Bøger i Research in Professional Development Schools serien

For the last thirty years, educators have been fascinated yet puzzled with how to build Professional Development Schools. Clinically Based Teacher Education in Action: Cases from PDSs addresses that perplexity by providing images of the possible in school-university collaboration.

Examines the ways in which PDSs build cultural competence for various stakeholders. The book identifies a combination of research-based practices and institutional changes that increase student attainment and develop educators' capacity to serve a range of diverse learners.

Examines the ways in which PDSs build cultural competence for various stakeholders. The book identifies a combination of research-based practices and institutional changes that increase student attainment and develop educators' capacity to serve a range of diverse learners.

SUNY Buffalo State is a comprehensive liberal arts public institution serving a large number of first generation college students. One flagship program at the college is the Professional Development Schools consortium. This book shares examples of evidence-based practice of this innovative program to offer ideas for how teacher education might be re-conceptualized and re-energized.

SUNY Buffalo State is a comprehensive liberal arts public institution serving a large number of first generation college students. One flagship program at the college is the Professional Development Schools consortium. This book shares examples of evidence-based practice of this innovative program to offer ideas for how teacher education might be re-conceptualized and re-energized.

Offers a practical, hands-on guide to exploring and assessing school and university readiness and compatibility to pursue a Professional Development School partnership. The authors offer unique insights into PDS based on their experiences as educators in elementary, middle school, high school and as university professors.

A follow up to Doing PDS. The first book examined the innovative ways we negotiate school-university collaboration while explaining the development of the SUNY Buffalo State PDS consortium. This second volume strives to explore the impact of PDS at individual school/community sites and collectively as an entire consortium.

A follow up to Doing PDS. The first book examined the innovative ways we negotiate school-university collaboration while explaining the development of the SUNY Buffalo State PDS consortium. This second volume strives to explore the impact of PDS at individual school/community sites and collectively as an entire consortium.

A volume in Professional Development School Research, this exemplifies the current thinking of practitioners and researchers in the field. The authors from the Prek-16 arena illustrate the ways in which professional development schools generate possible solutions to the complex problems facing educators.

A volume in Professional Development School Research, this exemplifies the current thinking of practitioners and researchers in the field. The authors from the Prek-16 arena illustrate the ways in which professional development schools generate possible solutions to the complex problems facing educators.

Describes efforts to forge professional development school partnerships to develop and deliver high quality training and practical experiences for candidates, and simultaneously provide professional development for experienced practitioners in ways that mirror recommendations found in authoritative reports and literature.

Describes efforts to forge professional development school partnerships to develop and deliver high quality training and practical experiences for candidates, and simultaneously provide professional development for experienced practitioners in ways that mirror recommendations found in authoritative reports and literature.

Considers the role professional development schools (PDSs) play in expanding opportunities for linking research and clinical practice. PDS practitioners and researchers make a compelling case for the power of micro-level initiatives to change practice. Contributors share ideas to expand PDS work beyond site-specific contexts to include a broader macro-level agenda for clinical practice.

Considers the role professional development schools (PDSs) play in expanding opportunities for linking research and clinical practice. PDS practitioners and researchers make a compelling case for the power of micro-level initiatives to change practice. Contributors share ideas to expand PDS work beyond site-specific contexts to include a broader macro-level agenda for clinical practice.

For the last thirty years, educators have been fascinated yet puzzled with how to build Professional Development Schools. Clinically Based Teacher Education in Action: Cases from PDSs addresses that perplexity by providing images of the possible in school-university collaboration.