Literaturnachweis - Detailanzeige
| Autor/inn/en | Crocco, Margaret S.; Faithfull, Bayard; Schwartz, Sherry |
|---|---|
| Titel | Inquiring Minds Want To Know: Action Research at a New York City Professional Development School. |
| Quelle | In: Journal of Teacher Education, 54 (2003) 1, S.19-30Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0022-4871 |
| Schlagwörter | Action Research; College School Cooperation; Graduate Study; Higher Education; Mentors; Partnerships in Education; Preservice Teacher Education; Professional Development Schools; Secondary Education; Student Teachers; Student Teaching; Urban Schools; New York (New York) Projektforschung; Aufbaustudium; Graduiertenstudium; Hauptstudium; Hochschulbildung; Hochschulsystem; Hochschulwesen; Hochschulpartnerschaft; Lehramtsstudiengang; Lehrerausbildung; Sekundarbereich; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Teaching practice; Unterrichtspraxis; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule |
| Abstract | Describes a professional development school (PDS) relationship between Teachers College, Columbia University, and a New York City high school serving diverse students, highlighting action research projects conducted by teaching interns at the high school who were also master's students in secondary education programs at Teachers College. The paper analyzes the impact of this collaboration on participants and institutions, acknowledging areas of strain in maintaining the PDS relationship over time. (SM) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
