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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.
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 PKaEURO"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 PaEURO"12/higher education
partnerships, we welcome the insightful perspectives provided.
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 PKaEURO"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 PaEURO"12/higher education
partnerships, we welcome the insightful perspectives provided.
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.
Ferrara, Jacobson, and their colleagues illuminate how community
schools become a comprehensive, place-based strategy that both
supports high-quality teaching and learning and addresses
out-of-school barriers to success. They provide first-hand accounts
of how diverse actors, working together, build partnerships between
the school and other local entities—higher education
institutions, government health and social service agencies,
community-based non-profits, and faith-based organizations. These
partnerships intentionally seek to provide opportunities and
supports that are enjoyed by students in better resourced schools
in which the schools’ work is routinely (but often invisibly)
supplemented by high-capacity communities and families.
This book is intended as a guide for practitioners interested in
forming alliances within their community to support teacher and
student success. Under the umbrella of a professional development
school (PDS), school principals willing to engage in this type of
partnership have access to a framework for school renewal. Within
this school/university framework lie four critical factors that
transform the ways in which teachers' teach and schools' function.
The professional development school model takes a holistic approach
to revitalizing schools by sharing knowledge, resources, practices,
and the collaborative efforts of P-12 educators and the higher
education community. Through the collective wisdom of P-12 and
university educators, PDSs provide a new way to think about
teaching and a rich environment for learning.
This book is intended as a guide for practitioners interested in
forming alliances within their community to support teacher and
student success. Under the umbrella of a professional development
school (PDS), school principals willing to engage in this type of
partnership have access to a framework for school renewal. Within
this school/university framework lie four critical factors that
transform the ways in which teachers' teach and schools' function.
The professional development school model takes a holistic approach
to revitalizing schools by sharing knowledge, resources, practices,
and the collaborative efforts of P-12 educators and the higher
education community. Through the collective wisdom of P-12 and
university educators, PDSs provide a new way to think about
teaching and a rich environment for learning.
This book provides a unique examination on the ways in which
educating the whole child in the community school serves to
ameliorate the conditions of poverty and obstacles to learning
faced by students. Using a case study approach the book will
highlight the successful journey of one school that transformed
itself into a community school. Given the rise in poverty
nation-wide and the unprecedented economic crisis, many school
districts are looking for innovative ways to garner resources for
their schools. The strategies outlined in this book will provide
suggestions for using the resources of community partnerships as a
framework for school renewal and improvement in student
achievement. The authors share their first hand experiences
building a community school from the ground up, as well as
providing the national perspective on community schools.
Acknowledging the power of the "community" school, this book
concludes with a "call to action" for the dissemination of this
model and its embrace of whole child education.
This book provides a unique examination on the ways in which
educating the whole child in the community school serves to
ameliorate the conditions of poverty and obstacles to learning
faced by students. Using a case study approach the book will
highlight the successful journey of one school that transformed
itself into a community school. Given the rise in poverty
nation-wide and the unprecedented economic crisis, many school
districts are looking for innovative ways to garner resources for
their schools. The strategies outlined in this book will provide
suggestions for using the resources of community partnerships as a
framework for school renewal and improvement in student
achievement. The authors share their first hand experiences
building a community school from the ground up, as well as
providing the national perspective on community schools. Given the
power of the community school, this book concludes with a "call to
action" for the dissemination of this model and its embrace of
whole child education
Ferrara, Jacobson, and their colleagues illuminate how community
schools become a comprehensive, place-based strategy that both
supports high-quality teaching and learning and addresses
out-of-school barriers to success. They provide first-hand accounts
of how diverse actors, working together, build partnerships between
the school and other local entities—higher education
institutions, government health and social service agencies,
community-based non-profits, and faith-based organizations. These
partnerships intentionally seek to provide opportunities and
supports that are enjoyed by students in better resourced schools
in which the schools’ work is routinely (but often invisibly)
supplemented by high-capacity communities and families.
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