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This paper reviews extant literature on how partnerships between LEAs and IHEs influence the development of high-quality teachers, particularly special education teachers. It also examines the characteristics that define successful LEA/IHE partnerships and the contextual factors that allow these efforts to develop and be sustained.

Michael Rosenberg led this writing team, which also included Mary Brownell, Erica McCray, Laurie deBettencourt, Melinda Leko, and Suzie Long.

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