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ERIC Number: EJ1147221
Record Type: Journal
Publication Date: 2017
Pages: 9
Abstractor: As Provided
ISSN: ISSN-1935-7125
An Investigation of the Benefits and Challenges of a New Professional Development School Partnership That Embedded the Three-Student Project
Rieg, Sue
School-University Partnerships, v10 n1 p26-34 Spr 2017
Teacher candidates in one Professional Development School did make a difference in children's academic growth. This paper describes a mixed-methods study that investigated student achievement of elementary children after receiving interventions from teacher candidates and identified the perceived benefits and challenges of a new Professional Development School Partnership. Each teacher candidate was responsible for designing a Three-Student Project (3SP) (Tidwell, 2009) to support children in grades K-3. Candidates assisted mentor teachers with assessing students and identifying three children in need of academic or behavioral support. Based on the needs of the children, the teacher candidates designed and implemented interventions, and monitored 3SP students' progress. Quantitative data demonstrated academic gains for all of the children who received interventions. Perceptions of the benefits and challenges of the partnership, including the 3SP, were collected qualitatively through individual interviews of the building principal, mentor teachers, and teacher candidates.
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
Education Level: Higher Education; Postsecondary Education; Elementary Education; Kindergarten; Primary Education; Early Childhood Education; Grade 1; Grade 2; Grade 3
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Pennsylvania
Identifiers - Assessments and Surveys: Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
Grant or Contract Numbers: N/A