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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 book extends the national discussion about the Professional
Development School (PDS) movement of the past three decades. The
volume highlights school/university partnerships focus on
collaborative activities that endeavor to promote social justice in
and across P-12 and university classrooms, educational
institutions, and communities. Professional Development Schools and
Social Justice: Schools and Universities Partnering to Make a
Difference guides veteran teachers, undergraduate and graduate
pre-service teachers, and university faculty to understand how the
PDS model might be oriented toward social justice ideals.
Co-authored by school- and university-based educators, each chapter
details the social justice work of specific partnerships and
provides concrete instructional and curricular methods for
application within both teacher education and PK-12 settings.
Readers are provided insight into a range of elements of
Professional Development Schools, including the development of
PK-12 and teacher education curricula, processes of program
implementation, and research and data collection."
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