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ERIC Number: EJ823261
Record Type: Journal
Publication Date: 2004-Mar
Pages: 16
Abstractor: As Provided
Reference Count: 23
ISBN: N/A
ISSN: ISSN-1367-4587
Two Decades of Professional Development School Development in the United States. What Have We Learned? Where Do We Go from Here?
Teitel, Lee
Journal of In-service Education, v30 n3 p401-416 Mar 2004
In the close to 20 years since the Holmes Group first introduced the term professional development school (PDS), PDSs have grown in the United States from a concept to become a cornerstone of serious attempts to simultaneously improve teacher education and public schools. In the course of this maturation process, PDSs have come in from the margins and there has been a coalescence and a codification of what it means to be a PDS, along with a growth in networks to support and help develop PDSs. A sharper focus on the impacts of PDSs has evolved, especially on P-12 students, and, overall, there are now stronger conceptualizations about assessment in PDSs, connecting PDS processes to desired outcomes for students, pre-service teachers and experienced educators. Finally, there has been an increase in attention, and some slow movement toward using PDSs to address the diversity and equity challenges of the country. The article addresses these trends, and the implications--challenges and opportunities--they present for the future of PDSs. (Contains 2 notes and 1 figure.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States