PDS and Community Schools
The Nexus of Practice
JoAnne Ferrara, Manhattanville College
Janice L. Nath, University of Houston
Ronald Beebe, University of Houston -Downtown
A volume in the series: Research in Professional Development Schools and School-University Partnerships. Editor(s): JoAnne Ferrara, Manhattanville College. Ronald Beebe, University of Houston -Downtown. Drew Polly, UNC Charlotte. Jennifer K. McCorvey, University of South Florida.
How the Professional Development School and Community School strategy might benefit from an integrated perspective serves as the guiding framework for this volume of Research in Professional Development Schools. This book advocates for blending these two approaches to address the needs of P-20 settings and their communities. Because we recognize the inherent strengths in both models, we encouraged chapters that had as a primary focus one or both models as they sought to support teacher preparation and K-12 partners. Subsequently, a series of questions framed the conversation around the potential for combining these models as well as what such an integrated model might present for teacher education programs, K-12 partners, and their communities. Since this volume explores three different aspects of the relationship between Professional Development Schools and Community Schools, a set of guiding questions were offered to guide the specific models addressed.
Introduction, Ronald S. Beebe, JoAnne Ferrara, and Janice L. Nath. Acknowledgements. Co-Catalysts for Systems Change: A PK-16 Community Partnership, Mary D. Burbank, Janice A. Dole, Heather A. Newell, Melissa M. Goldsmith, and Robert E. O’Neill. Stories of Possibility: A Partnership Creates a Summer Learning Community, Janna Dresden, Erica Gilbertson, Ashley Shaver Nylin, Alicia Burgum, Izzy Ceron, Matthew Fasig, Tad MacMillan, Rachel Ranschaert, and Patricia T. Waldrip. Professional Learning Within a PDS, Katherine Egan Cunningham and Diane W. Gómez. Community Teacher Learning and Development: The Promise of University-Assisted Community Schools, Rebecca French, Symone Gyles, Sunanda Kushon, and Karen Hunter Quartz. Leveraging the Partnership Between a Community School and a Professional Development School, Drew Polly, Paola Pilonieta, Erin Washburn, Madelyn Colonnese, Pamela Broome, and Naomi ImOberstag. The Perfect Marriage: How a PDS Partnership Strengthened a Nascent Community School, Patricia Norman, Rocio Delgado, Roxanna Montes-Bazaldúa, and Brian Sparks. Re-Imagining Teacher Preparation: The Role of Community Schools, JoAnne Ferrara and Diane W. Gómez. PedsAcademy®: A Professional Development Community School Connecting Preservice Educators and Chronically Ill Children, Michelle J. Kelley and Rebeca Grysko. Professional Development and Community School Models Meet to Make a Difference, Stephanie Savick, Rachel Durham, Patrice Silver, Angelo Letizia, and Mary Lauren Watson. Advancing School Districts’ Policy Readiness for Partnerships, Emily Woods. About the Editors. About the Contributors.
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- EDU046000 - EDUCATION: Professional Development
- EDU029000 - EDUCATION: TEACHING METHODS & MATERIALS: General
- EDU053000 - EDUCATION: Training & Certification
- A Pathway to PDS Partnership Using the PDSEA Protocol
- Clinically Based Teacher Education in Action Cases from Professional Development Schools
- Doing PDS Stories and Strategies from Successful Clinically Rich Practice
- Expanding Opportunities to Link Research and Clinical Practice A Volume in Research in Professional Development Schools
- Exploring Cultural Competence in Professional Development Schools
- The Impact of PDS Partnerships in Challenging Times
- Visions from Professional Development School Partners Connecting Professional Development and Clinical Practice