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Abstract
This article describes the Accelerated Collaborative Teacher (ACT) Preparation Program, a teacher-preparation program designed to promote collaborative practices in urban schools through a school university partnership. We discuss how the program is structured to foster collaboration; the collaborative activities among faculty, students, and the community; and evaluation used to support collaboration. Outcomes of the program are summarized and indicate that most candidates remain in the program despite its accelerated pace, are hired in the participating district, and report that the program provided appropriate preparation needed for the beginning ...