This study is an integrative review attempting to synthesize existing literature to understand trends in the body of knowledge relating to school-university partnerships. By summarizing 27 empirical studies in some detail, we elaborated the strength and limitations of each and continued to analyze the outcomes of collaboration projects in Hong Kong schools. Based on the identified outcomes of the studies, we discussed about the changes and challenges bringing to professional development and school improvement. Empirical evidences showed that school-university partnership has brought new challenges to school leadership, teachers’ professional development and school-based curriculum development which would benefit children’s learning. The authors argue that the development of an appropriate mode of collaboration remains a challenge for successful school–university partnerships.
|Publication status||Published - Apr 2013|
|Event||2013 Annual Meeting of American Educational Research Association: “Education and Poverty: Theory, Research, Policy and Practice” - San Francisco, United States|
Duration: 27 Apr 2013 → 03 May 2013
|Conference||2013 Annual Meeting of American Educational Research Association: “Education and Poverty: Theory, Research, Policy and Practice”|
|Abbreviated title||AERA 2013|
|Period||27/04/13 → 03/05/13|