Professional Development Schools: Weighing the EvidenceProfessional Development Schools offers a close-up, comprehensive look at the state of professional development schools in the United States today. The vision of an ideal professional development school (PDS) is drawn from the best-known P-12 practices and optimum sites for preparing novice teachers. This "ideal" PDS would continually generate, test, and refine new knowledge and organizational structures. Abdal-Haqq poses the following questions regarding whether the PDS is performing its intended role: Is the PDS improving the curriculum, instruction, and structure of P-12 schools through professional development of educators? and Is it making substantive, positive differences in students' learning levels? To find answers, the author examines substantial amounts of evidence from various sources: student interviews and follow-up studies with teacher education graduates; surveys with preservice teachers on attitudes, beliefs, and self-efficacy; and reviews in student journals. Abdal-Haqq also investigates the important questions of time and money. She explores the kinds of additional fiscal and human resources necessary to start up and sustain a PDS. |
Contents
Student Learning and Inquiry | 31 |
Finding Time Finding Money | 44 |
Professional Development Schools and School Reform | 53 |
Copyright | |
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Abdal-Haqq activities African American approaches assessment AT&T Bullough cation Center classroom Clearinghouse Clinical Schools collaborative College of Emporia Cooper coursework culture curriculum Darling-Hammond document East Carolina University educa EMPORIA STATE UNIVERSITY equity ERIC evaluation experiences families focus focused fugitive literature funds goals gram Holmes Group Houston Consortium implementation indicate inquiry inservice teachers instruction issues leadership Levine ment Mizoue National NCREST outcomes parent involvement participation partner schools PDS interns PDS literature PDS partnerships PDS programming PDS settings preservice and inservice preservice teachers profes professional development schools Professional practice schools program graduates public school reflect restructuring roles school districts school reform school-based self-efficacy sional development schools student learning student teachers studies teacher development teacher education Teachers College teachers in PDSs teaching and learning technology infusion Teitel tion tional Tomorrow's schools Trachtman traditional university faculty University of Wisconsin-Milwaukee Valli Webb-Dempsey