Realizing Shared Potential Through School University Partnerships

This historical case study chronicles the work of the College View/Rolling Hills Partnership using observational data, archival collections of materials, and semi-structured interviews. These interviews reflect the work of the partnership through the eyes of ten key participants and compromise a thorough record of events resulting in a vicarious experience for the reader. The stories are presented in three broad categories: The Visionaries, those who conceptualized the partnership; The Politicians, those who contextualized the partnership, and The Technicians, those who persist through presentation of programming. Together, they weave a narrative that speaks to the ability to move forward despite past history, the importance of partnership structure, the critical nature of persistence and resiliency in partnership work, how quality trumps quantity, community building, and the key role of substantive relationships.

Autorentext

Jean Eagle, Ed.D., serves as Director of Curriculum, Intervention and Partnerships with the Talawanda School District in Oxford, Ohio. Over the past 29 years she has worked as a teacher, principal, and central office administrator. Jean's research interests include school-university partnerships at the local and national levels.