ERIC Number: EJ676802
Record Type: CIJE
Publication Date: 2003
Reference Count: 0
Impact of Professional Development Schools: Pre-Service through Induction.
Paese, Paul C.
Action in Teacher Education, v25 n1 p83-88 Spr 2003
Examined elementary preservice professional development school (PDS) preparation and subsequent entry/retention in teaching. Data on PDS and non-PDS students prior to and during traditional and PDS student teaching indicated no significant differences between the groups prior to student teaching, but significant differences in favor of the Total-PDS group at the end of student teaching regarding role preparedness, personal teacher efficacy, and general teacher efficacy. (SM)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A