ethanporcaro/eric-fulltext-meta huggingface dataset:
Organizational Learning in Schools Pursuing Social Justice: Fostering Educational Entrepreneurship and Boundary Spanning
Author: Scanlan, Martin
Date: 2011-00-00
Type: Journal Articles
Subjects: Communities of Practice,Social Justice,Educational Change,Entrepreneurship,Instructional Leadership,Educational Environment,Organizational Effectiveness,Organizational Theories,Workplace Learning,Governance,Catholic Schools,Case Studies,Educational Practices,Theory Practice Relationship,Change Strategies,Educational Improvement,Improvement Programs,Instructional Improvement,Institutional Characteristics

The field of socially just educational leadership is focused on promoting improvements in the teaching and learning environment as demonstrated by student learning gains, particularly for traditionally marginalized students. The field has identified priorities (i.e., school improvement, democratic community, and social justice) and steps to pursue these priorities (specific strategies school leaders can take and conditions they can foster). Building on this literature, this article examines organizational learning in school communities that claim to be pursuing these priorities. It argues that organizational learning is a lens for socially just educational leaders to link theory with practice and to shift their focus from the knowledge, skills, and dispositions of individuals to the communities of practice within schools. It first describes a theoretical framework for examining organizational learning in schools, then analyzes two school settings illustrating organizational learning in educational entrepreneurship and boundary spanning. It concludes with a discussion of the implications this has for the broader field of socially just educational leadership.
The Elephant in the Room: A Conundrum in Democratic Teaching and Learning
Author: Toth, Shannon Lindsay
Date: 2011-00-00
Type: Journal Articles
Subjects: Graduate Students,Tenure,Citizenship,Democracy,Faculty,Teaching Conditions,Academic Standards,Curriculum,Democratic Values,Teacher Role,Resistance (Psychology),Citizenship Education,Social Justice,Power Structure,Minority Groups

This study reflects an autoethnographic conversation between two graduate students whose purpose is to explore the tensions teachers face in the classroom as they are confronted with the demands of a standards-based curriculum while striving to assert themselves as educators for democratic citizenship. These tensions manifest in the most fundamental ways as a teacher seeks to define her or his role in the classroom, offer authentic and meaningful instruction, comply with increasingly prescriptive standards, and negotiate student resistance. In trying to navigate the demands of a system only concerned with end products and stratification of a citizenry into performers and nonperformers, the authors confront concerns of otherization. The proverbial elephant in the room, then, is how to create teachers capable of successfully navigating the system as it exists by empowering them with the tools to "play ball" while at the same time honoring their higher calling of educating for democratic citizenship.
Flip the Script: What Happens when Teachers and Administrators Lead Together for Social Justice
Author: Affolter, Tara L.
Date: 2011-00-00
Type: Journal Articles
Subjects: Social Justice,Elementary Secondary Education,Educational Change,Ethnography,Inclusion,Cooperation,Teachers,Principals,Teacher Administrator Relationship,Equal Education

Using data drawn from autoethnographic work on social justice leadership and a qualitative study on the lives of antiracist teachers, the authors seek to reveal the need for coalition building between and among teachers and principals. These stories illustrate the common thread of isolation and intimidation felt by those working for social justice at all levels of K-12 education. The authors urge "flipping the script" away from damaging dichotomy of administrators versus teachers that often permeates schools. The article suggests methods for teachers and administrators to work together in order to build inclusive schools dedicated to equity, excellence, and social justice.
An Epistemology of Leadership Perspective: Examining the Fit for a Critical Pragmatic Approach
Author: Bourgeois, Nichole
Date: 2011-00-00
Type: Journal Articles
Subjects: Educational Change,Epistemology,Instructional Leadership,Leadership Training,Postmodernism,Educational Philosophy,Leadership Styles,Educational Practices,Scholarship,Critical Theory,Educational Theories,Change Strategies,Educational Methods

In this article the author examines the meaning of epistemology in relation to educational leadership. Argued is the position that generalizing the intent and tendencies of modernistic and postmodernistic approaches to educational reform and leadership preparation makes space for a critical pragmatic approach. Critical pragmatists as scholar-practitioners fill this space. The author examines then nature of a critical pragmatic approach to leadership, elaborating in her discussion the nature of scholar-practitioner leadership. It is further argued that through examination of the interconnectedness of scholarship and practice, the critical pragmatist as scholar-practitioner emerges as a connecter of opposing perspectives.
The Confluence of Curriculum Theory and the Phenomenological for the Critical Pedagogue
Author: Rafferty, Patricia
Date: 2011-00-00
Type: Journal Articles
Subjects: Curriculum Development,Critical Theory,Curriculum Research,Classroom Environment,Phenomenology,Teaching Methods

In this article the author explores the confluence of curriculum theory and the phenomenological by utilizing the assumptions and foundations inherent in critical pedagogical theory. The author will first explore the meaning of these concepts, along with an examination of the relationship between the phenomenological and contemporary curricular theory. An analysis of the reconceptualization of the curriculum field will also be presented and how this evolution has impacted the use of the phenomenological within the classroom environment. Finally, the theory of critical pedagogy will be examined in relation to the contemporary curricularist and the modern-day notion of the phenomenological. This examination seeks to facilitate the critical pedagogue, whose aim is to break down the hegemonic barriers within the classroom.
A PDS Partnership Goes International: Phase I of an American-Slovenian Collaborative Research Project
Author: Catelli, Linda
Date: 2011-00-00
Type: Journal Articles
Subjects: Video Technology,Student Teachers,Professional Development Schools,Teacher Education Programs,Research Projects,Action Research,College School Cooperation,Teaching Methods,Learning Processes,Educational Strategies,Classroom Techniques,Effective Schools Research,Partnerships in Education,Intercollegiate Cooperation,Student Teaching,Protocol Materials,Foreign Countries,International Education,Time Factors (Learning),Time on Task,Program Descriptions,Teacher Role,Instructional Development,Classroom Observation Techniques

The focus of the article is on Phase I of an American-Slovenian collaborative research project that was aimed at investigating effective classroom teaching-learning performances. The international project involved Dowling College and its first Professional Development School (PDS)--the Belmont Elementary PDS--and the University of Primorska at Koper and its partnering elementary school, the Dr. Ales Bebler School. As part of the first phase of the project, a video-based action research study was conducted to analyze and assess videotaped lessons taught by American PDS teacher candidates and Slovenian student teachers. Based on the findings changes were made to aspects of the teacher education programs and their respective school-university/college partnerships. For purposes of this article the authors present an overview of Phase I of the project, a working conceptual framework for the project, and selected findings of the Phase I video-based action research study. (Contains 5 figures and 1 note.)
NCATE's Blue Ribbon Panel Report and NAPDS: Working Together
Author: Van Scoy, Irma J.
Date: 2012-00-00
Type: Journal Articles
Subjects: Professional Development Schools,Educational Change,Cooperation,Partnerships in Education,Accreditation (Institutions),Teacher Education,Educational Improvement,College School Cooperation,Elementary Secondary Education,Academic Achievement,Recognition (Achievement),Teacher Education Programs

An expert panel including representatives from schools/districts, teacher education, and professional education associations was convened by the National Council for the Accreditation of Teacher Education (NCATE) to make recommendations regarding clinical preparation in teacher education. This article presents an analysis of how the ten design principles that frame the panel's report compare to the Nine Essentials required for a high quality professional development school developed by the National Association for Professional Development Schools (NAPDS). While panel recommendations focus on teacher education as a whole and the NAPDS Essentials focus on the definition of PDSs, both offer guidance related to meaningful, effective school-university partnerships focused on improving teacher education and P-12 student learning. Four categories encompassing key aspects of both reports are discussed here: deliberate planned partnerships, comprehensive clinical preparation, high standards for all, and data-driven practice. The authors conclude by noting the need for supportive policies (i.e., institutional, district, state, association) and the potential role of NAPDS members as a resource for accredited institutions, districts, state agencies, and other stakeholders. (Contains 1 table.) ["NCATE's Blue Ribbon Panel Report and NAPDS: Working Together" was written with Deborah B. Eldridge.]
Kansas State University Professional Development School Partnership: Improvement for All
Author: Shroyer, M. Gail
Date: 2012-00-00
Type: Journal Articles
Subjects: Professional Development Schools,Elementary Secondary Education,Academic Achievement,Educational Change,Professional Development,Educational Improvement,Higher Education,Partnerships in Education,Teacher Education,Schools of Education,Teacher Education Programs

The vision of this large, well-established partnership is to collaboratively improve the College of Education's teacher preparation program while simultaneously reforming K-12 education for all students and educators within the partnership. This article describes this vision and the comprehensive mission of the intellectual engagement and development of all PDS participants through: (1) the clinical preparation of new teachers; (2) continuing professional development for all educators; (3) enhanced learning for &quot;ALL&quot; students and (4) the support of practice-based inquiry directed toward the improvement of teaching and learning. Specific strategies to achieve the vision and mission of the partnership are discussed and data are provided to support the partnership's success in realizing the established vision and mission.
Behind the Scenes: Our "Exemplary PDS Achievement" Award
Author: Conners, Keith J.
Date: 2012-00-00
Type: Journal Articles
Subjects: Professional Development Schools,Recognition (Achievement),Professional Development,Awards,Partnerships in Education,College School Cooperation,Academic Achievement,Higher Education,Elementary Education

Salisbury University's partnership with Snow Hill Elementary School and the Worcester Elementary Cluster was one of five PDS partnerships recognized by the National Association for Professional Development Schools for "Exemplary PDS Achievement" in 2011. Keys to the application which led to the award included linking data related to intern performance and student achievement to the "Nine Essentials" of professional development schools, as developed by NAPDS in 2007-08. Other factors include documenting the level of engagement by PDS site faculty in local, statewide and national PDS initiatives and the judicious use of text features to highlight the application submission.
Rice Creek Elementary School and the University of South Carolina: A Shared Vision for Excellence
Author: Evans, Kathy
Date: 2012-00-00
Type: Journal Articles
Subjects: Professional Development Schools,Academic Achievement,Professional Development,Partnerships in Education,Higher Education,Elementary Education

The 2011 Professional Development Schools National Conference recognized Rice Creek Elementary School for its outstanding collaborative accomplishments with the University of South Carolina, naming it as a recipient of the National Association for Professional Development School's Award for Exemplary Professional Development School Achievement. This article describes how Rice Creek and USC have used the NAPDS's &quot;Nine Essentials&quot; of Professional Development School work as the basis for their collaboration.
Literacy Learning Communities in Partnership
Author: Clary, Deidre M.
Date: 2012-00-00
Type: Journal Articles
Subjects: Content Area Reading,Teacher Collaboration,Cooperation,Literacy,Faculty Development,Interviews,Literacy Education,Partnerships in Education,High Schools,Higher Education,College School Cooperation,Academic Achievement,Teaching Methods,Professional Development Schools,Professional Development,Secondary School Teachers,Reading Improvement,Reading Instruction

This article describes how a literacy learning community model was developed between two high school partnership sites and a large southern public university, and how teacher collaboration and shared learning across content areas in the first year impacted teachers' learning about literacy instruction and their school's vision for literacy. Specifically, teachers' learning was analyzed using multiple data: in-depth teacher interviews, surveys and inventories, teachers' coursework and portfolios, and classroom artifacts. Findings indicate that embedded staff development characterized by collaborative approaches to teachers' learning located in professional learning communities is effective especially with respect to teaching content area reading; teacher collaboration that honors continuous professional learning, either in a school-university partnership or within a wider group at the school or district level, offers rich possibilities for generating viable literacy learning communities.
Round Peg, Square Hole: Trying to Bridge PDS Models and Nontraditional Teacher Education
Author: White, John Wesley
Date: 2012-00-00
Type: Journal Articles
Subjects: Teacher Education,Teacher Education Programs,Professional Development Schools,Nontraditional Education,College School Cooperation,Partnerships in Education,Elementary Secondary Education,Higher Education,Public Schools,Professional Development,Experiments

The dominant PDS models described in research literature are all based upon the pairing of traditional, college-based teacher education programs with traditional public schools. Though these PDS models have proven very successful in such contexts, there is significant question as to whether they can be successful when comprised of nontraditional teacher education programs and nontraditional schools. With greater numbers of future teachers seeking alternative means to licensure, it behooves PDS advocates and researchers to explore the fit between alternative teacher education programs and PDS models and, when there is not a good fit, to try to create hybrid PDS models for a new educational landscape. This study chronicles how one university attempted to match its nontraditional teacher education program first to the dominant PDS models and, when that failed, to a hybrid PDS model. The resulting PDS hybrid itself begs the following question: at what point does a hybrid PDS become a paradox?
The Impact of a Professional Development Network on Leadership Development and School Improvement Goals
Author: Rieckhoff, Barbara Stacy
Date: 2012-00-00
Type: Journal Articles
Subjects: Professional Development Schools,Professional Development,Leadership,Principals,Educational Improvement,Leadership Responsibility,Educational Change,Partnerships in Education,Transformational Leadership,Models,Academic Achievement,Change Agents

Principals are expected to create a vision for their schools with clearly articulated goals for sustainable change. The 2008 Interstate School Leaders Licensure Consortium (ISLLC) Standards provide a strong framework for leadership knowledge, behavior and dispositions. ISLLC Standards 1 and 2 outline the school leader's responsibility in articulating the school vision and providing a successful instructional program. Professional Development Schools (PDSs) provide a model of school reform that enables school leaders to access multiple avenues of support in their efforts to develop implement this vision. This article considers the impact a professional development school partnership has on leadership development. The authors document the principals' perspective on the impact of the PDS partnership and how the partnership allows school leaders to focus on clear school improvement goals and targeted professional development as their leadership and school-wide sustainable changes develop over time. (Contains 5 figures and 1 table.)
Creating an Environment of Educational Excellence: The University of Mississippi-PDS Partnership--The Evolution Continues
Author: Pepper, Susan Kaye
Date: 2012-00-00
Type: Journal Articles
Subjects: Professional Development Schools,Teacher Education Programs,College School Cooperation,Educational Quality,Program Effectiveness,Higher Education,Partnerships in Education,Academic Achievement,Professional Development,Teacher Education,School Districts,Elementary Secondary Education

Research emphasizes the effectiveness of professional development schools in preparing prospective teachers to successfully meet the needs of students. Effective school-university partnerships have a positive impact on student learning and on the stakeholders involved. Recounting the journey of the University of Mississippi PDS partnerships reveals our evolution from a PDS as defined by the Holmes Group in 1990 to our current status. The opportunity to reexamine the teacher education program through a Blue Ribbon Redesign Initiative for Teacher Preparation highlighted the need for our relationships with school districts to move back to PDS partnerships as now defined by the NAPDS. During this process, the revisions to our program and the changes being implemented led to the establishment of the framework of the &quot;Six Cs for Effective Partnerships.&quot; Recounting this process should be beneficial to teacher education programs and school partners who are considering program redesign and the revitalization of partnerships. (Contains 1 figure.)
Professional Development School Partnerships: An Instrument for Teacher Leadership
Author: Carpenter, Brittany D.
Date: 2012-00-00
Type: Journal Articles
Subjects: Professional Development Schools,Teacher Effectiveness,Focus Groups,Professional Development,Teacher Leadership,Leadership,Teaching Methods,Partnerships in Education,College School Cooperation,Case Studies,Academic Achievement,Educational Improvement,Elementary Education,Higher Education

Professional development school (PDS) partnerships have the potential for great impact on the field of education. This study examined one PDS partnership school's activities in promoting teacher leadership. The study adds a new dimension to prospective outcomes of the NAPDS essentials related to establishing ongoing and reciprocal professional development for all participants. The goal of the study was to understand school participants' experiences in one school setting; thus, a qualitative case-study design was used. To gain, discover, and understand the PDS partnership practices at the selected site, data collection methods included interviews, observations, and focus groups over one academic school year. Three themes that foster teacher leadership emerged: opportunities for professional development, co-teaching, and collective teacher efficacy. The study findings suggest PDS partnership activities create potential for enhancing teachers' opportunities to become leaders within their school communities. This empowerment leads teachers to take ownership and responsibility in teaching each other and advocating for their profession and students. Ultimately, such an approach increases the likelihood of enabling higher quality and stronger teachers, improved student achievement, and better schools. (Contains 1 table.)
Examining the Influence of a Support Seminar on Pre-Service Teachers' Preparedness for Student Teaching
Author: Polly, Drew
Date: 2012-00-00
Type: Journal Articles
Subjects: Student Teachers,Seminars,Observation,Classroom Techniques,Student Teaching,Preservice Teachers,Teacher Education,Elementary School Teachers,Middle School Teachers,Comparative Analysis,Surveys,Statistical Significance,Internship Programs,Partnerships in Education,Professional Development Schools,Professional Development,College School Cooperation,Outcomes of Treatment,Control Groups,Undergraduate Students

This study examined the influence of a semester-long seminar on student teachers' perceptions of their preparedness for student teaching. Eighteen pre-service teachers in elementary (grades K-6) and middle grades (grades 6-8) participated in the seminar. Seventeen pre-service teachers from the same programs were used as a matched comparison group. Analysis of gain scores between pre- and post-seminar surveys indicated that teachers in the seminar reported being more prepared than their colleagues in seven areas. Analysis of the first observation from students' full-time internship indicated statistically significant differences on ratings related to classroom management and content knowledge. However, no significant differences were noted during pre-service teachers' fourth observation during their internship. In light of these findings, implications for supporting pre-service teachers are discussed.
Transformative Teaching and Learning by Developing
Author: Kallioinen, Outi
Date: 2011-00-00
Type: Journal Articles
Subjects: Expertise,Curriculum Development,Sciences,Technology,Strategic Planning,Research Methodology,Higher Education,Foreign Countries,Leadership,Professional Development,Educational Change,Coaching (Performance)

The scholarship of teaching at Laurea University of Applied Sciences is undergoing a great change. The purpose of this article is to reflect the SWOT-analysis produced by 13 teachers at the end of the 2-year PD programme for Transformative Teaching concerning the implementation of the new pedagogical model of Laurea called Learning by Developing which is based on pragmatism. The SWOT-analysis is reflected with the theoretical perspectives of expertise and teaching, peer coaching and pedagogical leadership as well as pedagogical strategy. (Contains 2 figures.)