Expanding Opportunities to Link Research and Clinical Practice
A Volume in Research in Professional Development Schools
A volume in the series: Research in Professional Development Schools. Editor(s): JoAnne Ferrara, Manhattanville College. Janice L. Nath, University of Houston. Irma N. Guadarrama, University of Texas - Pan Am. Ronald Beebe, University of Houston -Downtown.
In Press 2017
This volume in the Research in Professional Development Schools book series considers the role professional development schools (PDSs) play in expanding opportunities for linking research and clinical practice. As in past volumes of this series, PDS practitioners and researchers make a compelling case for the power of micro‐level initiatives to change practice. Contributors share ideas to expand PDS work beyond site‐specific contexts to include a broader macro‐level agenda for clinical practice. Authors hope to inspire large scale PDS reform through replication of successful initiatives featured in this volume. Evoking change is not easy. Nonetheless, series editors and contributors conclude that PDSs generate a critical mass of PK–16 educators willing to form partnerships to address enduring educational dilemmas.
This volume represents a cross section of PDS stakeholders engaged in research along with innovative projects that uncover the richness of clinical practice. Higher education faculty, school practitioners, and preservice teachers featured in these chapters explore the ways PDSs deepen clinical practice while enriching teaching and learning. We begin with the discussion by Beebe, Stunkard, and Nath on the National Association for Professional Development School’s (NAPDS’s) role to support teacher candidates’ clinical practice through the cooperative efforts of university and school‐based personnel. The authors explain NAPDS’ history and advocacy over the years to promote a context for schooluniversity partnerships to thrive and expand. As the premier association guiding the work of collaborative P–12/higher education partnerships, we welcome the insightful perspectives provided.
Acknowledgments. Introduction. Why NAPDS? Why Now? Ronald Beebe, Cindy Stunkard, and Janice L. Nath. From Project‐Based Clinical Experiences to Collaborative Inquiries: Pathways to Professional Development, Kristien Zenkov, Audra Parker, Seth Parsons, Anthony Pellegrino, and Kristy Pytash. Exploring Educator Preparation in the United Kingdom, Mark Deacon, Lyndsy Killip, JoAnne Ferrara, and Janice L. Nath. Professional Development Schools Reach Across the Pond, Joanna Ebner. The Perspective of a Preservice Teacher Program on Adopting a Performance‐Based Assessment (edTPA): Aligning Program Standards and Expectations With edTPA, Carrie Chapman, Anne Dahlman, Kitty Foord, Elizabeth Finsness, and Gina Anderson. Newer Career‐Ladder Professional Positions for PDS Educators and Their Cutting‐Edge Classroom Studies, Linda A. Catelli, Joan Carlino, GinaMarie Petraglia, Caroline Calascibetta, Valerie Jackson, and Judy Marino. Strengthening Culturally Responsive Teaching Through Existing Professional Development School Partnerships, Emily Reeves, Angela M. Cartwright Lynskey, and Daphany L. Curry. Extending the Benefits of PDS to All: Successes and Challenges at a Large Comprehensive Public Institution, Pixita del Prado Hill, Susan E. McMillen, and Kathy R. Doody. Utilizing a PDS Partnership to Support Teachers’ Implementation of a Standards‐Based Mathematics Curriculum, Drew Polly. Assessing Student Teachers in a PDS Using the Student Learning Objective Cycle, Alison Rutter and Terry Barry. Literacy Across the Curriculum: Collaborative Initiatives and Practices of a Professional Development School Partnership, David A. Walker, and Portia M. Downey. Collaboration, Learning, and Leading, Kristin N. Rainville. International Teacher‐to‐Teacher Exchange Program: An Outgrowth of a PDS Program, Jeanne Tunks, Ricardo González‐Carriedo, Amy Anderson, and Mark Felts. Growing a School Garden: Sowing the Seeds of Deep Engagement in a PDS Partnership, Julie Rosenthal, Anissa M. Martin‐Conyers, and Michelle Albritton. About the Authors.
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