Approaches to Professional Development Schools

Autor/inn/en	Neapolitan, Jane E.; Levine, Marsha
Titel	Approaches to Professional Development Schools
Quelle	In: Yearbook of the National Society for the Study of Education, 110 (2011) 2, S.306-324 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0077-5762
Schlagwörter	Professional Development Schools; Educational History; Educational Trends; Educational Principles; Educational Policy; Program Implementation; Program Development; Program Descriptions; Program Effectiveness; College School Cooperation; Partnerships in Education; Standards; Teacher Education; Guidelines; Academic Achievement; Educational Research; Organizations (Groups); Sustainability; Teacher Effectiveness; Fidelity; Standard Setting; Accreditation (Institutions); State Programs; Arizona; Georgia; Louisiana; Maryland; West Virginia + Suchen Sie Ihr Suchwort? History of education; Bildungsgeschichte; Bildungsentwicklung; Bildungsprinzip; Politics of education; Bildungspolitik; Programmplanung; Hochschulpartnerschaft; Standard; Lehrerausbildung; Lehrerbildung; Richtlinien; Schulleistung; Bildungsforschung; Pädagogische Forschung; Nachhaltigkeit; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Standardisierung; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Regierungsprogramm
Abstract	Various approaches to the professional development school (PDS)--each designed for its respective audience, mission, and purpose for engagement--have shaped the professional development school effort during the past 25 years. Central to these approaches is improving teacher quality in the service of student learning. This provides direction for developing relationships between professional preparation programs and schools. In this article, the authors build on the discussion of the history, trends, and issues of the PDS effort described in Chapter 1 (Rutter, 2011) while examining the approaches for PDS implementation set forth by organizations that have had a major influence on PDS development. Although numerous local, state, and regional networks exist for supporting the implementation of PDS, the authors' examination involves those organizations whose guidelines have been widely disseminated and put into practice. A specific example of how PDS standards were adapted and implemented is the state of Maryland. Through this examination, the authors analyze the context, audience, purpose, and approach of each organization to the four functions of PDS--teacher preparation, professional development, inquiry and research, and student learning. Their intent is to discuss the impacts of these efforts and how they may affect future efforts for creating and sustaining professional development schools. (Contains 1 table.) (ERIC).
Anmerkungen	Teachers College, Columbia University. 525 West 120th Street, New York, NY 10027. Tel: 212-678-3774; Fax: 212-678-6619; e-mail: tcr@tc.edu; Web site: http://nsse-chicago.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10