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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.
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.
This book examines the ways in which PDSs build cultural competence
for various stakeholders including pre-service teachers, classroom
teachers, school leaders, college faculty, and K-12 students. Given
the increased national attention on the opportunity gap present in
underserved marginalized communities across the country, the
authors in this series identify a combination of research-based
practices and institutional changes that increase student
attainment and develop educators' capacity to serve a range of
diverse learners.We are certain the timeliness of the topic will
provide educators with context for understanding the role PDSs play
in the creation of culturally responsive schools.
This book examines the ways in which PDSs build cultural competence
for various stakeholders including pre-service teachers, classroom
teachers, school leaders, college faculty, and K-12 students. Given
the increased national attention on the opportunity gap present in
underserved marginalized communities across the country, the
authors in this series identify a combination of research-based
practices and institutional changes that increase student
attainment and develop educators' capacity to serve a range of
diverse learners.We are certain the timeliness of the topic will
provide educators with context for understanding the role PDSs play
in the creation of culturally responsive schools.
In keeping with the tradition set forth in volumes 1-4, this fifth
volume, Creating Visions for University - School Partnerships, a
volume in Professional Development School Research, continues to
exemplify current thinking of practitioners and researchers in the
field. The range of authors from the Prek-16 arena illustrates the
ways in which professional development schools generate possible
solutions to the complex problems facing educators. The diversity
of their work represents perspectives of classroom teachers,
preservice teachers, school leaders, and university faculty who
grapple with identifying "ways of knowing" and "ways of doing" that
enhance educational outcomes for Prek-12 students while also
serving to transform the profession. The volume's contents of 19
chapters divided into four areas: (1) Clinically Rich Practices (2)
PDS Stakeholders' Perspectives (3) Enriching Content Area
Instruction (4) Family Engagement, gives us a more vivid picture of
the work that partnerships are doing to fulfill the PDS promise for
improving teaching and learning at every level.
In keeping with the tradition set forth in volumes 1-4, this fifth
volume, Creating Visions for University - School Partnerships, a
volume in Professional Development School Research, continues to
exemplify current thinking of practitioners and researchers in the
field. The range of authors from the Prek-16 arena illustrates the
ways in which professional development schools generate possible
solutions to the complex problems facing educators. The diversity
of their work represents perspectives of classroom teachers,
preservice teachers, school leaders, and university faculty who
grapple with identifying "ways of knowing" and "ways of doing" that
enhance educational outcomes for Prek-12 students while also
serving to transform the profession. The volume's contents of 19
chapters divided into four areas: (1) Clinically Rich Practices (2)
PDS Stakeholders' Perspectives (3) Enriching Content Area
Instruction (4) Family Engagement, gives us a more vivid picture of
the work that partnerships are doing to fulfill the PDS promise for
improving teaching and learning at every level.
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