School-University Partnerships

Aims & Scope

School-University Partnerships is an international, peer-reviewed journal that aims to promote collaboration and innovation between schools and universities.

The journal publishes original research, case studies, and reviews on topics related to school-university partnerships, including curriculum development, teacher education, and community engagement.

The journal's scope includes, but is not limited to, the following areas:

Education - curriculum development, teacher education, educational leadership

School-University Partnerships - collaboration, innovation, community engagement

Research Methods - qualitative, quantitative, mixed-methods research

Abstracting & Indexing

Journal is indexed in leading academic databases, ensuring global visibility and accessibility of our peer-reviewed research.

• Directory of Open Access Journals (DOAJ)
• Google Scholar

Subjects & Keywords

Journal’s research areas, covering key disciplines and specialized sub-topics in Social Sciences, designed to support cutting-edge academic discovery.

Licensing & Copyright

This journal operates under an Open Access model. Articles are freely accessible to the public immediately upon publication. The content is licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0), allowing users to share and adapt the work with proper attribution.

Copyright remains with the author(s), and no permission is required for non-commercial use, provided the original source is cited.

Policy Links

This section provides access to essential policy documents, guidelines, and resources related to the journal’s publication and submission processes.

• Apc url
• Homepage
• Aims scope

APC Details

The journal’s Article Processing Charge (APC) policies support open access publishing in Social Sciences, ensuring accessibility and quality in research dissemination.

This journal does not charge a mandatory Article Processing Charge (APC). However, optional open access publication may incur fees based on the publisher’s policies. Learn more.

Explore journals without APCs for alternative publishing options.

Most Cited Articles

The Most Cited Articles section features the journal's most impactful research, based on citation counts. These articles have been referenced frequently by other researchers, indicating their significant contribution to their respective fields.

• Three approaches to school-university partnerships among teacher residencies: can HBCUs lead the way to an equity-centric model?

  Citation: 4

  Authors: Valerie

• Is the past prologue? Part 1: a qualitative analysis of PDS dissertation research focused on learning

  Citation: 4

  Authors: Eva, Diane

• A call for critical PDS: infusing DisCrit into the nine essentials

  Citation: 4

  Authors: Michelle L., Brent C.

• The past is prologue part II: a study of PDS comparison dissertations

  Citation: 3

  Authors: Diane, Eva

• Creating a culture of learning – mentoring in a PDS

  Citation: 3

  Authors: Nicole

• “Inclusion is definitely a possibility for all”: Promoting inclusive education through a critical professional development schools model

  Citation: 2

  Authors: Latifa, Brent C.

• Partnering to support K-12 instruction of difficult topics through inquiry-based professional learning

  Citation: 2

  Authors: Boaz, Logan, Danielle, Eric

• Building capacity in urban schools: emphasizing partnerships between counselor education and elementary schools

  Citation: 2

  Authors: Alexandra, Dalena Dillman

• Addressing the shortage of African American male teachers in minority-serving school districts with innovative partnerships

  Citation: 2

  Authors: Jesse

• Lessons learned through interprofessional education: exploring collaboration with elementary education, special education and communication sciences and disorders pre-service professionals

  Citation: 2

  Authors: Lisa M., Heather D., Renee