Professional Development Schools and Social Justice

Kristien Zenkov is an associate professor of education at George Mason University.Diane Corrigan is a clinical associate professor in the Department of Curriculum & Foundations and coordinator of the Master of Urban Secondary Teaching (MUST) program at Cleveland State University.Ronald S. Beebe is an associate professor of educational research at the University of Houston-Downtown. Corey R. Sell is an adjunct instructor in the Advanced Studies in Teaching and Learning program at George Mason University.

Professional Development Schools and Social Justice makes a significant contribution to answering the frequently asked question, ‘What does it mean to be a Professional Development School?’ The authors, an impressive collection of P-12 and college/university educators engaged in PDS collaborations, argue that because of their collaborative and inclusive approach, PDSs hold great potential for creating a more just and equitable educational system. The strength of the work lies in descriptions of concrete examples that already exist toward this end and in the passion the authors bring to the national dialogue about the politically contested purposes of education.

• ForewordBeverly Cross, University of MemphisSection I. PDSs, Social Justice, and a Case in PointChapter 1: Professional Development Schools (PDSs) and Social Justice EducationKristien Zenkov, George Mason University; Diane Corrigan, Cleveland State University; Ronald S. Beebe, University of Houston-DowntownChapter 2: The Master of Urban Secondary Teaching (MUST) Program: A Case StudyKristien Zenkov, George Mason University; Diane Corrigan, Cleveland State University; Ronald S. Beebe, University of Houston-Downtown; Corey R. Sell, George Mason University; Anthony Pellegrino, George Mason University; Sarah Sells, Cleveland School of Science and MedicineSection II. Pre-Service Teacher Education & Social JusticeChapter 3: A PDS Model for Democratic Teaching and Social Justice Model for Civic Engagement, Equality and Social JusticeTina Heafner, University of North Carolina at Charlotte; Paul Fitchett, University of North Carolina at Charlotte; Catherine Averell, Central Cabarrus High SchoolChapter 4: Social Justice: A Standard Worth PromotingJean Ann Foley, Northern Arizona University; Emilie Burruezo Rodger, Northern Arizona UniversityChapter 5: The Danger of a Single Story: Preparing Pre-Service Teachers to Teach for Social JusticeRené Roselle, University of Connecticut; Robin Hands, University of Connecticut; Susan Payne, University of ConnecticutSection III. Professional Development and Social JusticeChapter 6: Equity, Social Justice, and a Canadian Professional Development SchoolDonna Forsyth, Brandon University; Matthew Gustafson, Vincent Massey High SchoolChapter 7: Professional Learning Communities and Professional Development Schools: The Metamorphosis of Schools through an Understanding of Equity and Social JusticePatricia Hoffman, Minnesota State University, Mankato; Anne Dahlman, Minnesota State University, MankatoChapter 8: Visual Art as Transformational Activism in a PDS SchoolMelody Milbrandt, Georgia State UniversityChapter 9: Challenging Biases: How the PDS Model Can Support Collaboration and Reflective Practice to Shift Stakeholders' Social Justice PerspectivesElizabeth Levine Brown, George Mason University; Debra Sprague, George Mason University; Kathy Leith, Fairfax County Public Schools; Julie Ross, Fairfax County Public Schools; Erin Byun, Fairfax County Public Schools; Hayley Wood, Fairfax County Public SchoolsSection IV. P-12 Student Learning and Social JusticeChapter 10: Urban PDS Partnership: Preparing Teachers for Social JusticeConnie Bowman, University of Dayton; Rachel Collopy, University of Dayton; Jamie Bentley, DECA teacher; Elizabeth L. Cameron, DECA teacher; David A. Taylor, DECA teacher Chapter 11: PDS, Latinos, and Math Achievement: The Results of Noche do la Fiesta de MatematicaJeanne Tunks, University of North TexasChapter 12: Researching PDS Initiatives to PromoteSocial Justice across the Educational SystemM. Gail Shroyer, Kansas State University; Amanda Morales, Kansas State University; Sally Yahnke, Kansas State University; Lisa A. Bietau, Manhattan-Ogden SchoolsSection V. Research and Social JusticeChapter 13: Promoting Equity and Social Justice in Professional Development School Partnerships through Action Research and Inquiry GroupsEva Garin, Bowie State University; Susan McBride, Northview Elementary School; Amy Glass, Bowie State University Chapter 14: Home Visits Supporting Social Justice at a Title I Professional Development SchoolSeth A. Parsons, George Mason University; Sarah Cohen Burrowbridge, Lynbrook Elementary; Katy Swalwell, George Mason University; Margaret Close, Buckland Mills Elementary; Mary McNamee, Lynbrook Elementary; Wendy Pascual, Lynbrook ElementaryChapter 15: Gaining Reading Success: The Story of One PDS Project to Help Struggling Readers Find SuccessAmy Wooten Thornburg, Queens University of Charlotte; Suzanne Horn, Queens University of Charlotte; Patrice D. Petroff, Queens University of Charlotte; Tosha Arriola, Myers Park Traditional SchoolChapter 16: Recognizing Choices: Working for Social Justice withAction ResearchStephanie L. Dodman, George Mason University; Kerri Fulginiti, Westlawn Elementary School; Melissa Campet, George Mason University; Renee Cavallero, George Mason University; Aaron Hopkins, George Mason University; Christine Onidi, George Mason University