This book offers a comprehensive guide to the impact of Professional Development Schools and School-University Partnerships (PDSs-SUPs), articulating both the major issues that confront PDSs-SUPs and the various research methods shaping the field.
This book offers a comprehensive guide to the impact of Professional Development Schools and School-University Partnerships (PDSs-SUPs), articulating both the major issues that confront PDSs-SUPs and the various research methods shaping the field.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Joseph R. Feinberg is Associate Professor of social studies education at Georgia State University in Atlanta, Georgia. He serves as a founding board member and treasurer for Professional Development Schools (PDS) SERVE/Southeastern Association of School-University Partnerships. Previously, he served as the president (2023) of the Georgia Council for Social Studies and chair (2021) of the American Educational Research Association PDS Research Special Interest Group (SIG). He received over $50 million in grants as a principal investigator (PI) and co-PI for partnership work from various federal and private funding agencies. Susan L. Ogletree served as the director for the Educational Research Bureau and the Center for Evaluation and Research Services at Georgia State University for 20 years and worked in both K-12 and university teacher education programs. She also served as a co-PI for four U.S. Department of Education grants focused on the improvement of preservice and in-service teachers with a total of over $30 million in funding.
Inhaltsangabe
1. Introduction 2. A National Collaborative Research Agenda for Professional Development Schools and Similar School-University Partnerships 3. In Pursuit of Responsible Professional Development School Research 4. The Perils of Tokenism: Conducting Antiracist Research in School-University Partnerships 5. Leveraging Clinical Practice Experiences to Advance Equity-Based Mathematics Teaching 6. Developing as Equity-Centered Teacher Leaders through Job-Embedded Professional Learning within a Professional Development School Network 7. More Than Formalized Structures: Toward Shared Understanding and a Comprehensive Mission of Promoting Social Justice in Professional Development Schools 8. "Boundary-Spanners" in Literacy Education: Roles, Activities, Supports, Constraints, and Futures 9. The Power of School-University Partnerships During a Pandemic 10. Interprofessional Education Research: Improving Collaboration between Teachers and Health Professionals in Support of Students and Families 11. Establishing the Southeastern Professional Development School Research Consortium 12. An Approach to Help Link Universities/Colleges to K-12 Schools: The Collaboration Report and Rating Inventory (CoRR-I)
1. Introduction 2. A National Collaborative Research Agenda for Professional Development Schools and Similar School-University Partnerships 3. In Pursuit of Responsible Professional Development School Research 4. The Perils of Tokenism: Conducting Antiracist Research in School-University Partnerships 5. Leveraging Clinical Practice Experiences to Advance Equity-Based Mathematics Teaching 6. Developing as Equity-Centered Teacher Leaders through Job-Embedded Professional Learning within a Professional Development School Network 7. More Than Formalized Structures: Toward Shared Understanding and a Comprehensive Mission of Promoting Social Justice in Professional Development Schools 8. "Boundary-Spanners" in Literacy Education: Roles, Activities, Supports, Constraints, and Futures 9. The Power of School-University Partnerships During a Pandemic 10. Interprofessional Education Research: Improving Collaboration between Teachers and Health Professionals in Support of Students and Families 11. Establishing the Southeastern Professional Development School Research Consortium 12. An Approach to Help Link Universities/Colleges to K-12 Schools: The Collaboration Report and Rating Inventory (CoRR-I)
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