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ERIC Number: EJ1107087
Record Type: Journal
Publication Date: 2016
Pages: 7
Abstractor: As Provided
ISSN: ISSN-1935-7125
The Impact of an Urban Professional Development School Model on Attitudes and Self-Efficacy of Developing Preservice Teachers
Holbein, Marie; Woong, Lim; Annis, Kathy; Doll, Victoria
School-University Partnerships, v9 n1 p64-70 Spr 2016
The purpose of this study was to investigate the impact of an 8þ million dollar U.S. Department of Education grant on the climate of a Professional Development School (PDS) network where pre-service candidates in the Urban Education (UE) option were placed for their clinical internship experiences. The setting for the study was a network of seven vertically aligned Professional Development Schools (five elementary schools, one middle school, and one high school) in a southeastern school district and an institution of higher education (IHE) from the same geographic area. Three online surveys specifically developed by the PDS partnership's Research Academy were focused on measuring attitudes about urban education, self-efficacy, and PDS climate. The findings suggested that candidates in the UE option held a developing sense of self-efficacy more closely aligned with that of inservice teachers than those perceptions of candidates prepared in a traditional campus-based program. Additionally, candidates in the UE option were more likely than traditional candidates to hold high expectations for student achievement.
National Association for Professional Development Schools. College of Education University of South Carolina, Wardlaw 252, Columbia, SC 29208. Tel: 803-777-1515; Fax: 803-777-3035; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A