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Collaboration in Education establishes a needed framework for school/university collaborations that will be critical for others wishing to reproduce and participate in these partnerships. The contributors explore the elements necessary for sustainable collaboration in order to provide a frame of reference for others doing this work. This volume will help readers to ask the correct questions in thinking through school/university collaboration, such as: Does this collaboration make a true change in the way each parent organization operates in the future? Does it meet the needs of a more complex and changing work environment for universities and schools? Does it impact beyond the participant institutions and inform the field by producing knowledge of use to others? This volume also includes extensive analyses of ongoing school/university projects in the United States, Asia and Europe. Judith J. Slater is Professor Emerita, Florida International University. Her books include Anatomy of a Collaboration: Study of a College of Education/Public School Partnership (1996), Acts of Alignment (2000), editor of Teen Life in Asia (2004), co-editor of The Freirean Legacy (2002), Pedagogy of Place (2004), Educating for Democracy in a Changing World: Understanding Freedom in Contemporary America (2007), and War Against the Professions: The Impact of Politics and Economics on the Idea of the University (2009). Ruth Ravid is Professor, National-Louis University. Her books include The Many Faces of School-University Collaboration: Characteristics of Successful Partnerships (2001), Practical Statistics for Educators (2005), Workbook to Accompany Practical Statistics for Educators (2005) and Practical Statistics for Business: An Introduction to Business Statistics (2008). Introduction: The Meme of Collaboration Judith J. Slater Section I: Professional Development Schools 1. When a Look Back Can Be a Step Forward: An Analysis of Two PDS Partnerships for Education Change and Improvement Linda A. Catelli 2. Growing a Multi-Site Professional Development School John E. Henning, Becky Wilson Hawbaker, Debra S. Lee and Cynthia F. McDonald Section II: Consultation 3. Schools of Ambition: Bridging Professional and Institutional Boundaries Moira Hulme, Ian Menter, Deirdre Kelly and Sheelagh Rusby 4. Ten School Districts and One University: A Collaborative Consultation Mary Phillips Manke and Rachael Marrier 5. Elementary Public School and University Partnership: Promoting and Analyzing Professional Development Processes of School Teachers Maria da Graça Nicoletti Mizukami, Aline Maria de Medeiros Rodrigues Reali and Regina Maria Simões Puccinelli Tancredi Section III: One-to-One Collaboration 6. Policy Development and Sustainability: How a Rural County Maximized Resources through Collaboration and Managed Change David M. Callejo Pérez, Sebastián R. Díaz and Anonymous 7. School-University Collaboration as Mutual Professional Development Efrat Sara Efron, Maja Miskovic and Ruth Ravid 8. A Public/Private Partnership in a Diverse Community Maria Pacino Section IV: Multiple Configurations 9. Reflections on a Cross University-Urban School Partnership: The Critical Role of Humanizing the Process Babette Benken and Nancy Brown 10. A System’s Perspective for Professional Development in Science and Mathematics Education: The Texas Regional Collaboratives James P. Barufaldi and Linda L.G. Brown 11. Conducting Research that Practitioners Think is Relevant: Metropolitan Educational Research Consortium (MERC) R. Martin Reardon and James McMillan 12. A Miracle in Process: What it Takes to Make an Educational Partnership a True Collaboration Kathleen Shinners 13. Collaboration and Equitable Reform in Australian Schools: Beyond the Rhetoric Joanne Deppeler and David Huggins 14. Benefits, Challenges, and Lessons of Longitudinal Research Collaborations Elizabeth A. Sloat, Joan F. Beswick and J. Douglas Willms Section V: Postsecondary 15. Reciprocity in Collaboration: Academy for Teacher Excellence’s Partnerships Belinda Bustos Flores and Lorena Claeys 16. Reconceptualizing Leadership and Power: The Collaborative Experiences of Women Educational Leaders Debra Nakama and Joanne Cooper 17. A CLASSIC © Approach to Collaboration: Documenting a Multi-State University and Multi-School District Partnership Janet Penner-Williams, Della Perez, Diana Gonzales Worthen, Socorro Herrera and Kevin Murry Section VI: Technology Projects 18. School-University Collaboration for Technology Integration: Resistance, Risk-Taking, and Resilience Cathy Risberg and Arlene Borthwick Section VII: Interagency Collaboration 19. Project FIRST: Families, Intercollegiate Collaboration, and Routes to Studying Teaching Mary D. Burbank and Rosemarie Hunter 20. Urban Teacher Residencies: Collaborating to Reconceptualize Urban Teacher Preparation Wendy Gardiner and Carrie Kamm 21. Sharing Power in an Interagency Collaboration Jack Leonard and Lisa Gonsalves 22. Collaborating for Labor Consciousness: The Education & Labor Collaborative Adrienne Andi Sosin, Leigh David Benin, Rob Linné and Joel I. Sosinsky Conclusion

Purpose - The focus of this work is on the theories that explicate the possibilities of collaboration from the perspective of the participants.Design methodology approach - The paper is based on the literature and the author's own experiences and knowledge.Findings - Finds that successful change is characterized by changes in people: in the way they think and act due to and within particular organizational structures and in the way they interact with the world outside those structures.Originality value - Gives advice on the steps that need to be taken to gain support with collaboration in organizations and to be able to identify resistance to it.

Through his paintings, Gauguin sought to symbolize the questions that have been asked through the ages--questions that make people human--questions that really do not have definitive answers. The reticence may stem from the confusion that each question evokes, whether these are religious or secular, and whether the spiritual responses they engender are appropriate to address in schools. Slater tries to clarify the questions by defining what spirituality is and then talking to each of Gauguin's questions in turn from the perspective of a secular spirituality that is both personal and universal.

This essay attempts to integrate personal beliefs about caring and caring behavior with the actualized practices purported to be expressions of caring that are promoted within school settings. While actions of students, parents, teachers and administrators are clearly delineated as appropriate acts of caring, questions remain as to the internalization of these behaviors. Are they reflections of individual beliefs and values that direct their behaviors, or are they merely compliance with authority and rules? What is offered is a solution based on game theory, the equilibrium principle of Nash, and that of the Tao of Lao Tzu. [PUBLICATION ABSTRACT]