Taking stock of professional development schools
Subtitle: what's needed now
By: Jane E. Neapolitan, editor
Contributors: National Society for the Study of Education
Series: Yearbook of the National Society for the Study of Education -- 110th yearbook, issue 2; Yearbook of the National Society for the Study of Education -- 110th yearbook, pt. 2
Publisher: Teachers College, Columbia University
Published: 2011
Place of publication: New York
Language: eng
Number of pages: 590
Subjects: Education; Study and teaching; Teachers; Training of; In-service training
Description: The past 20 years of PDS experimentation and implementation have accumulated a great wealth of stock, as evidenced by a great effort toward collaboration and commitment for school-university partnerships that support high-quality and intensive clinical preparation of teachers. Hence, our Yearbook authors closely examine and critique this stock as they assess what is in place -- and perhaps what needs to be replaced -- if the PDS effort should continue into the future as a "good value" and not be pushed to the back of the education shelf. - Introduction.
Notes: "National Society for the Study of Education The 110th Yearbook Issue 2".

Includes bibliographical references.
Table of contents: title: Introduction / -- Jane E. Neapolitan; title: Purpose and vision of professional development schools  -- Alison Rutter; title: Approaches to professional development schools  -- Jane E. Neapolitan and Marsha Levine; title: Response to section I: What's needed now  -- Kenneth R. Howey; title: Impact of professional development school preparation on teacher candidates  -- Sharon Castle and kathleen A. Reilly; title: Impact on professional development  -- Jim Nolan Jr., et. al.; title: Professional development schools and student learning and achievement  -- Pia Lindquist Wong and Ronald David Glass; title: Response to section II: What's needed now: Professional development schools and the professionalization of teaching  -- A. Lin Goodwin; title: Self assessment, program evaluation, and renewal  -- Bernard Badiali; title: Action research as primary vehicle for inquiry in the professional development school  -- Jeanne L. Tunks; title: Response to section III: What's needed now  -- Lina A. Catelli; title: Universities, schools, and communities: a new generation of professional development school roles, structures, and governance  -- Carole G. Basile and Cindy Gutierrez; title: What do we know about accountability and resources in professional development schools?  -- Diane Yendol-Hoppey and Jason Jude Smith; title: Response to section IV: What's needed now: issues of professional development school accountability and sustainability in today's complex educational environment -- Donna L. Wiseman-- Afterword /-- Lee Teitel.