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The purpose of this study was to understand how teachers and graduate-level scientists negotiated differing knowledge bases to work together to improve science teaching and learning. Partners' coparticipation in and dialogue about pedagogical decisions and actions were analyzed. Three theoretical representations of dialogic interactions emerged from this analysis: knowledge negotiation, consultation, and rejection. Knowledge negotiation was a sustained inquiry stance involving intentional actions to understand each other's knowledge representations. This was theorized as having the most potential for transformation of the cultural resources associated with science education. Only one of the nine partnerships in the study was characterized by knowledge negotiation. To explain this, the extensive support for university partners in creating a dialogic community is contrasted with the lack of support for participating teachers. The existence of power differentials between partners and the relevance of this to knowledge consultation are also discussed. Keywords: school-university partnerships; dialogic inquiry; professional development; science teaching, Over the past decade, increasing attention and resources have been dedicated to school-university partnerships as a means for transforming K-16 teaching and learning. Yet little empirical work has been done [...]

Abstract. The importance of child care classrooms as contexts for early literacy development makes it critical to investigate the child care teacher's role in selecting, reading, an d making accessible [...]

Abstract. Studies consistently find a discrepancy between teachers' self-reported beliefs about developmentally appropriate practices (DAP) and their actual, observable classroom practices. Teachers attribute the discrepancy to a variety of environmental [...]