Search results for: Professional development schools
Page 2/2 17 items
Data Literacy: Understanding Teachers' Data Use in a Context of Accountability and Response to Intervention
The purpose of this study is to understand the qualitatively different ways that current practicing teachers are using data to inform instruction. Nine elementary schools teachers participated in this study. Findings from teacher interviews are presented through the image of a ladder representing the stages that teachers experience as they engage in data usage to inform their instructional decision making. These findings have implications for teacher educators and school-based practitioners alike in better supporting the professional development of preservice and in-service teachers for this data-driven context of schools.
Updated: Sep. 02, 2010
Much of what has been written about the Professional Development School (PDS) experience consists of recounting personal experiences. In this article, the author draws on mythology, folklore, psychology and literature. The author suggests that effective storytelling can serve the same function in nurturing PDS culture as it does in the maintenance of culture in general.
Updated: Aug. 03, 2010
In this article, the author discusses the U.S. context for teacher education, the power of teacher preparation for transforming teaching and learning, and the current challenges for this enterprise in the United States. The author believes the central issue that teacher education must confront is how to foster learning about and from practice in practice. The author concludes that teacher education system in the United States the possibility of dramatically reforming teacher education and development. However, schools of education must hold themselves to a higher standard. Furthermore, teacher educators must be prepared to create partnerships with schools in their communities.
Updated: Mar. 14, 2010
Voices Less Silenced: What Do Veteran Teachers Value in School–University Partnerships and Initial Teacher Preparation?
The purpose of this article is to describe how veteran teachers understand and experience the development of a Professional Development School (PDS) partnership. Furthermore, it describes how they participate in initial teacher preparation program reform. The author presents a case, which examines the voices and participation of veteran teachers in developing a PDS in depth. Evidence from this study demonstrated significant findings about what veteran teachers valued in initial teacher preparation in this particular case: character, structure, and multiple forms of collaboration.
Updated: Oct. 26, 2009
The purpose of this study was to identify, describe, and analyze the changes in one college of education, including programs, policies, and practices related to partnership reform efforts. The primary question was as follows: What changes do persons in the educational system perceive as a result of their involvement in PDS work? To begin this study, the authors reviewed the extant research on changes resulting from PDS work. The authors then considered Bronfenbrenner's (1979) theory of ecological influence to provide a framework for understanding the various perspectives provided by participants in differing roles at the university.
Updated: Jul. 09, 2009
The paper illustrates the University of Florida's efforts to understand the ways that prospective teacher education can be linked to individual school improvement efforts. It explains how teacher educators and their school-based partners collaboratively craft their professional development school work with prospective and practicing teachers to target school improvement and teacher learning. The authors illustrate four models for engaging in inquiry-oriented school improvement and outline the factors that underlie their design.
Updated: Apr. 22, 2009
A Two-Dimensional Model of Teacher Retention and Mobility: Classroom Teachers and Their University Partners Take a Closer Look at a Vexing Problem
This mixed-methods study is a teacher-initiated, collaborative inquiry involving a professional development school (PDS) and a university. The examination focused on teachers’ perceptions of teacher retention and mobility at their PDS. Participants were 134 teachers at a large, suburban elementary school in the southeastern United States.The findings clustered around two primary dimensions: (a) congruency of teachers’ beliefs and practices with organizational norms and (b) teachers’ relational needs and administrators’ willingness and ability to meet such needs.
Updated: Mar. 26, 2009