Boundary-Spanning in School-University Partnerships

Edited by:
Drew Polly, UNC Charlotte
Kristien Zenkov, George Mason University

A volume in the series: Research in Professional Development Schools and School-University Partnerships. Editor(s): JoAnne Ferrara, Manhattanville College. Ronald Beebe, University of Houston -Downtown. Drew Polly, UNC Charlotte. Jennifer K. McCorvey, University of South Florida.

Call for Book Proposals

This book aims to provide a resource to individuals involved with teaching, teacher education, and teachers’ and teacher educators’ professional learning (i.e., professional development), exploring the activities and roles of individuals whose primary professional homes are university or PK-12 school settings but who engage in boundary-spanning capacities and tasks. In the context of school-university partnerships as well as teacher education programs, boundary-spanning activities and roles have become more common. Boundary-spanning activities and roles include formal and informal activities and capacities where individuals housed in either universities or PK-12 districts participate in activities in the other settings (NAPDS, 2021). These activities and capacities range from very formal and permanent (outlined in contracts and memoranda of understanding) to very informal and temporary (including one-time, volunteer structures).

We anticipate that readers may use this book as a resource guide to understand ways that school-university partnerships can be initiated or enhanced through boundary-spanning activities and roles. Individuals may use this book to deepen their knowledge of boundary-spanning and educational partnerships to inform and guide their own teacher education or professional learning efforts.

Authors who are interested in contributing to this edited book should submit a brief proposal (up to 1,000 words) via this form by January 15, 2023:

Book chapters will range in length from 5,000 to 10,000 words. Possible topics could include, but are not limited to:

• Conceptual or theoretical chapters providing a synthesis of research or theories related to boundary-spanning

• Descriptive cases of experiences of both university-based or P-12-based individuals engaging in boundary-spanning

• Empirical chapters related to the impact or influence of boundary-spanning experiences on individuals’ beliefs, or outcomes related to teaching and learning

Proposal to editors: January 15, 2023
Feedback to authors: February 15, 2023
Draft of chapters to editors: May 15, 2023
Feedback to authors: July 1, 2023
Final chapters to editors: November 1, 2023

Questions: Drew Polly, UNC Charlotte, Kristien Zenkov, George Mason University,