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Members of an Innovation School committee from Florida Gulf Coast University and the School District of Lee County share their individual and collective perspectives on designing anew traditional public school as an inquiry-based innovation school through an articulated partnership. Perspectives are shared through the lens of narrative inquiry and combined through a categorial analysis. This paper focuses on the essentials the themes from our shared perspectives have addressed to date. Narrative expressions are used to identify the accelerators, barriers, and next steps.

This qualitative case study examined the effect of writing sessions, conducted at a university literacy festival, on the construction of college admission essays. Sessions were conducted by authors of multicultural young adult literature and university writing center staff and students. Each session focused on helping 132 high school students from Title 1 schools use their voice to share their social and cultural experiences. Essays and reflective responses from participants, authors, university writing center staff, and university freshman mentors were analyzed. Analysis of essays revealed four themes: overcoming hardship, involvement in academic and extracurricular programs, cultural and ethnic identity, and positive role models; analysis of reflections revealed three themes: an increase in confidence in writing, a new understanding that participants' stories could affect others, and barriers to attending college. Findings indicated that author and university writing sessions were effective in promoting writing strategies for under-supported high school students constructing college essays. [ABSTRACT FROM AUTHOR]