ERIC Number: ED382565
Record Type: RIE
Publication Date: 1995-Feb-13
Reference Count: N/A
An Early Childhood Professional Development School: Triumphs and Troubles.
Morse, Sheila; And Others
This paper presents a case study of a collaboration between the St. Louis (Missouri) Public Schools and Maryville University (Missouri) to develop an early childhood magnet center and professional development school (PDS), the Wilkinson Early Childhood Magnet School. This school serves a diverse population of children from age 3 through second grade. The purpose of the magnet school/PDS is to provide an exemplary education for students and their families; to function as a center for inservice and preservice teacher development; and to inquire into curriculum and practice appropriate for children in the school's age range. Strategies to develop exemplary practice have focused on developing and implementing a constructivist curriculum. Successes that have been achieved can be attributed largely to the sense of shared ownership among school and university staff. Obstacles to implementation have come from a variety of sources, including resistance to the constructivist approach from teachers and conflict between the constructivist curriculum and assessment framework and the requirements and policies of the school district. Shared decision making has produced both ownership, and thus support, of the program, as well as strains on personal relationships and staff schedules. Communication has been the greatest challenge to the collaboration. Although efforts are being made to advance institutionalization of the PDS concept, obstacles from the state, district, university, and school must be overcome. (IAH)
Descriptors: Case Studies, College School Cooperation, Communication Problems, Constructivism (Learning), Curriculum Development, Early Childhood Education, Higher Education, Interpersonal Communication, Magnet Schools, Parent Participation, Participative Decision Making, Preservice Teacher Education, Professional Development Schools, Staff Development, Student Evaluation
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers: Institutionalization (of Innovations); Maryville University of Saint Louis MO; Saint Louis City School District MO
Note: Paper presented at the Annual Meeting of the American Association of Colleges for Teacher Education (Washington, DC, February 12-15, 1995).