ERIC Number: ED447143
Record Type: RIE
Publication Date: 2000-Nov-17
Impact of Professional Development Schools on Teacher Education.
Patterson, Janice H.
This study reviewed literature on Professional Development Schools (PDSs) relevant to outcomes for teacher education programs and the students they serve. It also examined the philosophy and defined common objectives of PDSs. The study consulted education databases and analyzed papers collected at national meetings. Data analysis indicates that PDS-educated teachers are more prepared for working in the schools, more immersed in school life, and more confident in their knowledge of pedagogy and subject matter and understanding of diversity than are their traditionally educated peers. Results suggest that PDS preparation may diminish the dropout rate for beginning teachers. Those educated in urban environments are more sensitive to ethnic/linguistic diversity and more likely to select a teaching position in an urban school. PDS partnerships report collaboration in the development and teaching of the college curriculum and the supervision of preservice teachers. (Contains 21 references.) (SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: Alabama Univ., Birmingham. School of Education.; BellSouth Foundation, Inc. Atlanta, GA.
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Mid-South Educational Research Association (Bowling Green, KY, November 15- 17, 2000).