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This book, designed for provosts, college deans, school leaders, and university faculty, provides guidance on achieving transformation in teacher education through a structural innovation called a "Center of Pedagogy." The book provides a rationale and illustrations of ways to build bridges among the arts and sciences, education, and partner schools to create a faculty devoted to strengthening teacher preparation and schooling. The book examines a growing movement of schools and universities collaborating to break down traditional barriers and promote systemic educational renewal, offering a practical framework for advancing university-school collaboration on educational improvement. Papers draw from university deans' diverse experiences and emphasize the Centers of Pedagogy model. Featuring case examples from many successful partnership programs, this book studies policies, organizational structures, and other key conditions needed to establish such vital centers. Part 1, "The Case for Centers of Pedagogy," includes "The Roots of an Idea,""Operating Effective School-University Partnerships," and "Centers of Pedagogy: The Concept." Part 2, "Centers of Pedagogy in Practice," includes discussions of programs at Montclair State University, New Jersey; Brigham Young University, Utah; and The University of Texas at El Paso. Part 3, "Developing Successful Centers of Pedagogy," features "Crosscutting Themes: Goals, Principles, and Obstacles," and "Current Conditions, Essential Qualities, and Lessons for the Future." John Goodlad offers an afterword. An appendix contains a survey of institutions of higher education. (SM)

In an effort to help participants in educational change view inevitable tensions as positive stimulants to educational renewal, this book draws on examples of successful school-university partnerships to examine the process of interorganizational collaboration. Following the introduction, part 1, "Building Relationships of Mutuality," presents the first three keys to balancing the tensions of change. Key 1 addresses the tensions associated with membership in the collaborative arrangement and uses the National Network for Educational Renewal (NNER) as an example; key 2 describes the type of role flexibility necessary to collaborative change initiatives and includes suggestions for its development; and key 3 treats issues related to the commitment and interdependence of participants in the change process. Part 2, "Crossing Thresholds to Creativity," includes keys 4-8, which address issues associated with collaborative change planning (key 4); the balance between spontaneity and planning essential to school-university work (key 5); the balance between new and established ideas (key 6); evaluation of change processes and outcomes (key 7); and parity of school and university contributions (key 8). An appendix provides the historical background for collaboration change in education. (Contains 1 table, 6 figures, and 76 references.) (MKW)