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Smith, Jess; Shelton, Ryann N.; Scholten, Nate; McCall, Madelon – School-University Partnerships, 2023
Purpose: The purpose of this single case study is to examine secondary-certificate-seeking preservice teachers' (PST) perceptions of their teaching practice. Design/methodology/approach: This single case study used student responses to a two-part reflection assignment to examine what it revealed about PST self-efficacy. Findings: The findings…
Descriptors: Preservice Teachers, Reflection, Student Attitudes, Secondary Education
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Eva Garin; Diane Yendol-Hoppey – School-University Partnerships, 2023
Purpose: This study provides an analysis of professional development school (PDS) dissertation research that focuses on learning in PDSs. These 103 dissertations written between 1990 and 2020 address an aspect of learning in PDS work, including inquiry as a pedagogical learning tool, student learning PK-12, intern/teacher candidate learning,…
Descriptors: Professional Development Schools, Doctoral Dissertations, Educational Research, Learning
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Kerry Cormier – School-University Partnerships, 2023
Purpose: The purpose of this poetic inquiry was to understand how the professional development school (PDS) model can help pre-service teachers (PSTs) develop an inclusive philosophy of teaching while positioning themselves as social justice advocates. Four clinical interns collaborated in the research process guided by the university…
Descriptors: Preservice Teachers, Advocacy, Social Justice, Poetry
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Boaz Dvir; Logan Rutten; Danielle Butville; Eric Wilson – School-University Partnerships, 2023
Purpose: Many K-12 teachers teach difficult topics as part of their curricula, and discussions of difficult topics are common across grade levels and content areas. As teachers increasingly engage with difficult topics in their classrooms, the need for high-quality professional learning experiences has also grown. In response, the purpose of this…
Descriptors: Partnerships in Education, Elementary Secondary Education, Inquiry, Active Learning
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Lianne Jones; Rachelle Rogers; Doug Rogers; Austin McClinton; Lisa Painter – School-University Partnerships, 2023
Purpose: The ever-changing educational landscape, exacerbated by recent events surrounding COVID, political and cultural unrest, necessitates educators who are antifragile, able to withstand pressures and thrive amidst uncertainty. To this end, the pilot study reported here aims to examine mathematics educators' initial reflections on what it…
Descriptors: Mathematics Teachers, Teacher Attitudes, Risk, Barriers
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Diane Yendol-Hoppey; Eva Garin – School-University Partnerships, 2023
Purpose: The study aims to present a logic map linking the Professional Development School (PDS) Nine Essentials as a PDS theory of action and offer an analysis of dissertations that compare outcomes of learning in PDS and non-PDS contexts. Design/methodology/approach: For this current study, the authors identified 25 of the 210 dissertations from…
Descriptors: Professional Development Schools, Doctoral Dissertations, Educational Research, Outcomes of Education
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Curcio, Rachelle; Hill, Rebecca Smith; Ascetta, Kate – School-University Partnerships, 2023
Purpose: The paper aims to examine how a professional development school-district (PDS-D) partnership, enacting an improvement science stance, collectively explored social-emotional learning (SEL) during collaboratively designed professional learning experiences. Design/methodology/approach: This qualitative study, guided by an improvement science…
Descriptors: Teachers, Faculty Development, School Districts, Partnerships in Education
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Schlaack, Nicole – School-University Partnerships, 2023
Purpose: Professional development schools (PDSs) advocate links between schools and teacher education programs, but how do mentor teachers in schools experience their role in this? Therefore, this research focuses on mentor teachers to investigate the change brought about by the implementation of a complex-wide PDS. Design/methodology/approach:…
Descriptors: Mentors, Professional Development Schools, Teacher Education Programs, College School Cooperation
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Zenkov, Kristien; Taousakis, Marion; Goransson, Jennifer; Staudt, Emily; Ewaida, Marriam; Stephens, Madelyn; Hostutler, Megan; Castorena, Jasmin; Kitchen, Matt – School-University Partnerships, 2023
Purpose: Policy makers, professional associations and scholars continue to advocate for the integration of enhanced clinical experiences for future teachers' preparation. These recommendations reflect the growing recognition that few events in preservice teachers' education are more significant than their experiences in the classrooms of veteran…
Descriptors: Professional Development Schools, Active Learning, Student Projects, Clinical Experience
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Damiani, Michelle L.; Elder, Brent C. – School-University Partnerships, 2023
Purpose: The field of Professional Development Schools (PDS) continues to evolve with promising implications. As part of advancing practice, the National Association for Professional Development Schools has updated its nine essential guiding principles, which now includes an explicit expectation for all PDS partners to advance equity, anti-racism…
Descriptors: Professional Development Schools, Equal Education, Social Justice, Disabilities
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Asomani-Adem, Akua A.; Ormiston, Heather E.; Nygaard, Malena – School-University Partnerships, 2022
School-university partnerships (SUPs) have been used for decades to address a variety of university and k-12 school needs, including teacher training and research (Allen et al., 2013; Bebas, 2016; Walsh & Backe, 2013). While beneficial, their use in other areas such as school-based mental health services have largely been neglected.…
Descriptors: School Health Services, Mental Health, Multi Tiered Systems of Support, Trauma
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Damiani, Michelle L.; Brant, Cathy A. R. – School-University Partnerships, 2022
The purpose of this article is to extend the literature around reflective practices in PDS. In this article, the authors discuss their experiences, as novice Professors in Residence (PIRs) engaging in Professional Development School (PDS) work, using dialogic e-journaling as a collaborative space to process and reflect on professional practice…
Descriptors: Journal Writing, Electronic Publishing, Professional Development, Communities of Practice
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Hasson, Julie Schmidt – School-University Partnerships, 2022
Effective leadership preparation includes meaningful, experiential opportunities. This article details an effort to provide these opportunities through a school-university partnership. Through involvement in a semester-long action research project, a cohort of teacher leaders increased academic growth for selected students at their middle school…
Descriptors: Middle School Students, College School Cooperation, Leadership Training, Teacher Leadership
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Harris, Lisa; Johnson, Lisa E.; Yearta, Lindsay; Glover, Crystal P.; Burnham, Tammy; Costner, Kelly M. – School-University Partnerships, 2022
Launching and sustaining a Professional Development School (PDS) is nothing short of a journey into new, often uncharted, territories. There are literally new environments to explore and new relationships to build. After a year of investigating the work of university faculty assigned to five PDS sites, sociological theories of acculturation…
Descriptors: Professional Development Schools, Faculty Development, College Faculty, College School Cooperation
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Yendol-Hoppey, Diane; Garin, Eva – School-University Partnerships, 2022
Dissertations are considered an important part of the grey space of academic literature given that they are controlled by university faculty, not by commercial publishers. Study of doctoral dissertations provides an indication of the latest innovations and research interests of the newest generation of researchers and practitioners. Examination of…
Descriptors: Educational Trends, Trend Analysis, Professional Development, Professional Development Schools
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