Professional Development Schools: Advances in Community Thought and Research
Irma N. Guadarrama, John M. Ramsey, Janice L. Nath
IAP, 2005 - Education - 337 pages
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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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
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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action research activities areas assessment assignment classroom collaboration College community of learners coteaching course created culture curriculum decisions dents dialogue discussion dynamic educa effective electronic portfolios elementary equity evaluation field-based focus focused GESA gifted and talented gifted students goals high school impact implementation improve included inclusive classrooms Information Age initiative inquiry project instruction instructors interactions interns involved issues knowledge laptop Latino leadership learning community lesson plans literacy magnet school ment NCATE needs observations opportunities parents participants partners partnership teachers PDSs peer postmodern practice preservice teachers profes Professional Development Schools questions radar chart reflective reported responses role school districts scores semester shared vision social special education specific student achievement student learning student teachers SUNY Oswego taught teacher candidates teacher education programs teacher preparation teaching tion traditional university faculty University of Houston Yes Yes Yes Yes/No