Investigating University-School Partnerships

Inbunden, Engelska, 2011

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Beskrivning

Investigating University-School Partnerships: A Volume in Professional Development School Research, the fourth book in the PDS Research Series developed by the same editors, includes a collection of organized papers that represent the best and latest examples of practitioner thinking, research, and program design and evaluation in the field at the national level. A wide variety of authors from the professional community of PDS researchers, practitioners, and other stakeholders engage the reader in research or case studies that foreground real-life, authentic contexts, which, in turn, are designed to generate and fashion more questions and ideas. The volume’s contents of 26 chapters is divided into five areas: (1) PDS Evaluation (2) Teacher Research and Inquiry, (3) PDS Stakeholders’ Studies, (4) Studies for Thought – Ideas for Development, and (5) Teaching Content Areas in PDSs. As a whole, the volume of papers maintains a consistency within a cohesive undercurrent that illustrates the spirited and visionary purpose of professional development schools to advance educational reform that leads to substantive change.

Produktinformation

Utgivningsdatum:2011-03-16
Mått:156 x 234 x 29 mm
Vikt:894 g
Format:Inbunden
Språk:Engelska
Antal sidor:514
Förlag:Emerald Publishing Inc
ISBN:9781617353734

Utforska kategorier

Innehållsförteckning

Acknowledgments.Introduction.Part I. PDS Evaluation.Chapter 1. Assessing University Partnership Impact on School Climate and Culture; Carole G. Basile.Chapter 2. Better Schools—Better Teachers: An Analysis of a Professional Development School's Internship Program Using the National Association of Professional Development School's Nine Essentials; Joan N. Maier and Wren M. Bump.Chapter 3. A National Survey of Professional Development Schools; D. John McIntyre and Paula Echeverri Sucerquia.Chapter 4. A Programmatic Review of a Professional Development School Relationship: 14 Years Later; Neill Armstrong, Amanda Rudolph, and Ken Austin.Chapter 5. Preservice Special Educators: Graduate Census Results Support PDS Preparation; Elisabeth H. Rice, Karen H. Ihrig, Esther S. Merves, and Margaux H. Brown.Chapter 6. Preservice Teacher Learning in a Professional Development School: Recognizing and Accepting the Complexity of Urban Teaching; Andrea J. Stairs.Chapter 7. School-University Partnerships: Bridging the Gap in Preservice Teacher Assessment; Lina Leatherwood Owens, Ron Towery, and Dianne Lawler.Part II. Teacher Research And Inquiry.Chapter 8. Teacher Research in the PDS: How Do We Define the Quality of This Research? Nancy Fichtman Dana, Jason Smith, and Diane Yendol-Hoppey.Chapter 9. PDS and University Faculty Collaborative Classroom-Based Teacher Research; Ronald S. Beebe and Diane G. Corrigan.Chapter 10. Reaping the Benefits: The Positive Effects of a Successful PDS Partnership on Inservice and Preservice Teachers; Amy W. Thornburg and Suzanne Horn.Chapter 11. Using Student Assessment Data in a PDS to Inform Classroom Practice and Increase Achievement; Alexandria Lawrence Ross, Cathy Bernard, and Damaris Ramirez-Bello.Chapter 12. Learning for All: Inquiry Into Transfer Theory at a PDS; Lourdes Z. Mitchel, Alisa Hindin, and Lori Moonan.Part III. PDS Stakeholders' Studies.Chapter 13. Learning From Public Schools: Recommendations From 10 Years as a University Liaison; Neal Shambaugh.Chapter 14. Negotiating Complex Relationships in School-University Partnerships: Befuddled, Bewildered, and Even Bemused; Cheryl A. Franklin Torrez, Jennifer L. Snow, and Susan D. Martin.Chapter 15. Searching for a Better Way: A New Professor's Reflections of a First Year in an Established PDS Program; Chris Witchonke.Chapter 16. Characterizing the Principal's Role: New Insights and Perspectives in PDS Leadership; Keith Tilford and Diane Yendol-Hoppey.Chapter 17. A High School PDS Becomes a Whole School Experience; Missy M. Bennett.Chapter 18. Affirmation and Change: Assessing the Impact of the Professional Development School on Mentors' Classroom Practice; Bernard Badiali, James Nolan, Carla Zembal-Saul, and Jacqueline Manno.Chapter 19. From Good to Great—What New Teachers Need: Supportive Mentors and School-Based Teams in PDS; Dorothy Stafford and Ted Price.Part IV. Studies For Thought—Ideas For Development.Chapter 20. Helping Preservice Teachers Support the Needs of the Whole Child in a PDS; JoAnne Ferrara and Eileen Santiago.Chapter 21. Improved Learning for All Partners: A School/University Partnership for Teacher Preparation, Teacher Development, and Student Achievement; Christine Sherretz and Diane W. Kyle.Chapter 22. Creating a PDS Through Staff Development: A Profitable Way to Begin a Relationship; Suzanne Horn, Amy Wooten Thornburg, Patrice Petroff, Christopher Law, Mark Birkholz, and Paul Bonner.Chapter 23. Building Capacity for a Merged General and Special Education Teacher Preparation Program in Professional Development Schools: One Partnership's Journey Toward More Inclusive Practice; Cindy Gutierrez and Donna Sobel.Chapter 24. Changing the PDS Routine: A Philosophy Altering Experience; Emily Graves and Matt Seimears.Part V. Teaching In Content Areas In PDSs.Chapter 25. Dialogue Journal Writing Between Preservice Teachers and Elementary Students in a PDS; Cecile M. Arquette, Erin Nichols, and Jamie Taylor.Chapter 26. Social Studies Disappearing Act: Can the PDS Model Help Stem the Tide? Chris Witschonke and Janice L. Nath.About the Contributors.