in which districts, due to larger representation, wielded greater power over budget and hiring in the collaborative; and (2) instructional teams where professors wielded power over several teachers with resistance from teachers. By the end of 5 years, the funded portion of the urban teacher education program that included a collaborative policy board and instructional teams had fallen mostly by the wayside. Cooperation between professors and teachers reverted to precollaborative levels with only loose coupling remaining. Preservice students continue to do field experiences in the professional development schools under supervision. The university education unit recognized the benefits, but continues to struggle with how to revive the level of cooperation that began with the urban program and to create long term partnerships that go beyond mere placement of students into the field.