Source: Teaching and Teacher Education, Volume 23, Issue 2, April 2007, Pages 136-145
School–university partnerships are not uni-dimensional projects. Success in these partnerships can be found in loosely-coupled systems such as client–server partnerships and in more tightly-coupled systems such as collaborative development centers.
Using a comparative case study approach, we explore two school–university partnership case studies and propose a framework for identifying and evaluating partnerships as learning systems. The structure of the partnership has implications for the focus of organizational learning initiatives that can form the foundation of sustained, systemic internal evaluation.