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Digital Partnerships for Professional Development: Rethinking University–Public School Collaborations
Abstract
The following case study explores the impact of a university-school-community partnership developed in an online environment in order to address the immediate need of high school teachers in North Carolina to become more knowledgeable about responding to student writing in online and digital environments. Using a grassroots, teachers-teaching-teachers model fostered by the National Writing Project, members of the Tar River Writing Project, in partnership with a university faculty member and an administrator from a local public school district, developed and implemented an online professional development workshop to improve teacher response practices. This study demonstrates one method for using online technologies to engage community and university partners in the collaborative work of improving writing instruction and suggests a series of benefits inherent in such partnerships.
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