Professional Development Schools: Weighing the Evidence.

Autor/in	Abdal-Haqq, Ismat
Institution	American Association of Colleges for Teacher Education, Washington, DC.
Titel	Professional Development Schools: Weighing the Evidence.
Quelle	(1998), (99 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	0-8039-6350-5
Schlagwörter	Academic Achievement; College School Cooperation; Computer Assisted Instruction; Diversity (Student); Educational Change; Educational Finance; Educational Technology; Elementary School Students; Elementary School Teachers; Elementary Secondary Education; Equal Education; Faculty Development; Higher Education; Inservice Teacher Education; Integrated Services; Parent Participation; Parent School Relationship; Partnerships in Education; Preservice Teacher Education; Professional Development Schools; Program Development; Secondary School Students; Secondary School Teachers; Teacher Improvement; Time + Suchen Sie Ihr Suchwort? Schulleistung; Computer based training; Computerunterstützter Unterricht; Bildungsreform; Bildungsfonds; Unterrichtsmedien; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrerfortbildung; Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Hochschulpartnerschaft; Lehramtsstudiengang; Lehrerausbildung; Programmplanung; Sekundarschüler; Zeit
Abstract	This book examines U.S. progress in revitalizing teacher education and reforming K-12 education via Professional Development Schools (PDS's). The book discusses whether PDS's are: improving K-12 curriculum and instruction through faculty development; making substantive, positive differences in students' learning levels; addressing the needs of marginalized or vulnerable learners; merging with other reform initiatives; and meeting time and financing challenges. Data come from mainstream and fugitive sources, including student interviews and followup studies with teacher education graduates; surveys with preservice teachers on attitudes, beliefs, and self-efficacy; and reviews in student journals. Chapter 1 examines features and practices characterizing initial teacher preparation and professional development for teachers in PDS's, considering the impact of teacher development on participants. Chapter 2 examines activities, characteristics, and outcomes of PDS programming that target student achievement, discussing inquiry in PDS's and inquiry about PDS effectiveness. After summarizing major concepts that define teaching and learning in PDS's, the chapter describes programs that attempt to implement practices reflecting these concepts and themes. Chapter 3 examines problems of time and financing in PDS's, exploring additional fiscal and human resources necessary to start up and sustain them. Chapter 4 summarizes the benefits of parent involvement, integrated services, and technology infusion, examining the extent to which PDS programming incorporates them. Chapter 5 describes the extent to which equity of diversity-related programming and practices in PDS's reflects unequal power relationships between and within schools and universities and between historically dominated groups and schools, universities, and society. (Contains 149 references.) (SM)
Anmerkungen	Corwin Press, Inc. A Sage Publications Company, 2455 Teller Road, Thousand Oaks, CA 91320-2218.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01