Abstract
This qualitative case study examines Writing Zones, a fifteen-year university–high school partnership that embeds preservice English teachers in secondary classrooms as writing mentors. Drawing on surveys from 20 preservice teachers and eight high school teachers, along with follow-up interviews, the study explores perceptions of preparation, support, and program impact. Findings highlight Writing Zones as a mutually beneficial model that enhances student writing through individualized support while providing authentic, field-based learning for preservice teachers. However, effectiveness was conditional, shaped by mentor preparedness, clarity of roles, communication, and scheduling. The study underscores the importance of intentional training, sustained relationships, and institutional alignment in sustaining school–university partnerships.
Recommended Citation
Wisniewski, Emily; Virgin, Kelly; and Schmidt, Pauline Skowron
(2026)
"‘It’s a Win-Win Situation’— Cultivating University & School Partnerships,"
Teaching/Writing: The Journal of Writing Teacher Education: Vol. 14:
Iss.
2, Article 4.
Available at:
https://scholarworks.wmich.edu/wte/vol14/iss2/4
Included in
Educational Methods Commons, English Language and Literature Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Liberal Studies Commons, Scholarship of Teaching and Learning Commons, Secondary Education Commons, Secondary Education and Teaching Commons