ERIC Number: EJ1051770
Record Type: Journal
Publication Date: 2014
Reference Count: 7
The PDS Model as a Vehicle for Simultaneous Renewal in Mathematics Education
Martinie, Sherri L.; Rumsey, Chepina; Allen, David S.
Educational Considerations, v42 n1 p37-42 Fall 2014
For a quarter century, Kansas State University's College of Education has supported a Professional Development School (PDS) model involving professional collaboration with selected public school systems across Kansas. In that time, this relationship has proved to be an instrumental vehicle for educational change. The state of Kansas' adoption and school districts' subsequent implementation of the Common Core State Standards, specifically the mathematics standards (CCSS-M), have infused KSU's PDS model with added enthusiasm and vitality by engaging participants in a coherent conversation about teaching. This paper focuses on just one of many disciplines within the PDS model to discuss how the PDS model promotes simultaneous renewal in mathematics education.
Descriptors: Professional Development Schools, Models, Mathematics Education, Educational Change, State Standards, Instructor Coordinators, Student Teacher Supervisors, Cooperating Teachers, College Faculty, Group Dynamics, Preservice Teacher Education, Professional Continuing Education, Inquiry, Learning Strategies, Educational Practices, College School Cooperation, Partnerships in Education, Clinical Supervision (of Teachers), Program Descriptions
Kansas State University, College of Education. 1100 Mid-Campus Drive, 006 Bluemont Hall, Manhattan, KS 66506. Tel: 785-532-5525; Fax: 785-532-7304; e-mail: firstname.lastname@example.org; Web site: http://coe.ksu.edu/EdConsiderations
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education; Adult Education
Authoring Institution: N/A
Identifiers - Location: Kansas