Anderson, S.D.;                     Meza-Fernandez, K.;                     Lai-LaGrotteria, S.;                     Volpe, D.;                     Garver, R.    
        “From Two Different Perspectives” to Simultaneous Renewal: Program Components That Inform and Transform Practice through a University–District Leadership Preparation Partnership. Educ. Sci. 2023, 13, 357.
    https://doi.org/10.3390/educsci13040357
    AMA Style
    
                                Anderson SD,                                 Meza-Fernandez K,                                 Lai-LaGrotteria S,                                 Volpe D,                                 Garver R.        
                “From Two Different Perspectives” to Simultaneous Renewal: Program Components That Inform and Transform Practice through a University–District Leadership Preparation Partnership. Education Sciences. 2023; 13(4):357.
        https://doi.org/10.3390/educsci13040357
    
    Chicago/Turabian Style
    
                                Anderson, Shanna Dawn,                                 Kate Meza-Fernandez,                                 Sharon Lai-LaGrotteria,                                 Donna Volpe,                                 and Rachel Garver.        
                2023. "“From Two Different Perspectives” to Simultaneous Renewal: Program Components That Inform and Transform Practice through a University–District Leadership Preparation Partnership" Education Sciences 13, no. 4: 357.
        https://doi.org/10.3390/educsci13040357
    
    APA Style
    
                                Anderson, S. D.,                                 Meza-Fernandez, K.,                                 Lai-LaGrotteria, S.,                                 Volpe, D.,                                 & Garver, R.        
        
        (2023). “From Two Different Perspectives” to Simultaneous Renewal: Program Components That Inform and Transform Practice through a University–District Leadership Preparation Partnership. Education Sciences, 13(4), 357.
        https://doi.org/10.3390/educsci13040357