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The Reflectivity-Activity Dilemma in School-University Partnerships

Stephanie L. Knight

University of Houston

Donna Wiseman

Texas A&M University

Charles W. Smith

Texas Tech University

Universities and schools differ in their orientations toward the role of reflectivity and activity in collaborative restructuring efforts. The authors describe and compare three models of school university partnerships in relation to factors that may affect the balance of reflectivity and activity needed for successful collaboration. They suggest that comparison, analysis, and evaluation of such models may provide guidelines for resolving the reflectivity-activity dilemma.

Journal of Teacher Education, Vol. 43, No. 4, 269-277 (1992)
DOI: 10.1177/0022487192043004005
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