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Showing all 12 results
Peer reviewed
Direct linkFoust, Gretchen E.; Goslee, Patricia A. – School-University Partnerships, 2014
The Professional Development School (PDS) model, a successful collaborative partnership model between university teacher education programs and P-12 schools, focuses on ''preparing future educators, providing current educators with ongoing professional development, encouraging joint school-university faculty investigation of…
Descriptors: School Counselors, Professional Development Schools, Models, Partnerships in Education
Dodman, Stephanie L.; Lai, Kerri; Campet, Melissa; Cavallero-Lotocki, Renee; Hopkins, Aaron; Onidi, Christine – School-University Partnerships, 2014
Deliberate investigation into practice is an essential of the National Association for Professional Development Schools' defining elements of a Professional Development School (PDS). This article reports on the pilot efforts of one PDS as it initiated deliberate investigation through action research with a small group of teacher candidates.…
Descriptors: Social Justice, Teacher Characteristics, Action Research, Professional Development Schools
Richman, Laila J.; Wittmann, Cheryl; Madden, Maggie – School-University Partnerships, 2014
This article describes an innovative partnership between a state department of education, local school systems, and institutions of higher education aimed at increasing the number of effective teachers for high-poverty/ high-minority schools through collaborative partnerships, rigorous coursework, ongoing professional development, intensive…
Descriptors: Partnerships in Education, Teacher Education Programs, Teacher Effectiveness, Disadvantaged Schools
North, Cheryl; Singer, Jonathan; Neugebauer, William J. – School-University Partnerships, 2014
In order to strengthen communication between UMBC and its Professional Development School (PDS) network, we implemented an interview process prior to internship that required all students to interview with a school in the PDS network. This article outlines the interview process including the questions, assessment, and logistical issues. Further it…
Descriptors: College School Cooperation, Networks, Interviews, Mentors
Han, Heejeong Sophia; Parker, Audra K.; Berson, Ilene R. – School-University Partnerships, 2014
Recent reports call for a structural transformation of teacher preparation programs with increased attention to quality field-based learning experiences for pre-service teachers. Ideally, this occurs in the context of robust university-school partnerships. The challenges lie in identifying such school sites and building meaningful, reciprocal…
Descriptors: Partnerships in Education, Teacher Education Programs, Preservice Teacher Education, Preservice Teachers
Download full textPolly, Drew; Frazier, Joyce; Hopper, Cindy; Chapman, Marvin; Wells, Richard – School-University Partnerships, 2012
This study examined the influence of a semester-long seminar on student teachers' perceptions of their preparedness for student teaching. Eighteen pre-service teachers in elementary (grades K-6) and middle grades (grades 6-8) participated in the seminar. Seventeen pre-service teachers from the same programs were used as a matched comparison group.…
Descriptors: Student Teachers, Seminars, Observation, Classroom Techniques
Gray, Kimberly C.; Stockdale, Susan; Monti, Thomas – School-University Partnerships, 2012
The partnership between Kennesaw State University and Marietta Middle School, a 2012 recipient of the National Association for Professional Development Schools (NAPDS) "Award for Exemplary Professional Development School Achievement," began as a year-long internship (YLI) program for teacher candidates in middle grades education at KSU. During the…
Descriptors: Goal Orientation, Teachers, Professional Development Schools, Professional Development
Siers, Ron, Jr.; Gong, Tao – School-University Partnerships, 2012
The purpose of this study was to empirically investigate the effect of mentor teachers' leadership practices on student interns' efficacious beliefs in Professional Development Schools (PDSs) during the internship practicum. The study employed the Leadership Practices Inventory (Kouzes & Posner, 2003) to measure the transformational leadership…
Descriptors: Learner Engagement, Educational Strategies, Self Efficacy, Mentors
Gartland, Debi – School-University Partnerships, 2010
The 2010 Professional Development Schools National Conference recognized the professional development school relationship between Towson University with its dual certification major and the Howard County Public School System for its outstanding collaborative accomplishments, naming the Towson-Waterloo-Ilchester-Bellows Spring PDS as a recipient of…
Descriptors: Professional Development Schools, Elementary Education, Special Needs Students, Teacher Certification
Yendol-Hoppey, Diane; Dana, Nancy Fichtman; Delane, Darby Claire – School-University Partnerships, 2009
This article introduces the process of inquiry-oriented mentoring as an appropriate tool for developing the knowledge, skills, and abilities of mentors who work with prospective teachers within the professional development school. The process shows promise as a tool for capturing the knowledge of what constitutes powerful mentoring practices, by…
Descriptors: Professional Development Schools, Mentors, Professional Development, Inquiry
Nolan, Jim; Badiali, Bernard; Zembal-Saul, Carla; Burns, Rebecca; Edmondson, Jacqueline; Bauer, Deirdre; Queeney, Donna; Wheland, Marion – School-University Partnerships, 2009
The 2009 Professional Development Schools National Conference recognized the professional development school partnership between Pennsylvania State University and State College Area School District for its meritorious partnership work over time and so named it one of the three recipients of the first-ever National Association for Professional…
Descriptors: Professional Development Schools, State Colleges, Academic Achievement, Professional Development
Polizzi, Joseph A. – School-University Partnerships, 2009
This article reports findings to promote the best practices of a transformative teaching and learning environment, from a case study of a yearlong full-immersion secondary-level professional development school. The results support the idea that interns have a significant stake, an active professional community commitment, and a heightened…
Descriptors: Professional Development Schools, Best Practices, Case Studies, Secondary Schools
