The Professional Development School (PDS) movement has been a major vehicle for the simultaneous renewal of Pre-K-12 education and the teaching profession for nearly twenty years. This second volume in a series created by Towson University goes beyond «start up» stories and presents data-based discussions on a variety of topics about PDS implementation and assessment, including PDSs in specialty areas, such as music and physical education, mentoring, teacher development, standards, accountability, and sustainability. Chapters are written by researchers who presented their work at the Second National Professional Development School Conference sponsored by the Maryland State Department of Education’s Professional Development School Network, and who represent public and private colleges and universities and school districts in Maine, New York, New Jersey, Maryland, Georgia, Kansas, and Missouri, and the National Council for Accreditation of Teacher Education (NCATE).
|Publisher:||Peter Lang Inc., International Academic Publishers|
|Product dimensions:||5.90(w) x 8.90(h) x 0.50(d)|
About the Author
The Editors: Jane E. Neapolitan is Associate Professor in the Department of Elementary Education at Towson University, Maryland. She earned an Ed.D. in curriculum and teaching from Teachers College, Columbia University.
Terry R. Berkeley is Professor and Chair of the Department of Early Childhood Education at Towson University, Maryland.
Table of Contents
Contents: Lee Teitel: Foreword – James S. Cantor/Sue A. Schaar: Addressing an Emergency in Teacher Education: The Evolution of a Professional Development School for Emerging Professionals – Sally Yahnke/Gail Shroyer/Lisa Bietau/Melisa Hancock/Andrew Bennett: Collaborating to Renew and Reform K-16 Education – Jennifer E. Aldrich: PDS First Steps: Baby Steps and Giant Steps – Martha M. Bobley/Nancy Norris-Bauer: Cross-Currents of Change: PDS Maintenance – Clare Kruft: PDS Collaboration: Providing Opportunities for Systemic Change – Carol Frierson-Campbell: Sound Ways of Learning: Anchoring Music Education to the PDS P-16 Reform Movement – Teena R. Gorrow/John R. Bing: Using Literature Circles to Research Instructional Strategies – Frank Sweeney/Roberta Strosnider/Jo Ellen Smallwood: Empowering Interns as Partners in Mentoring – Marsha Levine/Roberta Trachtman: Co-Constructing an Accountability System for Professional Development Schools – Mary Gendernalik Cooper: Systematic Evaluation in PDS-Centered Educator Preparation: Turning State and National Accreditation Standards to Program Advantage – Dennis R. King/Cherie L. Roy: Teacher Candidates Document Professional Growth by Connecting Theory to Practice in a Rural Clinical Setting – Diane Davis/RaeAnn T. Wuestman/Betty Kansler/Linda Williams: Service Learning: Where the Action Is! – Marybeth P. Miller/Patricia Rawson/Carl Holmes: Measuring the perceived Competency of Physical Education Interns: A Two-Year Analysis of the Physical Education Professional Development School – Jane E. Neapolitan/Terry R. Berkeley: Inquiry in Professional Development Schools: The «Misunderstood» Component.