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Samantha E. Goldman & Nanho Vander Hart. (2023) The Impact of a School-University Partnership Model on Preservice Teacher Outcomes: Developing Future Special Educators. Exceptionality 31:5, pages 379-394.
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Melissa Fanshawe, Sue Saltmarsh & Ellen Larsen. (2023) Learning and exploring teacher identity: Preparing for teaching in the Partners in Literacy and Numeracy (PLaN) programme. Asia Pacific Journal of Education 43:1, pages 1-15.
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Ken-Zen Chen, Ching-Yu Tseng & Chien-Hua Wu. (2023) Renaissance of field placement in Taiwan’s teacher education: designing two-stage professional development in an overseas practicum for preservice teachers. Journal of Education for Teaching 49:1, pages 85-103.
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Joseph Mintz. (2022) The role of universities and knowledge in teacher education for inclusion. International Journal of Inclusive Education 0:0, pages 1-11.
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Wendy Nielsen, Kylie Lipscombe, Sharon Tindall-Ford, Sue Duchesne, Noelene Weatherby-Fell & Lynn Sheridan. (2021) Universities and teacher professional learning in the new policy context of teacher accreditation. Asia-Pacific Journal of Teacher Education 49:5, pages 533-549.
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Amanda Gutierrez & Sarah Nailer. (2021) Pre-service teachers’ professional becoming in an extended professional experience partnership programme. Asia-Pacific Journal of Teacher Education 49:5, pages 517-532.
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Claire Manton, Troy Heffernan, Alex Kostogriz & Terri Seddon. (2021) Australian school–university partnerships: the (dis)integrated work of teacher educators. Asia-Pacific Journal of Teacher Education 49:3, pages 334-346.
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Topias Ikävalko, Johannes Pernaa & Maija Aksela. (2023) Supporting the Transition to Higher Education: Finnish Principals’ Views on Opportunities and Challenges of Institutional Cooperation. Education Sciences 13:7, pages 686.
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Hongming Ma & Monica Green. (2023) A longitudinal study on a place-based school-university partnership: Listening to the voices of in-service teachers. Teaching and Teacher Education 129, pages 104148.
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Μάριος Κουκουνάρας Λιάγκης & Μανώλης Παπαϊωάννου. (2023) Η χρήση αφηγήσεων στην αξιολόγηση αποτελεσμάτων της εκπαίδευσης των υποψηφίων εκπαιδευτικών - Η τεχνική της «πιο σημαντικής αλλαγής». Έρευνα στην Εκπαίδευση 12:1, pages 98-117.
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Huiling Wang. (2023) Research on the Integration Model of Moral Education in Group Schools: A Case Study of H Education Group in China. International Journal of Educational Reform, pages 105678792311536.
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Gavin Murphy & Melanie Ní Dhuinn. (2022) The possibilities and potential of a pedagogical partnership between university and community-based initial teacher educators for LGBTQ+ specific inclusion and diversity. Frontiers in Education 7.
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Simon Sjölund, Jannika Lindvall, Maria Larsson & Andreas Ryve. (2022) Using research to inform practice through research‐practice partnerships: A systematic literature review. Review of Education 10:1.
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Josephine Lang, Daniela Acquaro, Melody Anderson, Luke Mandouit, Eve Wilson, Erin Favero & Emily Marlow. 2022. School-University Partnerships—Innovation in Initial Teacher Education. School-University Partnerships—Innovation in Initial Teacher Education
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Anitra Goriss-Hunter, Peter Sellings, Karen Lenk & Melinda Scash. (2021) A fine romance? Developing a Transformational School-University Partnership. Educational Practice and Theory 43:1, pages 57-76.
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Hannah Milliken, Michelle J. Eady & Bonnie Amelia Dean. 2021. Applications of Work Integrated Learning Among Gen Z and Y Students. Applications of Work Integrated Learning Among Gen Z and Y Students
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