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ERIC Number: EJ767273
Record Type: Journal
Publication Date: 2007
Pages: 7
Abstractor: Author
Reference Count: 29
ISBN: N/A
ISSN: ISSN-0022-0671
Inquiry and Accountability in Professional Development Schools
Trachtman, Roberta
Journal of Educational Research, v100 n4 p197-203 Mar-Apr 2007
To provide a deeper understanding of issues related to collaborative reconstruction and simultaneous renewal, the author provides a historical perspective of professional development schools (PDSs) and an overview of the National Council for Accreditation of Teacher Education PDS standards and assessment process, with a focus on inquiry and accountability within PDSs. A series of vignettes provides examples of inquiry and accountability across diverse PDS settings. Issues surrounding assessment and quality assurance and the challenges to collaborative inquiry are illustrated through the vignettes. This discussion of PDSs, inquiry, and accountability is placed within the context of accountability as mandated by No Child Left Behind (NCLB) legislation (2001). The author makes a contrast between PDSs that hold themselves accountable for the growth of all educators and students through their engagement in assessment and collaborative inquiry to transform teaching and learning practices and the NCLB mandates that resulted in a more narrowly defined and less complex realization of accountability.
Heldref Publications. 1319 Eighteenth Street NW, Washington, DC 20036-1802. Tel: 800-365-9753; Tel: 202-296-6267; Fax: 202-293-6130; e-mail: subscribe@heldref.org; Web site: http://www.heldref.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001