Concept of Readiness: Assessing Factors in the Development, Implementation, and Sustainability of a PDS Partnership

Autor/inn/en	Kolpin, Thierry; Shoemaker, Emily; Cosenza, Michael; Allen, Jacquelyn; Cary, Cindy; Ensey, Patricia; McCambridge, Michael; Morris, Judy; Trotter, Janet
Titel	Concept of Readiness: Assessing Factors in the Development, Implementation, and Sustainability of a PDS Partnership
Quelle	In: School-University Partnerships, 8 (2015) 1, S.24-36 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1935-7125
Schlagwörter	Readiness; Performance Factors; Sustainability; Program Development; Program Implementation; Partnerships in Education; College School Cooperation; Focus Groups; School Surveys; Formative Evaluation; Educational History; Cultural Context; Administrative Organization; Decision Making; Innovation; Teacher Surveys; College Faculty; Elementary School Teachers; Secondary School Teachers; Workplace Learning; Teacher Education Programs; Mixed Methods Research; California + Suchen Sie Ihr Suchwort? Leistungsindikator; Nachhaltigkeit; Programmplanung; Hochschulpartnerschaft; History of education; Bildungsgeschichte; Decision-making; Entscheidungsfindung; Fakultät; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Kalifornien
Abstract	Two universities and their prospective partnership schools collected data to help ascertain the perceived readiness of school-university Professional Development School (PDS) partnerships. The measurement tool, ''The Professional Development School Exploration and Assessment'' (PDSEA) includes a five-step process that makes use of survey and focus group data. The PDSEA incorporates the embedded concepts of organizational learning, structures and decision-making, the respective contexts of culture, partnership, and innovation, and the NAPDS Nine Essentials as a basis for the process (NAPDS, 2008). For this study, authors focused on the responses to the PDSEA in a more formative evaluative manner with an emphasis on reporting step-1 survey results between the schools and the universities. Implications for the results, including limitations, are also presented. (As Provided).
Anmerkungen	National Association for Professional Development Schools. College of Education University of South Carolina, Wardlaw 252, Columbia, SC 29208. Tel: 803-777-1515; Fax: 803-777-3035; e-mail: napds@mailbox.sc.edu; Web site: http://www.napds.org/school_university_partnerships.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01