ethanporcaro/eric-fulltext-meta huggingface dataset:
The Impact of Field Placement Sites on Preservice Teachers' Beliefs about Teaching Diverse Students
Author: Pohan, Cathy A.
Date: 2009-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Urban Schools,Schools of Education,Middle Class,Comparative Analysis,Teacher Educators,Student Teaching,Student Diversity,Minority Groups,Cultural Pluralism,Whites,Low Income Groups,Teacher Education Programs,Middle Schools,High Schools,Secondary School Teachers,Suburban Schools,Check Lists,Hispanic American Students,At Risk Students

The continued discrepancies in educational outcomes and learning conditions found among our nation's schools serving low-income students and students of color call for teacher educators to seriously consider what factors lead to culturally responsive policies and practices. This article summarizes a comparative study of 96 middle school and high school preservice teachers participating in an intensive 200-hour field experience within three school-university partnerships (two urban and one suburban). An analysis of simple effects shows that when compared to peers placed in schools mostly serving White middle-class students, preservice teachers working in urban schools mostly serving low-income students of color became more culturally responsive over the course of the semester. This finding suggests that whenever possible, schools of education should strengthen their commitment to establishing teacher preparation partnerships with high-need schools. (Contains 2 figures and 2 tables.)
A Collaborative Model for Developing Classroom Management Skills in Urban Professional Development School Settings
Author: Dobler, Elizabeth
Date: 2009-00-00
Type: Journal Articles
Subjects: Classroom Techniques,Urban Schools,Student Diversity,Worksheets,Seminars,Urban Teaching,Mentors,Principals,Models,Professional Development Schools,Partnerships in Education,College School Cooperation,Student Teacher Supervisors,Preservice Teacher Education,Student Teachers,Program Evaluation,Program Descriptions

This article describes a school-university partnership that focuses on the development of classroom management skills for preservice teachers in an urban setting, through collaboration between mentors, principals, and a university supervisor. To prepare preservice teachers for the unique challenges of urban schools, three key elements were implemented. First, interns were placed in diverse settings. During those placements, interns were provided opportunities for dialogue and discussion with experienced educators, as well as the chance to critically reflect on their teaching within a supportive environment. Collaboration between the school and university facilitated these key elements and so encouraged the interns' growth and learning in their development of classroom management skills, for use with children from various ethnic, social, and academic backgrounds. (Contains 2 tables, 3 figures, and 1 note.)
Strategies for Overcoming Challenges when Establishing and Sustaining Special Education Professional Development School Partnerships
Author: Sargent, Amy
Date: 2009-00-00
Type: Journal Articles
Subjects: Professional Development Schools,Mentors,Field Experience Programs,Special Education Teachers,Special Education,Sustainability,Elementary Schools,Disabilities,Educational Strategies,Partnerships in Education,College School Cooperation,Preservice Teacher Education,Teacher Educators,Program Development,Program Descriptions,Program Effectiveness,Faculty Workload

In this article, we share how a professional development school (PDS) partnership between several elementary school sites within a district and an institution of higher education prepares special education teacher candidates. The following challenges are identified for PDS stakeholders: recruiting qualified special education mentor teachers, designing a variety of rigorous field experiences for interns across disabilities and settings, maintaining a sense of community among PDS school sites, and attracting nontenured university faculty to become involved in PDS work. In addition to identifying and discussing these challenges, we present several practical strategies that we have found to be successful for overcoming them.
Inquiry into Partnered Student Teaching in an Urban School-University Partnership
Author: Stairs, Andrea J.
Date: 2009-00-00
Type: Journal Articles
Subjects: Student Teaching,Student Teachers,Urban Schools,College School Cooperation,Field Experience Programs,Educational Environment,Inquiry,Partnerships in Education,Preservice Teachers,Teaching Experience,Teacher Education,High Schools,Higher Education,Models,Teacher Education Programs,Team Teaching

School-university partnerships are promising collaborations for better preparing qualified and competent teachers for the realities of today's diverse American classrooms. Research has been conducted on many aspects of partnerships, but few studies have focused on partnered student teaching placements. In this article, a professor and five of her former teacher education students share the outcomes of an inquiry group that they conducted, which focused on analyzing learning opportunities in an urban school-university partnership. As a result of their collaborative research, they describe how partnered field experiences promote student teachers' learning by providing (1) comfort in a diverse school environment and in the role of teacher, (2) support for planning and delivering effective instruction, and (3) development as reflective practitioners and critical thinkers. This article is unique in that student teachers share their experiences directly with the teacher education community, as coauthors with their university professor.
Teacher Candidates' Attitudes that Influence Preparation Choice: Traditional versus Professional Development School Options
Author: Latham, Nancy
Date: 2009-00-00
Type: Journal Articles
Subjects: Student Teaching,Professional Development Schools,Elementary Schools,Influences,Grounded Theory,Partnerships in Education,College School Cooperation,Preservice Teacher Education,Student Teachers,Student Teacher Attitudes,Student Surveys,Comparative Analysis

Many teacher candidates continue to choose the traditional student teaching path in spite of research documenting the value and benefits of professional development school programs. The purpose of this study was to explore reasons why teacher candidates choose a traditional model versus a professional development school model for their culminating student teaching experience. Participants for this study were from the elementary teacher education program at a large midwestern university. Data collection for the study took place over one semester, and 203 candidates participated. The study found that teacher candidates' dispositions in regard to career mindedness, or a lack thereof, influenced their preparation choice. (Contains 4 tables and 1 figure.)
School-University Partnership: Perceptions of the Teachers
Author: Gilles, Carol
Date: 2009-00-00
Type: Journal Articles
Subjects: Student Teaching,Classroom Research,College School Cooperation,Fellowships,Educational Research,Educational Improvement,Communities of Practice,Mentors,Principals,Beginning Teacher Induction,Elementary Schools,Professional Development Schools,Partnerships in Education,Preservice Teacher Education,Beginning Teachers,Program Effectiveness,Teacher Attitudes,Experienced Teachers,Teacher Educators,Interviews,Released Time

We investigated how and to what extent a school-university partnership might influence the teachers and the teaching in one school, Parkland. We interviewed 23 novice and veteran teachers, the principals, and the university liaison. The data suggest that the university structures (i.e., the practicum, the student teaching internship, the Senior Year On-Site Program, and the Teaching Fellowship Program) combined with the setting of Parkland (the strong principal, positive climate, and teachers) to provide a framework for renewal. Two engines--mentorship and classroom research--drove the school's renewal by extending professional relationships. Data suggest that a synergy exists between the structure of the program and the setting--a synergy created by the immediate assistance available to all participants, the exchange of curricular ideas, and the professional nudging that occurred among colleagues. We conclude that the principal and the knowledgeable mentor strengthened the school renewal, which resulted in a stronger professional learning community with inquiry at its center. (Contains 2 figures and 1 note.)
After the Funding Flees: A How-To Model for Sustaining the Professional Development School Partnership
Author: Foster, Karen
Date: 2009-00-00
Type: Journal Articles
Subjects: Professional Development Schools,Black Colleges,Sustainability,Educational Finance,Elementary Schools,Standards,Grants,Partnerships in Education,College School Cooperation,Preservice Teacher Education,Program Descriptions,Program Effectiveness

The article deals with one of the most important components of a professional development school (PDS) partnership--sustainability without funding. According to Ganesan, Das, Edwards, and Okogbaa (2004), sustainability is one of the most difficult components of actualizing a school-university partnership. The PDS partnership depicted in this article--between a school of education at a historically Black college and university and a low-income Title I elementary school--provides a model for those in PDS partnerships who are seeking ways to empower teachers, students, and administrators through strong collaborations without funding. The model integrates the five National Council for Accreditation of Teacher Education standards for PDS partnerships: learning community; accountability and quality assurance; collaboration; diversity and equity; and structures, resources, and roles. This partnership's story illustrates that financial assistance was a resource in establishing the school partnership between the university and the local school district. However, relationships and shared commitments formed the prolonging dynamic that enabled the collaboration to become a lasting partnership among individuals, institutions, and the community. All partners committed to the success of student learning and quality teacher performance in the K-12 segment. (Contains 2 tables.)
The Essentials of Working Together: It Takes More than Two to Tango
Author: Culan, Donna
Date: 2009-00-00
Type: Journal Articles
Subjects: Professional Development Schools,Stakeholders,Figurative Language,Standards,School Districts,Administrator Role,Partnerships in Education,College School Cooperation,Preservice Teacher Education,Program Descriptions,Program Effectiveness,Facilitators (Individuals),Program Administration

While &quot;Dancing With the Stars&quot; often shares the background of the dancers and shows some of the preparation that goes into the dances, it does not always give viewers the background of the dances being danced. Many people are never knowledgeable about where dances came from or how they began. In this article, the author provides some background for the tango and connects this to the dance professional development schools (PDSs) do, the PDS tango. On &quot;Dancing With the Stars,&quot; people are led to focus on those dancing the tango. But aren't there more than just two stakeholders involved in the dance? What about choreographers, musicians, costumers, and lighting crews? And isn't this true for the work done in PDSs? There are many stakeholders involved, and it takes more than two to dance the PDS tango. In 2007, the nine essentials of a PDS were developed. The essentials were agreed upon by a diverse group of stakeholders, or choreographers. This group's purpose was not to set the dance but rather provide some basic steps--steps such as those in the tango that lead to beautiful collaboration among partners for success in the dance. In this article, the author looks at each essential through the eyes of one dance partner: the system representative. (Contains 10 figures.)
The Penn State-State College Elementary Professional Development School Collaborative: A Profile
Author: Nolan, Jim
Date: 2009-00-00
Type: Journal Articles
Subjects: Professional Development Schools,State Colleges,Academic Achievement,Professional Development,Cooperation,Partnerships in Education,Higher Education,Preservice Teachers,College School Cooperation,Teacher Education,Mentors,Internship Programs,Teacher Educators,School Districts

The 2009 Professional Development Schools National Conference recognized the professional development school partnership between Pennsylvania State University and State College Area School District for its meritorious partnership work over time and so named it one of the three recipients of the first-ever National Association for Professional Development Schools Award for Exemplary Professional Development School Achievement. This article describes the work of this renowned school-university partnership as it relates to the nine essentials of professional development school work.
North Springs Elementary School and the University of South Carolina: A Partnership that Works
Author: Barth, Denise
Date: 2009-00-00
Type: Journal Articles
Subjects: Special Schools,Professional Development Schools,Academic Achievement,Professional Development,Partnerships in Education,College School Cooperation,Higher Education,Elementary Education

The 2009 Professional Development Schools National Conference recognized the professional development school relationship between North Springs Elementary School and the University of South Carolina for its outstanding collaborative accomplishments, naming it one of the three recipients of the first-ever National Association for Professional Development Schools Award for Exemplary Professional Development School Achievement. This article describes the work of this very special school-university partnership, focusing on how the collaboration is rooted in the nine essentials of professional development school work. (Contains 1 note.)
Evolving through Collaboration and Commitment: The Story of the North Florida Urban Professional Development School Partnership
Author: Witsell, Kathleen
Date: 2009-00-00
Type: Journal Articles
Subjects: Professional Development Schools,Urban Education,Stakeholders,Awards,Academic Achievement,Inservice Teacher Education,Professional Development,Partnerships in Education,College School Cooperation,Preservice Teacher Education,Program Development,Program Descriptions,Program Effectiveness,Master Teachers

The 2009 Professional Development Schools National Conference recognized the North Florida Urban Professional Development School Partnership for its outstanding work in an urban education context and so named it one of the three recipients of the first-ever National Association for Professional Development Schools Award for Exemplary Professional Development School Achievement. This article describes, in the voice of the stakeholders, how the partnership developed its exemplary model. (Contains 3 figures and 3 tables.)
Does Professional Development School Preparation Make a Difference? A Comparison of Three Teacher Candidate Studies
Author: Castle, Sharon
Date: 2009-00-00
Type: Journal Articles
Subjects: Student Teaching,Professional Development Schools,Reflection,Portfolios (Background Materials),Elementary Education,Partnerships in Education,College School Cooperation,Teacher Education Programs,Student Teachers,Student Teacher Attitudes,Program Evaluation,Program Descriptions,Program Effectiveness,Comparative Analysis,Replication (Evaluation),Student Teacher Evaluation,Conventional Instruction

The article compares three replication studies that explore potential differences between teacher candidates trained in professional development schools and those trained in a traditional program. Data sources included student teaching evaluations (analyzed quantitatively) and portfolio reflections, oral and written (analyzed qualitatively). The quantitative results showed group differences in the first study only; the qualitative results showed clear group differences across the three studies. In each study, the professional development school teacher candidates showed greater ownership, more integrated thinking, more connections between reflection and practice, more assessment-driven instruction, and more attention to the why of decision making. Differences in programmatic structure are used to explain the findings. (Contains 4 tables.)
Developmental Stages of a Professional Development School: Lessons from a Long-Term Partnership
Author: Walmsley, Angela
Date: 2009-00-00
Type: Journal Articles
Subjects: Professional Development Schools,Sustainability,Organizational Development,Urban Schools,Partnerships in Education,College School Cooperation,Program Descriptions,Program Effectiveness,Institutional Characteristics,Flow Charts,Teacher Education Programs,Program Development

This article describes the evolving stages of the establishment and development of a professional development school partnership. Whereas many such articles center on outcomes only, this one describes the developmental stages necessary to support a strong professional development partnership that allows for distributed learning for all parties involved. These stages include exploration, formalization, action, institutionalization, critical growth, and sustainability, which vary somewhat from those of traditional professional development schools in the detail concerning the later stages. As such, these stages can aid program designers in developing their professional development collaborative partnerships. Positive learning outcomes occur for all parties involved when these steps are utilized. In this article, we provide examples of the stages, their potential challenges, sample evaluation plans, and a flowchart for development.
Lessons from Country Borders: Preparing Leaders for Social Justice and Diversity through a District and University Partnership
Author: Murakami Ramalho, Elizabeth
Date: 2009-00-00
Type: Journal Articles
Subjects: Social Justice,Private Schools,Student Diversity,School Districts,Partnerships in Education,Masters Programs,College School Cooperation,Geography,Politics,Hispanic Americans,African Americans,Teacher Education,Cultural Relevance,Personal Narratives,Teacher Attitudes

The purpose of this study was to explore the preparation of educators as school leaders in a master's degree program focused on diversity and social justice. This program is a partnership between the University of Texas at San Antonio and the San Antonio Independent School District. The program's proximity to the Mexican border provides an opportunity to examine permeable exchanges and accommodations where schools exist at the intersection of geography, culture, politics, and diversity (racial/ethnic and linguistic). The majority of educators in the program are Hispanic or African American, and they serve a population with a majority of Hispanic children. This study asked, &quot;To what degree were the educators in this program being prepared as emerging leaders for social justice?&quot; The cultural relevancy of who they are, as part of a distinct cultural fabric, is captured in the narratives of the educators as they prepare to become future educational leaders in this district-university partnership. (Contains 1 table and 2 notes.)
Best Practices for Transformational Teacher Education: The Full-Immersion Professional Development Schools Alternative
Author: Polizzi, Joseph A.
Date: 2009-00-00
Type: Journal Articles
Subjects: Professional Development Schools,Best Practices,Case Studies,Secondary Schools,Interviews,Observation,English Instruction,Program Descriptions,Internship Programs,Partnerships in Education,College School Cooperation,Preservice Teacher Education,Program Effectiveness

This article reports findings to promote the best practices of a transformative teaching and learning environment, from a case study of a yearlong full-immersion secondary-level professional development school. The results support the idea that interns have a significant stake, an active professional community commitment, and a heightened awareness during their training and before their employment. As a result of the full-immersion professional development school experience, interns experience a significant transformational impact in their personal and professional grounding as future career educators. Best practices for the promotion of authentic teacher preparation are discussed. (Contains 1 table.)
The Shared Supervision Model: "Let's Start at the Very Beginning. A Very Good Place to Start!"
Author: Eberly, Jody L.
Date: 2009-00-00
Type: Journal Articles
Subjects: Professional Development Schools,Public Colleges,Supervisory Methods,Educational Principles,Standards,Superintendents,Early Childhood Education,Partnerships in Education,College School Cooperation,Student Teacher Supervisors,Preservice Teacher Education,Program Development,Program Descriptions,Program Effectiveness,Program Implementation,Models,Teacher Supervision

Periodic reexamination of existing professional development school forms is good practice to ascertain whether goals are being met. Such an assessment was sparked by a request from a superintendent in a 14-year-old professional development school structure at a public college in the Northeast. This assessment revealed that although the originators' goal of creating bridges between the college and public schools was in place, some of the collaborating environments needed strengthening. With an emphasis on three of the nine essentials of a professional development school (as defined by National Association for Professional Development Schools), the shared supervision model evolved as a framework. This article provides an overview of the model's implementation and projections regarding its future development.
Processes of Change in Professional Development Schools as Viewed through the Lens of the Concerns-Based Adoption Model
Author: Kapustka, Katherine M.
Date: 2009-00-00
Type: Journal Articles
Subjects: Professional Development Schools,Urban Universities,Adoption (Ideas),Networks,Measurement Techniques,Test Construction,Partnerships in Education,College School Cooperation,Program Evaluation,Program Development,Program Effectiveness,Private Colleges,Educational Change,Organizational Change,Program Implementation,Models,Evaluation Methods,Surveys,Questionnaires,Private Schools

This research focuses on change processes. It considers how components of a change framework--namely, the concerns-based adoption model--can be used as diagnostic evaluation tools to examine how participants' attitudes and levels of participation affect the implementation of the professional development school model. This article demonstrates how qualitative and quantitative data can be viewed through the lens of the concerns-based adoption model, as obtained at the end of the 1st year of the Urban Professional Development School Network, a professional development school network between one large private urban university and six public and private schools. Given the findings, recommendations are made for how the model can inform the change process, as well as research within the broader field of professional development school partnerships.