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Defining Common Ground: A Grass Roots Model for University-Public School Collaboration

School of Education, University of Alaska/Anchorage

Claudia S. Dybdahl

School of Education, University of Alaska/Anchorage

University-public school partnerships are being formed and defined in various ways. In this paper we describe a collaborative, grass-roots partnership undertaken by the University of Alaska Anchorage and the Anchorage School District. The grass-roots effort is distinguished by a perception of common ground, a minimal administrative and financial structure, and a high degree of commitment from the teachers (public school and university) involved. Children at-risk for school failure was the specific issue that provided the initial common ground, but the effects of the partnership far extended the at-risk issue by the end of the 3-year period

Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, Vol. 17, No. 2, 106-116 (1994)
DOI: 10.1177/088840649401700205


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