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ERIC Number: ED405299
Record Type: Non-Journal
Publication Date: 1996-Nov
Pages: 41
Abstractor: N/A
Reference Count: N/A
An Analysis of Initial Perception of the Professional Development School Experience.
Gettys, Cynthia; Ray, Barbara
Professional Development Schools (PDS) are designed not only to educate novice teachers but also to be places where university and school faculties can collaborate on research and development. This study, the initial phase of a longitudinal study, attempts to discover if an early PDS experience can develop a stronger beginning teacher than a similar program of study without the PDS experience. A survey was distributed to 73 participants, including university PDS faculty, the PDS on-site coordinators, school administrators, and university PDS students. Analysis of the data revealed that the PDS was a positive experience for all concerned. The university students received immediately relevant methods classes as well as multiple references for their portfolios from their cooperating teachers. The K-8 students have received more individual attention and help. The cooperating teacher's pupil-teacher ratio was reduced and many teachers commented on new ideas obtained from the university contact. The university professors updated and refined their skills for teaching K-8 students and validated the relevancy of their instruction. Appendix A is a description of the University of Tennessee at Chattanooga's PDS program; Appendix B contains the survey instruments. (Contains 12 references.) (ND)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A