Professional Development Schools: Advances in Community Thought and Research

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Irma N. Guadarrama, John M. Ramsey, Janice L. Nath
IAP, 2005 - Education - 337 pages
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The collection of papers in this volume have a combined synergy that exudes a sense of hope and confidence that our progress in the Professional Development Schools research movement has been substantial and vibrant, even though some would argue that the strides are not enough nor fast enough to make a significant difference. However, no one can argue the fact that our efforts are indeed crucial to the improvement of education for all students and in that sense, Professional Development Schools Research is definitely on track.

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Examining How SchoolBased Partners Bering PDC to Life NCATE Standards in Their Own Words
Conditions of Inquiry within PDS Relationships
Are New Teachers Prepared in a PDSBased Certification Program Really Better?
Creating a Quantitative Snapshot of a Learning Community Using Dynamics
Optimizing Professional Development School Relationships Collaborating to Prepare General Preservice Teachers to Succeed in Inclusive Classrooms
From Professional Development to Project A Professional Development Schools Partnership in Progress
An Interprofessional Response to Latino Students At Risk of Dropping Out The Roosevelt High School Pilot Program
Using DESA with Practicing and Preservice Teachers to Work Toward Equity in a Professional Development School
Exploring the Role of Laptop Computers in a FieldBased Elementary Methods Course
Preservice Teachers PDS and Parents An Autoethnography on Teaching Reading Beyond the University Walls
Professional Development Schools A Gift for the Gifted
Coteaching for Deep Understanding Discovering Core Beliefs about Our Craft
Peer Support in Professional Development Schools An Unexpected Boon for Teacher Education
A PDS in Name Only A Mismatch between Mission and Reality of Practice
Locating the Authority of Knowledge Some Postmodern Implications for PDSs
Contributing Authors

From Dialogue to Practitioner Research in Professional Development Schools Being Intentional About Student Learning
Using Inquiry Projects to Promote Reflective Practice Mixed Results from a Study of FortySeven Interns

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About the author (2005)

Dr. Janice L. Nath serves as a University of Houston--Downtown faculty member in the Department of Urban Education. She served as the Coordinator for Elementary Education, Director of the PUMA TRACS Program for Post Baccalaureate Teacher Certification, and Assistant Director of the Internship Program; and headed a Professional Development School (PDS) site for many years at the university. She has been actively involved in field-based teacher education for many years, formerly serving as the chair and program chair of the AERA (American Education Research Association) Professional Development School Research Special Interest Group (PDSR SIG) and as the president of the Teacher Coordinators for Teacher Certification Testing (formerly known as the ExCET Coordinators Association of Texas). In addition to her work on BECOMING A TEACHER IN TEXAS, she co-edited FORGING ALLIANCES IN COMMUNITY AND THOUGHT: RESEARCH IN PROFESSIONAL DEVELOPMENT SCHOOLS.

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