Institute for
Educational Inquiry

Center for
Educational Renewal

National Network for
Educational Renewal

Agenda for Education
in a Democracy

Agenda para la Educacion
en una Democracia

Foundation Support

Board of Directors


Institute for Educational Inquiry
124 East Edgar Street
Seattle, WA 98102
Tel: (206) 325-3010

Occasional Papers
(available from the IEI)

The following publications are available from the Institute for Educational Inquiry. All orders must be prepaid. (Orders from within the state of Washington must add King County sales tax.) Prices listed may be subject to change. Call 206-325-3010 or e-mail Paula McMannon for more information.

  • Linking Schools and Universities: Symbiotic Partnerships, by John I. Goodlad
    (OP1/1986, rev. 1987/44 pp./$5.75)

    Goodlad provides an overall conceptual framework of the partnership idea along with a discussion of the conceptual work in previous decades leading to the Center for Educational Renewal's current work.

  • School/University Relations: Partnerships and Networks, by Richard W. Clark
    (OP2/1986/141 pp./$12.50)

    Clark clarifies terminology used in talking about partnerships, collaboratives, networks, and consortia; reviews the literature regarding partnership conceptualization; and documents activities of salient partnerships to date.

  • Teacher Education Reform in the United States: 1890-1986, by Zhixin Su

    Su reviews the major reports and studies over the decades and focuses on six chronic issues that recur with what might well be depressing regularity.

  • Professionalizing the Profession: Notes on the Future of Teaching, by Roger Soder

    Soder reviews efforts of the teaching occupation to become a profession, clarifies terminology, and suggests better ways to argue.

  • The School as the Center of Change, by Kenneth A. Sirotnik
    (OP5/1987/42 pp./$5.50)

    Sirotnik considers epistemological, organizational, and experiential aspects of inquiry and change. Rather than acting upon schools, we should consider schools as the center of a knowledge-generating and using process; this process of inquiry is not value-free.

  • An Analysis of a Social Experiment: School-University Partnerships in 1988, by Calvin Frazier

    Frazier reports on a formative evaluation of the partnerships in the National Network for Educational Renewal. Topics include partnership goals, agenda setting, operational issues, cultural differences between schools and universities, and collaborative research and inquiry.

  • The National Network for Educational Renewal: Past, Present, and Future, by John I. Goodlad
    (OP7/1988/31 pp./$5.00)

    Goodlad provides a sobering analysis of partnerships, their obligations and commitments, and their potential and discusses the very real and difficult problems involved in developing a deep understanding of the partnership concept.

  • Breaking New Ground: Reflections on School-University Partnerships in the NNER, by Carol Wilson, Richard W. Clark, and Paul Heckman
    (OP8/1989/21 pp./$4.00)

    Wilson, Clark, and Heckman summarize observations on progress in the partnerships to date under several rubrics.

  • Professional Development Schools: Status as of 1989, by Frank Brainard
    (OP9/1989/55 pp./$7.00)

    Presents criteria for defining professional development schools, reports results of survey of such schools, and concludes that none of those surveyed meet the postulated criteria.

  • The Financing and Governance of Professional Development or Partner Schools, by Neil D. Theobald
    (OP10/1990/32 pp./$4.75)

    Considers the economics of developing crucial elements in a school-university partnership--partner schools. It is feasible to create such schools, but success depends on factors such as school production efficiency and integration of K-12 and higher education into a unit with common norms.

  • The Context of Policy and Policymaking in Teacher Education, by Don Ernst
    (OP11/1990/106 pp./$10.50)

    Ernst considers the various actors at the national and state levels and examines in detail the context of policymaking in eight states.

  • School-University Partnerships: Ideas and Experiments, 1986-1990, by Zhixin Su
    (OP12/1990/111 pp./$10.50)

    Su follows upon the review of partnerships conducted by Clark (OP No. 2) with a review of the literature and a description of the current scene as of late spring 1990. Also provides a critical description of five established partnerships.

  • Fundamental Issues for Minority Teachers and Multicultural Teacher Education, by June Gordon
    (OP13/1991/87 pp./$5.50)

    Gordon argues that the very people who have been kept out of the teaching profession due to race, class, and language differences are the ones most needed to assist in the translation of knowledge to make it accessible to youth.

  • Allocating Resources to Renew Teacher Education, by Neil D. Theobald
    (OP14/1991/26 pp./$4.75)

    Theobald examines how well teacher education is funded compared to other programs in colleges of education.

  • School-University Partnerships: An Appraisal of an Idea, by John I. Goodlad and Roger Soder
    (OP15/1992/38 pp./$4.75)

    Goodlad and Soder summarize findings from a three-year study of partnerships and provide commentary on progress, problems, and pitfalls in trying to understand the phenomenon.

  • Voices from the Field: School-based Faculty Members' Vision of Preservice Teacher Education in the Context of a Professional Development School, by Jianping Shen
    (OP16/1993/35 pp./$5.25)

    Shen reports on a case study of PDS faculty members' perceptions of teacher education and discusses the discrepancy between reports in the literature and these perceptions.

  • Building a School/Community Ecology: Can We Get from Words to Action?, by Albert Jones
    (OP17/1993/25 pp./$4.50)

    Jones considers the needs of youths, young adults, and families in low income urban and rural communities.

  • Evaluating Partner Schools: Conceptual Frames, Practical Applications, by Richard Clark
    (OP18/1994/41 pp./$5.75)

    Provides a model for developing and assessing partner schools in a school-university relationship.

  • Teaching in a Democracy: The Role of the Arts and Sciences in the Preparation of Teachers, by Roger Soder
    (OP19/1994/60 pp./$6.50)

    Soder outlines notions and texts to consider in developing part of a “pre-ed” curriculum with a focus on the moral and political dimensions of teaching in a democracy.

  • Preparing Teachers of Substance: Prospects for Joint Work, by Pamela Grossman
    (OP20/1994/15 pp./$3.50)

    Grossman outlines issues pertaining to acquisition of both subject-matter understandings and pedagogical content knowledge.

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