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The Teacher Educator Volume 31, 1995 - Issue 1
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Original Articles

Adjusting the focus: Teachers' roles and responsibilities in a school/university collaborative

James Howard Powell Secondary, Higher, and Foundations of Education, Ball State University,
&
Thomas M. McGowan College of Education, Arizona State University,
Pages 1-22 | Published online: 20 Jan 2010

Citations (7)

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Read on this site (5)

JenniferL. Snow-Gerono. (2009) VOICES LESS SILENCED: WHAT DO VETERAN TEACHERS VALUE IN SCHOOL–UNIVERSITY PARTNERSHIPS AND INITIAL TEACHER PREPARATION?. The Teacher Educator 44:4, pages 248-267.
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Alison Cook‐Sather. (2006) The “constant changing of myself”: Revising roles in undergraduate teacher preparation. The Teacher Educator 41:3, pages 187-206.
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JamesM. Shiveley & DonaldA. Pribble. (2001) From pilot to program: Evaluating the progress of a professional development school. The Teacher Educator 36:4, pages 282-294.
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Linda McCorkel Clinard & Tamar Ariav. (1998) What Mentoring Does for Mentors: a cross-cultural perspective. European Journal of Teacher Education 21:1, pages 91-108.
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KarenM. Higgins & MarkL. Merickel. (1997) The promise and the promises: Partnerships from a university perspective. The Teacher Educator 32:3, pages 165-184.
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Articles from other publishers (2)

Lauren Anderson. (2010) Embedded, Emboldened, and (Net)Working for Change: Support-Seeking and Teacher Agency in Urban, High-Needs Schools. Harvard Educational Review 80:4, pages 541-573.
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Rick A. Breault. (2004) Dissonant themes in preservice portfolio development. Teaching and Teacher Education 20:8, pages 847-859.
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