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Showing 1 to 15 of 23 results
Peer reviewed
Direct linkScherrer, Jimmy; Israel, Nancy; Resnick, Lauren B. – Yearbook of the National Society for the Study of Education, 2013
In this chapter, we describe the evolution of an intermediary organization, the Institute for Learning (IFL) at the University of Pittsburgh, devoted to improving teaching and learning in some of America's largest and most challenged school districts. Over the nearly 20 years of IFL's life, we have learned that design-based researchers…
Descriptors: Instructional Innovation, Educational Practices, Educational Improvement, Educational Principles
Casey, Heather – Yearbook of the National Society for the Study of Education, 2011
This article explores the development of teacher identity in the 21st century. The simple way to describe this discussion of identity is that it is complex. In an attempt to unpack this complexity, this article begins with a discussion of definitions of teacher identity; then links that discussion to the literature on how 21st-century web 2.0…
Descriptors: Preservice Teachers, College English, Identification (Psychology), Teacher Characteristics
Howey, Kenneth R. – Yearbook of the National Society for the Study of Education, 2011
Innovation is often driven by crisis, and Rutter (2011) began her chapter by reminding everyone of the crisis confronting the United States in the early 1980s and how that provided impetus for the development of professional development schools (PDSs). In a complementary companion chapter, Neapolitan and Levine (2011) take the reader through…
Descriptors: Professional Development Schools, Professional Development, Educational History, Educational Development
Castle, Sharon; Reilly, Kathleen A. – Yearbook of the National Society for the Study of Education, 2011
As the number of PDS programs increased and awareness of the time, energy, and resources required became more evident, calls for evidence of PDS impact increased. Since 1998, researchers have attempted to design studies that investigate PDS structural features and participant outcomes more systematically. They have used both qualitative and…
Descriptors: Preservice Teacher Education, Professional Development Schools, Program Effectiveness, College Outcomes Assessment
Nolan, Jim, Jr.; Grove, Doris; Leftwich, Horatio; Mark, Kelly; Peters, Brian – Yearbook of the National Society for the Study of Education, 2011
The focus of this chapter is on the evidence to date that documents the impact of PDS engagement on four specific groups of participants: veteran P-12 teachers, university faculty, P-12 school principals, and parents and community members. In reviewing the literature concerning the impact of PDS engagement on these four groups, the authors'…
Descriptors: Principals, College Faculty, Experienced Teachers, Parents
Goodwin, A. Lin – Yearbook of the National Society for the Study of Education, 2011
The professional development schools (PDS) effort, which grew out of the groundbreaking work of the Holmes Group (1986), was deliberately focused on the support and advancement of teachers as professionals and the professionalization of teaching, so the author argues that it is ironic that a volume about PDS might be seen as voicing an opinion…
Descriptors: Public Schools, Professional Development Schools, Educational Change, Professional Development
Tunks, Jeanne L. – Yearbook of the National Society for the Study of Education, 2011
This Yearbook chapter, a compilation of multiple sources, presents both the history of action research and an analysis of reported action research in the professional development school (PDS) between 1992 and 2010. The history begins prior to the inception of the PDS and provides a theoretical premise for action research in the PDS in subsequent…
Descriptors: Professional Development Schools, Action Research, Professional Development, Inquiry
Catelli, Linda A. – Yearbook of the National Society for the Study of Education, 2011
Those people involved in the professional development school (PDS) effort have arrived at a time in their brief history when PDS partnerships can break the status quo and become contemporary laboratories of innovation for ushering in change and a new era of PK-12 education integrated with teacher education. In this chapter, the author appreciates…
Descriptors: Professional Development Schools, Program Evaluation, Action Research, Essays
Basile, Carole G.; Gutierrez, Cindy – Yearbook of the National Society for the Study of Education, 2011
What differentiates the professional development school (PDS) from other schools are the people and the roles they have created to enact the functions or goals unique to the PDS model: preparation of teacher candidates; enhanced professional learning for educators; improved student achievement through the simultaneous renewal of university and…
Descriptors: Professional Development Schools, Professional Development, Governance, College School Cooperation
Yendol-Hoppey, Diane; Smith, Jason Jude – Yearbook of the National Society for the Study of Education, 2011
After the Holmes Group's report (1990), the concept of the professional development school (PDS) spread quickly as a vehicle for educational reform at both the university and school level. The rapid proliferation of newly established PDS partnerships accentuated concern associated with the lack of conceptual clarity of the PDS concept itself.…
Descriptors: Professional Development Schools, Educational Change, Accountability, Professional Development
Wiseman, Donna L. – Yearbook of the National Society for the Study of Education, 2011
The two chapters in this section (Basile & Gutierrez, 2011; Yendol-Hoppey & Smith, 2011) contribute to the understandings about how to maintain resources and develop accountability necessary for successful partnerships. The authors discuss important themes related to the sustainability and maintenance of professional development schools, including…
Descriptors: Professional Development Schools, Educational Environment, Accountability, Professional Development
Smolin, Louanne; Lawless, Kimberly; Dede, Chris; Jones, Steve; Johnson-Yale, Camille; Perez, Francisco Seoane; Schuler, Jessica; Pellegrino, James W.; Goldman, Susan R.; Bertenthal, Meryl; Lawless, Kimberly; Vrasidas, Charalambos; Glass, Gene V.; Haertel, Geneva D.; Means, Barbara; Penuel, William; Goldmann, Hilary; Warschauer, Mark; Tettegah, Sharon; Whang, Eun Won; Collins, Nakia; Taylor, Kona; Vasquez, Olga A.; Burbules, Nicholas C. – Yearbook of the National Society for the Study of Education, 2007
There is little dispute that technology has transformed people's everyday lives. People shop online, download news in their iPods, communicate via text and video, take digital photos, and conduct all manner of personal and professional business via the Internet. While these technologies have afforded new opportunities to improve efficiency,…
Descriptors: Technology Integration, Access to Information, Educational Change, Educational Technology
Brown, Pamela U. – Yearbook of the National Society for the Study of Education, 2005
This chapter will explore the "shadow curriculum" (a term used by those who question the assumption that direct selling to students who are compelled to attend school is questionable on several levels--ethical, moral, and democratic) and its connection to media literacy. The author first summarizes the kinds of marketing in schools that have…
Descriptors: Television Viewing, Marketing, Decision Making, Corporations
Goetze, Sandra K.; Brown, Diane S.; Schwarz, Gretchen – Yearbook of the National Society for the Study of Education, 2005
If media literacy is to become part of the K-12 school experience, enabling transformation in both curriculum and teaching, then teachers need to become literate first. Teachers cannot teach what they have not learned, and learned to value, themselves. Although more American teachers are becoming knowledgeable about media literacy, much remains to…
Descriptors: Media Literacy, Professional Development, Teacher Education Curriculum, Partnerships in Education
Smylie, Mark A.; Miretzky, Debra; Konkol, Pamela – Yearbook of the National Society for the Study of Education, 2004
In this chapter, the authors focus on teacher development as a collective and organizational issue. They begin with a brief review of conventional approaches to teacher workforce development and management, including current critiques of these efforts, their possible consequences, and an overview of the recent calls for more comprehensive,…
Descriptors: Educational Change, Human Resources, Teaching Methods, Labor Force Development
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