Research on Professional Development Schools
Teacher Education Yearbook VII
1st Edition
Published on 16. March 1999
Book
Hardback
288 pages
978-0-8039-6829-5 (ISBN)
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.
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.
More details
Series
Language
English
Place of publication
Thousand Oaks
United States
Publishing group
SAGE Publications Inc
Target group
Professional and scholarly
Dimensions
Height: 229 mm
Width: 152 mm
Weight
500 gr
ISBN-13
978-0-8039-6829-5 (9780803968295)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions
David M. Byrd | D. John McIntyre
Research on Professional Development Schools
Teacher Education Yearbook VII
Book
03/1999
1st Edition
SAGE Publications Inc
€41.30
Shipment within 15-20 days
Content
Introduction - David M Byrd and D John McIntyre
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 - W Robert Houston et al
Dream-Keepers, Weavers and Shape-Shifters - Joanne M Simmons et al
Emerging Roles of PDS University Coordinators in Educational Reform
Creating an Equal Partnership for Urban School and Teacher-Education Renewal - Zhixin Su
A California Experience
Part One Summary - Linda Valli
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 - Mitzi Lewison and Sue Holliday
Creating Learning Communities of Research and Practice - Daniel J Boudah and Stephanie L Knight
Participatory Research and Development
Concerns of Professionals Involved in Implementing a Professional Development School - Judith D Redemer and Barbara L Nourie
Part Two Summary - Ann Larson and Sheryl Benson
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 - Ann S Nihlen, Melissa Williams and Amy Sweet
Decision Making
Teachers as Leaders - Judy Reinhartz and Ranae Stetson
A Question or an Expectation?
Professional Development Schools - Frances K Kochan
A Comprehensive View
Part Three Summary - Gerald M Mager
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 - Judith A Ponticell
Building the Layers of a Learning Community in a School-Based Teacher Education Program - Karen M Higgins
Communities of Reflection, Communities of Support - Carol Rodgers with Peggy Tiffany
How the Windham Partnership Mentor Seminars Affected and Supported the Thinking of Mentor Teachers
Part Four Summary - Edward Pajak
Themes for Professional Development Schools: Reflections
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 - W Robert Houston et al
Dream-Keepers, Weavers and Shape-Shifters - Joanne M Simmons et al
Emerging Roles of PDS University Coordinators in Educational Reform
Creating an Equal Partnership for Urban School and Teacher-Education Renewal - Zhixin Su
A California Experience
Part One Summary - Linda Valli
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 - Mitzi Lewison and Sue Holliday
Creating Learning Communities of Research and Practice - Daniel J Boudah and Stephanie L Knight
Participatory Research and Development
Concerns of Professionals Involved in Implementing a Professional Development School - Judith D Redemer and Barbara L Nourie
Part Two Summary - Ann Larson and Sheryl Benson
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 - Ann S Nihlen, Melissa Williams and Amy Sweet
Decision Making
Teachers as Leaders - Judy Reinhartz and Ranae Stetson
A Question or an Expectation?
Professional Development Schools - Frances K Kochan
A Comprehensive View
Part Three Summary - Gerald M Mager
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 - Judith A Ponticell
Building the Layers of a Learning Community in a School-Based Teacher Education Program - Karen M Higgins
Communities of Reflection, Communities of Support - Carol Rodgers with Peggy Tiffany
How the Windham Partnership Mentor Seminars Affected and Supported the Thinking of Mentor Teachers
Part Four Summary - Edward Pajak
Themes for Professional Development Schools: Reflections