Professional Development Schools and Social Justice

Schools and Universities Partnering to Make a Difference
Herausgeber: Beebe, Ronald S.; Zenkov, Kristien; Corrigan, Diane

• Gebundenes Buch

Produktbeschreibung

This book highlights school/university partnerships, specifically Professional Development Schools' focus on collaborative activities that endeavor to promote social justice in and across P-12 and university classrooms, educational institutions, and communities. The chapters provide concrete examples of instructional and curricular methods used to engage all the stakeholders within a Professional Development School model -university educators, school leaders, teachers, and teacher candidates- with social justice ideals.

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Produktdetails

• Verlag: Globe Pequot Publishing Group Inc/Bloomsbury
• Seitenzahl: 376
• Erscheinungstermin: 22. Oktober 2013
• Englisch
• Abmessung: 235mm x 157mm x 27mm
• Gewicht: 760g
• ISBN-13: 9780739177624
• ISBN-10: 0739177621
• Artikelnr.: 39088638

Autorenporträt

Kristien Zenkov is an associate professor of education at George Mason University. Diane Corrigan is a clinical associate professor in the Department of Curriculum & Foundations and coordinator of the Master of Urban Secondary Teaching (MUST) program at Cleveland State University. Ronald S. Beebe is an associate professor of educational research at the University of Houston-Downtown. Corey R. Sell is an adjunct instructor in the Advanced Studies in Teaching and Learning program at George Mason University.

Inhaltsangabe

Foreword Beverly Cross
University of Memphis Section I. PDSs
Social Justice
and a Case in Point Chapter 1: Professional Development Schools (PDSs) and Social Justice Education Kristien Zenkov
George Mason University; Diane Corrigan
Cleveland State University; Ronald S. Beebe
University of Houston-Downtown Chapter 2: The Master of Urban Secondary Teaching (MUST) Program: A Case Study Kristien Zenkov
George Mason University; Diane Corrigan
Cleveland State University; Ronald S. Beebe
University of Houston-Downtown; Corey R. Sell
George Mason University; Anthony Pellegrino
George Mason University; Sarah Sells
Cleveland School of Science and Medicine Section II. Pre-Service Teacher Education & Social Justice Chapter 3: A PDS Model for Democratic Teaching and Social Justice Model for Civic Engagement
Equality and Social Justice Tina Heafner
University of North Carolina at Charlotte; Paul Fitchett
University of North Carolina at Charlotte; Catherine Averell
Central Cabarrus High School Chapter 4: Social Justice: A Standard Worth Promoting Jean Ann Foley
Northern Arizona University; Emilie Burruezo Rodger
Northern Arizona University Chapter 5: The Danger of a Single Story: Preparing Pre-Service Teachers to Teach for Social Justice René Roselle
University of Connecticut; Robin Hands
University of Connecticut; Susan Payne
University of Connecticut Section III. Professional Development and Social Justice Chapter 6: Equity
Social Justice
and a Canadian Professional Development School Donna Forsyth
Brandon University; Matthew Gustafson
Vincent Massey High School Chapter 7: Professional Learning Communities and Professional Development Schools: The Metamorphosis of Schools through an Understanding of Equity and Social Justice Patricia Hoffman
Minnesota State University
Mankato; Anne Dahlman
Minnesota State University
Mankato Chapter 8: Visual Art as Transformational Activism in a PDS School Melody Milbrandt
Georgia State University Chapter 9: Challenging Biases: How the PDS Model Can Support Collaboration and Reflective Practice to Shift Stakeholders' Social Justice Perspectives Elizabeth Levine Brown
George Mason University; Debra Sprague
George Mason University; Kathy Leith
Fairfax County Public Schools; Julie Ross
Fairfax County Public Schools; Erin Byun
Fairfax County Public Schools; Hayley Wood
Fairfax County Public Schools Section IV. P-12 Student Learning and Social Justice Chapter 10: Urban PDS Partnership: Preparing Teachers for Social Justice Connie Bowman
University of Dayton; Rachel Collopy
University of Dayton; Jamie Bentley
DECA teacher; Elizabeth L. Cameron
DECA teacher; David A. Taylor
DECA teacher Chapter 11: PDS
Latinos
and Math Achievement: The Results of Noche do la Fiesta de Matematica Jeanne Tunks
University of North Texas Chapter 12: Researching PDS Initiatives to Promote Social Justice across the Educational System M. Gail Shroyer
Kansas State University; Amanda Morales
Kansas State University; Sally Yahnke
Kansas State University; Lisa A. Bietau
Manhattan-Ogden Schools Section V. Research and Social Justice Chapter 13: Promoting Equity and Social Justice in Professional Development School Partnerships through Action Research and Inquiry Groups Eva Garin
Bowie State University; Susan McBride
Northview Elementary School; Amy Glass
Bowie State University Chapter 14: Home Visits Supporting Social Justice at a Title I Professional Development School Seth A. Parsons
George Mason University; Sarah Cohen Burrowbridge
Lynbrook Elementary; Katy Swalwell
George Mason University; Margaret Close
Buckland Mills Elementary; Mary McNamee
Lynbrook Elementary; Wendy Pascual
Lynbrook Elementary Chapter 15: Gaining Reading Success: The Story of One PDS Project to Help Struggling Readers Find Success Amy Wooten Thornburg
Queens University of Charlotte; Suzanne Horn
Queens University of Charlotte; Patrice D. Petroff
Queens University of Charlotte; Tosha Arriola
Myers Park Traditional School Chapter 16: Recognizing Choices: Working for Social Justice with Action Research Stephanie L. Dodman
George Mason University; Kerri Fulginiti
Westlawn Elementary School; Melissa Campet
George Mason University; Renee Cavallero
George Mason University; Aaron Hopkins
George Mason University; Christine Onidi
George Mason University