Home > Journals > Active Journals > GER > Vol. 17 > Iss. 2 (2020)
Abstract
This mixed-methods study sought to examine teacher education candidates’ practice-based field experiences and relationships with a Historically Black College and University (HBCU) and an urban P-12 school. As informed by the Networked Improvement Community (NIC) and Plan-Do-Study-Act (PDSA) conceptual frameworks, the three phases of data collection indicated highly favorable results of desired objectives for an innovative, authentic field experience for local pre-service teacher candidates and P-12 partners. The study also evidences a positive effect on students’ achievement as a result of this field experience. Recommendations for future research, education preparation programs, and building partnerships with P-12 schools are discussed.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Recommended Citation
Ellis, Valeisha; Jenkins, Patricia; and Pogue, Tiffany D.
(2020)
"Enhancing HBCU Teacher Education Experience Through Authentic University-School Partnerships,"
Georgia Educational Researcher: Vol. 17:
Iss.
2, Article 4.
DOI: 10.20429/ger.2020.170204
Available at:
https://digitalcommons.georgiasouthern.edu/gerjournal/vol17/iss2/4
