“I'm Learning so Much”: A Community Engaged Approach to Improve Practices in Teacher Preparation and Elementary Classrooms

Author: Despina Karounos

Field of Study: Psychology

Program Affiliation: Education Research Scholars Program

Faculty Mentors: Katie Meyer

Easel: 18

Timeslot: Morning

Abstract: Despite many universities' proximity to schools, meaningful resource-sharing and collaboration between higher education and K-12 classrooms are often limited. This disconnect is especially pronounced in rural communities, where schools face structural challenges that hinder innovation and collaboration. Previous literature shows rural schools are shaped by economic divestment, the ongoing legacies of high-stakes accountability, and the normalization of doing more with less. Addressing this gap is critical as sustained collaboration can strengthen instruction and improve educational outcomes. This study examines how teacher educators and classroom teachers can work together best to support student learning. Teacher educators collaborated with local elementary school teachers in a series of meetings to reflect on and discuss instructional practices. Preliminary analyses revealed three emerging themes, including shared commitment to student growth, curiosity and action to discover and innovate instruction, and reciprocal relationships rooted in trust, honesty, and self-reflection.