Staying the Course with Professional Development Schools

Front Cover
Jane E. Neapolitan, Terry R. Berkeley
Peter Lang, 2005 - Education - 200 pages
The Professional Development School (PDS) movement has been a major vehicle for the simultaneous renewal of Pre-K-12 education and the teaching profession for nearly twenty years. This second volume in a series created by Towson University goes beyond «start up» stories and presents data-based discussions on a variety of topics about PDS implementation and assessment, including PDSs in specialty areas, such as music and physical education, mentoring, teacher development, standards, accountability, and sustainability. Chapters are written by researchers who presented their work at the Second National Professional Development School Conference sponsored by the Maryland State Department of Education's Professional Development School Network, and who represent public and private colleges and universities and school districts in Maine, New York, New Jersey, Maryland, Georgia, Kansas, and Missouri, and the National Council for Accreditation of Teacher Education (NCATE).
 

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Contents

The Evolution of
3
Collaborating to Renew and Reform K16 Education
23
Baby Steps and Giant Steps
37
PART
45
Clare Kruft
55
Anchoring Music Education to
67
Using Literature Circles to Research Instructional Strategies
79
C CoConstructing an Accountability System for Professional
97
J J Teacher Candidates Document Professional Growth by Connecting
143
List of Contributors
191
Index
197
Copyright

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About the author (2005)

The Editors: Jane E. Neapolitan is Associate Professor in the Department of Elementary Education at Towson University, Maryland. She earned an Ed.D. in curriculum and teaching from Teachers College, Columbia University.
Terry R. Berkeley is Professor and Chair of the Department of Early Childhood Education at Towson University, Maryland.

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