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Research on Professional Development Schools - Book Cover
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Research on Professional Development Schools

Teacher Education Yearbook VII

Research on Professional Development Schools, the seventh Teacher Education Yearbook, is concerned with the professional development of teachers at every phase of their careers. It focuses on professional development schools (PDSs) and attempts to determine whether collaborative efforts between schools and higher education are paying off in better-educated teachers.

The book is divided into four sections, each dealing with a different aspect of teacher education in a PDS: collaboration, contexts, leadership, and inquiry. Each section focuses on one of these themes and includes an introductory chapter that provides a framework and overview and a closing chapter that discusses the theme's implications.

Professional development schools historically have had four primary goals. These goals are to encourage the teacher as:

  • Researcher — to get teachers involved in action research and studies to improve school practice
  • Decision maker — to move teachers toward self-empowerment and help them assume teacher leadership roles
  • Teacher educator — to have teachers work more directly with colleges as partners in planning, teaching, and supervising student teachers
  • Political activist — to help teachers find ways to bring more equality and social justice into schools

Full description


Research on Professional Development Schools - Book Cover
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Product Details
  • Grade Level: PreK-12
  • ISBN: 9780803968301
  • Published By: Corwin
  • Series: Teacher Education
  • Year: 1999
  • Page Count: 288
  • Publication date: February 09, 1999

Price: $39.95

Price: $39.95
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Description

Description

Research on Professional Development Schools, the seventh Teacher Education Yearbook, is concerned with the professional development of teachers at every phase of their careers. It focuses on professional development schools (PDSs) and attempts to determine whether collaborative efforts between schools and higher education are paying off in better-educated teachers.

The book is divided into four sections, each dealing with a different aspect of teacher education in a PDS: collaboration, contexts, leadership, and inquiry. Each section focuses on one of these themes and includes an introductory chapter that provides a framework and overview and a closing chapter that discusses the theme's implications.

Professional development schools historically have had four primary goals. These goals are to encourage the teacher as:

  • Researcher — to get teachers involved in action research and studies to improve school practice
  • Decision maker — to move teachers toward self-empowerment and help them assume teacher leadership roles
  • Teacher educator — to have teachers work more directly with colleges as partners in planning, teaching, and supervising student teachers
  • Political activist — to help teachers find ways to bring more equality and social justice into schools

Contributing authors use rich descriptions of their research on PDSs to help educators understand the challenges and difficulties involved, as well as ease the movement toward creation of successful PDSs that will fulfill their original teacher education goals.

The ultimate objective of the PDS is to improve education for students, beginning and practicing teachers, and university faculty. Every educator who is interested in the quality of education provided for student teachers and practicing teachers will want to read this book. The book is also for researchers who seek to understand how PDSs can change the way we view professional development for educators.

Table of Contents

Table of Contents

Introduction

Professional Development Schools: Promise and Practice

PART ONE: COLLABORATION: BUILDING BRIDGES TO TRANSFORM INSTITUTIONAL CULTURES: OVERVIEW AND FRAMEWORK


Effects of Collaboration on Urban Teacher Education Programs and Professional Development Schools

Dream-Keepers, Weavers and Shape-Shifters

Emerging Roles of PDS University Coordinators in Educational Reform

Creating an Equal Partnership for Urban School and Teacher-Education Renewal

A California Experience

Part One Summary

The Transformative Potential of Collaborative Partnerships: Reflections

PART TWO: CONTEXTS FOR PROFESSIONAL DEVELOPMENT SCHOOLS: OVERVIEW AND FRAMEWORK


Investigating a School-University Partnership through the Lenses of Relationship, Self-Determination, Reciprocal Influence and Expanding Power

Creating Learning Communities of Research and Practice

Participatory Research and Development

Concerns of Professionals Involved in Implementing a Professional Development School

Part Two Summary

Contexts for Professional Development Schools: Reflections

PART THREE: TAKING MEASURE OF OUR WORK: PROFESSIONAL DEVELOPMENT SCHOOLS AND THE MATTER OF LEADERSHIP: OVERVIEW AND FRAMEWORK


Teachers' Stories of Professional Development School Restructuring

Decision Making

Teachers as Leaders

A Question or an Expectation?

Professional Development Schools

A Comprehensive View

Part Three Summary

What Can We Learn from These Measures? Reflections

PART FOUR: INQUIRY IN PROFESSIONAL DEVELOPMENT SCHOOL CONTEXTS: OVERVIEW AND FRAMEWORK


Understanding Teacher Risk-Taking in a West Texas Professional Development School

Building the Layers of a Learning Community in a School-Based Teacher Education Program

Communities of Reflection, Communities of Support

How the Windham Partnership Mentor Seminars Affected and Supported the Thinking of Mentor Teachers

Part Four Summary

Themes for Professional Development Schools: Reflections

Price: $39.95
Volume Discounts applied in Shopping Cart

Review Copies

This book is not available as a review copy.