Inquiry in Action: Reflections on the Implementation of Best Practices in Child- and Family-Focused University–Community Partnerships

University–community partnerships (UCPs) are increasingly utilized to address issues in education. In this article, we present reflections on best practices for child- and family-focused UCPs. These reflections emerged before, during, and after a convening that brought together representatives from...

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Bibliographic Details
Published in:Journal of education (Boston, Mass.) Mass.), 2021-01, Vol.201 (1), p.42-53
Main Authors: Walsh, Mary E., Adams, Shauna M., Ferguson, Susan, Hearst, Mary O., Jones, Jo-Viviane, Wall, Shavaun, Petsagourakis, Despina, Chung, Agnes, Shannon, Una, Theodorakakis, Maria
Format: Article
Language:English
Subjects:
Best practice
Best Practices
Colleges & universities
Cooperation
Early Childhood Education
Educational Change
Educational partnerships
Partnerships in Education
Program Implementation
Reflections
School Community Relationship
Sustainability
Theory Practice Relationship
Trust (Psychology)
Universities
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Summary:University–community partnerships (UCPs) are increasingly utilized to address issues in education. In this article, we present reflections on best practices for child- and family-focused UCPs. These reflections emerged before, during, and after a convening that brought together representatives from five UCPs in the United States that emphasized early childhood development and received funding from the same philanthropic source. The convening elicited perspectives on best practices for UCPs and identified community- and university-related contextual factors that affected implementation of these best practices. The findings from this study will contribute to the enhancement of future UCPs in education.
ISSN:0022-0574
2515-5741
DOI:10.1177/0022057420903255