Professionalization, Partnership, and Power: Building Professional Development Schools. SUNY Series, Frontiers in Education.

Sonst. Personen	Petrie, Hugh G. (Hrsg.)
Titel	Professionalization, Partnership, and Power: Building Professional Development Schools. SUNY Series, Frontiers in Education.
Quelle	(1995), (310 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	0-7914-2606-8
Schlagwörter	Administrator Role; Affiliated Schools; Case Studies; College School Cooperation; Culturally Relevant Education; Educational Change; Educational Environment; Educational History; Educational Principles; Educational Research; Elementary Secondary Education; Higher Education; Laboratory Schools; Partnerships in Education; Politics of Education; Preservice Teacher Education; Professional Development Schools; School Restructuring; School Role; State Action; Teacher Role; Teaching Methods; Urban Schools + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Bildungsreform; Lernumgebung; Pädagogische Umwelt; Schulumwelt; History of education; Bildungsgeschichte; Bildungsprinzip; Bildungsforschung; Pädagogische Forschung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Laborschule; Hochschulpartnerschaft; Educational policy; Bildungspolitik; Lehramtsstudiengang; Lehrerausbildung; Schulreformplan; Schulumwandlung; Staatliche Intervention; Lehrerrolle; Teaching method; Lehrmethode; Unterrichtsmethode; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	This volume presents a variety of different implementations of the professional development school concept of teacher education in the following 17 author-contributed chapters: "School-University Partnerships and Partner Schools" (John Goodlad); "Design Principles and Criteria for Professional Development Schools" (Frank Murray); "The Professional Development School: Building Bridges Between Cultures" (Trish Stoddart); "The Dialectics of Creating Professional Development Schools: Reflections on Work in Progress" (James Henderson, Richard Hawthorne); "Listening But Not Hearing: Patterns of Communication in an Urban School-University Partnership" (James Collins); "Why Do Schools Cooperate with University-Based Reforms? The Case of Professional Development Schools" (David Labaree);"Cultural Transformation in an Urban Professional Development Center: Policy Implications for School-University Collaboration" (Charles Case, Key Norlander, Timothy Reagan); "Professional Development Schools: A New Generation of School-University Partnerships" (Jane Stallings, Donna Wiseman, Stephanie Knight); "Creating a Common Ground; The Facilitator's Role in Initiating School-University Partnerships" (Michelle Collay); "Tradition and Authority in Teacher Education Reform" (Jeanne Ellsworth, Cheryl M. Albers); "Professional Development Schools in the Inner City: Policy Implications for School-University Collaboration" (Trevor Sewell, Joan Shapiro, Joseph Ducette, Jayminn S. Sanford); "Critically Reflective Inquiry and Administrator Preparation: Problems and Possibilities" (Robert Stevenson); "The State Role in Jump-Starting School-University Collaboration: A Case Study" (Lee Teitel); "The Professional Development School: Tomorrow's School or Today's Fantasy" (Roy J. Creek); "Professional Development Schools: Restructuring Teacher Education Programs and Hierarchies" (Margaret Wilder); "Transforming the Discourse: Gender Equity and Professional Development Schools" (Joan Burstyn); and "A New Paradigm for Practical Research" (Hugh Petrie). (IAH)
Anmerkungen	State University of New York Press, State University Plaza, Albany, NY 12246 (paperback: ISBN-0-7914-2606-8, $19.95; hardback: ISBN-0-7914-2605-X).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC