ERIC Number: ED529528
Record Type: Non-Journal
Publication Date: 2011
Reference Count: 0
Investigating University-School Partnerships
Nath, Janice, Ed.; Guadarrama, Irma N., Ed.; Ramsey, John, Ed.
IAP - Information Age Publishing, Inc.
Investigating University-School Partnerships: A Volume in Professional Development School Research, the fourth book in the PDS Research Series developed by the same editors, includes a collection of organized papers that represent the best and latest examples of practitioner thinking, research, and program design and evaluation in the field at the national level. A wide variety of authors from the professional community of PDS researchers, practitioners, and other stakeholders engage the reader in research or case studies that foreground real-life, authentic contexts, which, in turn, are designed to generate and fashion more questions and ideas. The volume's contents of 26 chapters is divided into five areas: (1) PDS Evaluation (2) Teacher Research and Inquiry, (3) PDS Stakeholders' Studies, (4) Studies for Thought--Ideas for Development, and (5) Teaching Content Areas in PDSs. As a whole, the volume of papers maintains a consistency within a cohesive undercurrent that illustrates the spirited and visionary purpose of professional development schools to advance educational reform that leads to substantive change. Part I, PDS Evaluation, contains: (1) Assessing University Partnership Impact on School Climate and Culture (Carole G. Basile); (2) "Better Schools--Better Teachers": An Analysis of a Professional Development School's Internship Program Using the National Association of Professional Development School's Nine Essentials (Joan N. Maier and Wren M. Bump); (3) A National Survey of Professional Development Schools (D. John McIntyre and Paula Echeverri Sucerquia); (4) A Programmatic Review of a Professional Development School Relationship: 14 Years Later (Neill Armstrong, Amanda Rudolph, and Ken Austin); (5) Preservice Special Educators: Graduate Census Results Support PDS Preparation (Elisabeth H. Rice, Karen H. Ihrig, Esther S. Merves, and Margaux H. Brown); (6) Preservice Teacher Learning in a Professional Development School: Recognizing and Accepting the Complexity of Urban Teaching (Andrea J. Stairs); and (7) School-University Partnerships: Bridging the Gap in Preservice Teacher Assessment (Lina Leatherwood Owens, Ron Towery, and Dianne Lawler). Part II, Teacher Research and Inquiry, contains: (8) Teacher Research in the PDS: How Do We Define the Quality of This Research? (Nancy Fichtman Dana, Jason Smith, and Diane Yendol-Hoppey); (9) PDS and University Faculty Collaborative Classroom-Based Teacher Research (Ronald S. Beebe and Diane G. Corrigan); (10) Reaping the Benefits: The Positive Effects of a Successful PDS Partnership on Inservice and Preservice Teachers (Amy W. Thornburg and Suzanne Horn); (11) Using Student Assessment Data in a PDS to Inform Classroom Practice and Increase Achievement (Alexandria Lawrence Ross, Cathy Bernard, and Damaris Ramirez-Bello); and (12) Learning for All: Inquiry Into Transfer Theory at a PDS (Lourdes Z. Mitchel, Alisa Hindin, and Lori Moonan). Part III, PDS Stakeholders' Studies, contains: (13) Learning From Public Schools: Recommendations From 10 Years as a University Liaison (Neal Shambaugh); (14) Negotiating Complex Relationships in School-University Partnerships: Befuddled, Bewildered, and Even Bemused (Cheryl A. Franklin Torrez, Jennifer L. Snow, and Susan D. Martin); (15) Searching for a Better Way: A New Professor's Reflections of a First Year in an Established PDS Program (Chris Witchonke); (16) Characterizing the Principal's Role: New Insights and Perspectives in PDS Leadership (Keith Tilford and Diane Yendol-Hoppey); (17) A High School PDS Becomes a Whole School Experience (Missy M. Bennett); (18) Affirmation and Change: Assessing the Impact of the Professional Development School on Mentors' Classroom Practice (Bernard Badiali, James Nolan, Carla Zembal-Saul, and Jacqueline Manno); and (19) From Good to Great--What New Teachers Need: Supportive Mentors and School-Based Teams in PDS (Dorothy Stafford and Ted Price). Part IV, Studies for Thought-Ideas for Development, contains: (20) Helping Preservice Teachers Support the Needs of the Whole Child in a PDS (JoAnne Ferrara and Eileen Santiago); (21) Improved Learning for All Partners: A School/University Partnership for Teacher Preparation, Teacher Development, and Student Achievement, (Christine Sherretz and Diane W. Kyle); (22) Creating a PDS Through Staff Development: A Profitable Way to Begin a Relationship (Suzanne Horn, Amy Wooten Thornburg, Patrice Petroff, Christopher Law, Mark Birkholz, and Paul Bonner); (23) Building Capacity for a Merged General and Special Education Teacher Preparation Program in Professional Development Schools: One Partnership's Journey Toward More Inclusive Practice (Cindy Gutierrez and Donna Sobel); and (24) Changing the PDS Routine: A Philosophy Altering Experience (Emily Graves and Matt Seimears). Part V, Teaching in Content Areas in PDSS, contains: (25) Dialogue Journal Writing Between Preservice Teachers and Elementary Students in a PDS (Cecile M. Arquette, Erin Nichols, and Jamie Taylor); and (26) Social Studies Disappearing Act: Can the PDS Model Help Stem the Tide? (Chris Witschonke and Janice L. Nath).
Descriptors: Preservice Teachers, Urban Teaching, Professional Development Schools, Mentors, Internship Programs, Program Effectiveness, Educational Change, Data Analysis, College School Cooperation, Faculty Development, Teacher Researchers, Inquiry, Program Evaluation, Educational Quality, Teacher Competencies, Teacher Educators, Guides, Student Teacher Evaluation, Teacher Collaboration, Research Utilization, Teaching Methods, Educational Theories, Stakeholders, Public Schools, Administrator Role, Principals, Instructional Leadership, High Schools, Beginning Teachers, Beginning Teacher Induction, Educational Improvement, Preservice Teacher Education, Academic Achievement, Inclusion, Educational Administration, Journal Writing, Elementary Schools, Social Studies
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Publication Type: Books; Collected Works - General
Education Level: Elementary Education; Elementary Secondary Education; High Schools; Higher Education
Authoring Institution: N/A