Faculty-in-Residence: A Model to Enhance Rural Partnerships
Document Type
Article
Publication Date
Spring 2021
Publication Title
School-University Partnerships
ISSN
1935-7125
Abstract
To enhance partnerships in two rural schools, our college of education initiated a faculty-in-residence program. A group of faculty members visited two other colleges of education with established faculty-in-residence programs to learn from others and to discern a direction for our own work. Two teacher educators, each at a different partner school, expanded roles to become faculty-in-residence. These teacher educators and the leader of the faculty-in-residence initiative engaged in a self-study to focus on the implementation of this program and how the faculty-in-residence experienced and interpreted this effort. Findings relate to the factors of responsiveness, relationships, and impact. The rural locus of these partnerships is fundamental to all aspects of the faculty-in-residence initiative, underlining the importance of context.
Recommended Citation
Wall, Amanda, Michelle Reidel, Catherine Howerter.
2021.
"Faculty-in-Residence: A Model to Enhance Rural Partnerships."
School-University Partnerships, 14 (1): 56-61: National Association for Professional Development Schools.
source: https://eric.ed.gov/?id=EJ1295772
https://digitalcommons.georgiasouthern.edu/teach-secondary-facpubs/175
