University of South Carolina's Elementary Professional Development School Partnerships PDF Download
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Author: Doris Lackey Hawkins
Publisher:
ISBN:
Category : Career development
Languages : en
Pages : 716
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Book Description
In education, the need to improve student achievement has been a focus of concern for several decades. Research has identified the teacher as being a powerful influence in the classroom and directly instrumental in how well students learn. The establishment of a link between teacher learning and student achievement indicates the importance of investigating the professional development of teachers. Helping teachers learn can help improve student achievement. The purpose of this study is to explore the professional development of teachers within a University partnership. More specifically the research questions are: (1) What conditions exist in a University public school partnership to engage in-service teachers in professional development? (2) In what ways is the professional development of teachers supported through a University elementary public school partnership? This qualitative study investigates schools with different partnerships with the University. Grand tours, focus groups (with administrators, teachers and interns), observations and summary interviews are conducted at the schools. Data collection and analysis uncovers six conditions and several factors that influence teacher learning to include school and district mandates, administrators, interns and the literacy program. Supports within the partnership that engage teachers in professional development include giving teachers the freedom to make choices and try new methods, the help of the liaisons from the University and the literacy coaches. Consequently, the conditions that promote professional development begin with a foundation of democracy where risk taking is encouraged, learning is shared and freedom is promoted. In the midst of this atmosphere is a collaboration of people who have shared goals, beliefs and commitments. These people are supportive, engaging and nurturing.
Author: Doris Lackey Hawkins
Publisher:
ISBN:
Category : Career development
Languages : en
Pages : 716
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Book Description
In education, the need to improve student achievement has been a focus of concern for several decades. Research has identified the teacher as being a powerful influence in the classroom and directly instrumental in how well students learn. The establishment of a link between teacher learning and student achievement indicates the importance of investigating the professional development of teachers. Helping teachers learn can help improve student achievement. The purpose of this study is to explore the professional development of teachers within a University partnership. More specifically the research questions are: (1) What conditions exist in a University public school partnership to engage in-service teachers in professional development? (2) In what ways is the professional development of teachers supported through a University elementary public school partnership? This qualitative study investigates schools with different partnerships with the University. Grand tours, focus groups (with administrators, teachers and interns), observations and summary interviews are conducted at the schools. Data collection and analysis uncovers six conditions and several factors that influence teacher learning to include school and district mandates, administrators, interns and the literacy program. Supports within the partnership that engage teachers in professional development include giving teachers the freedom to make choices and try new methods, the help of the liaisons from the University and the literacy coaches. Consequently, the conditions that promote professional development begin with a foundation of democracy where risk taking is encouraged, learning is shared and freedom is promoted. In the midst of this atmosphere is a collaboration of people who have shared goals, beliefs and commitments. These people are supportive, engaging and nurturing.
Author:
Publisher:
ISBN:
Category : Physical education and training
Languages : en
Pages : 5
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Book Description
In South Carolina, the University of South Carolina's Arnold School of Public Health and College of Education and the South Carolina Department of Health and Environmental Control partnered with elementary schools in one local school district to provide professional development opportunities for physical education teachers and classroom teachers in an effort to increase children's physical activity throughout the school day.
Author: JoAnne Ferrara
Publisher: R&L Education
ISBN: 1475802889
Category : Education
Languages : en
Pages : 185
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Book Description
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.
Author: Michael Cosenza
Publisher: IAP
ISBN: 1641130393
Category : Education
Languages : en
Pages : 372
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Book Description
Rich clinical preparation combined with progressive experiences in professional development school (PDS) settings are proposed to bring about systemic and impactful transformation of educator preparation and professional growth in order to improve and enhance P-12 student learning. In this book, diverse authors describe their efforts to forge PDS partnerships to develop and deliver high quality training and practical experiences for candidates, and simultaneously provide professional development for experienced practitioners in ways that mirror recommendations found in authoritative reports and literature. The authors’ collective wisdom is vividly captured in the multi-voiced chapters that are collaborations between cooperating teachers, school administrators, county and district level administrators, university supervisors, and instructional faculty. The contexts authors write about are recognizable, and the accomplishments they experienced and challenges faced will resonate with institutions courageously undertaking change or renewal. The book will be invaluable to school and university faculty and administrators as they transition to a partnering model of clinical preparation for teacher candidates: it will help stakeholders decide if their schools and institutions are ready to commit to a partnership, and highlight the benefits they stand to gain, but realistically address challenges that may be faced by administrators and faculties as well as teacher candidates in the PDS enterprise.
Author: JoAnne Ferrara
Publisher: IAP
ISBN: 1623967732
Category : Education
Languages : en
Pages : 351
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Book Description
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.
Author: Janice L. Nath
Publisher: IAP
ISBN: 1617353744
Category : Education
Languages : en
Pages : 514
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Book Description
Investigating University-School Partnerships: A Volume in Professional Development School Research, the fourth book in the PDS Research Series developed by the same editors, includes a collection of organized papers that represent the best and latest examples of practitioner thinking, research, and program design and evaluation in the field at the national level. A wide variety of authors from the professional community of PDS researchers, practitioners, and other stakeholders engage the reader in research or case studies that foreground real-life, authentic contexts, which, in turn, are designed to generate and fashion more questions and ideas. The volume’s contents of 26 chapters is divided into five areas: (1) PDS Evaluation (2) Teacher Research and Inquiry, (3) PDS Stakeholders’ Studies, (4) Studies for Thought – Ideas for Development, and (5) Teaching Content Areas in PDSs. As a whole, the volume of papers maintains a consistency within a cohesive undercurrent that illustrates the spirited and visionary purpose of professional development schools to advance educational reform that leads to substantive change.
Author: Cherie Major
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 220
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Book Description
Author: Leslie Nai-Kwai Lo
Publisher: Chinese University Press
ISBN: 9789629961138
Category : Business & Economics
Languages : en
Pages : 388
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Book Description
There has been a dearth of books covering themes and issues related to university-school partnerships and school development from an international perspective, particularly providing examples on university-school partnerships in the Asia-Pacific region.The book is broadly divided into two parts. Part One focuses on university-school partnership while Part Two highlights changes in school development. The nature of different partnerships, as well as the experiences of and research on school development in connection with individual strategies and organizational strategies are described. The contributors are all renowned scholars, school reformers, and experienced practitioners from the United States, Norway, Sweden, the United Kingdom, Australia, and Hong Kong. Together they provide an international perspective on the issues related to school partnerships and development.
Author: Rose M. Ylimaki
Publisher: Springer Nature
ISBN: 3030768376
Category : Comparative education
Languages : en
Pages : 185
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Book Description
This Open Access book features a school development model (Arizona Initiative for Leadership Development and Research AZiLDR) that offers a roadmap for schools to navigate the complexities of continuous school development. Filled with processes that balance evidence-based values with democratic, culturally responsive values, this book offers strategies to mediate the tensions and to address school culture, context and values, leadership capacity, using data as a source of reflection, curricular and pedagogical activity, and strengths-based approaches to meeting the needs of culturally diverse students. You will find: - Active, reflective activities - Case studies illustrating each concept - The research base supporting each concept - Descriptions of processes from other contexts (South Carolina, Germany, Australia, Sweden) - Thoughts about next steps for contextually sensitive and multi-level school development - Suggestions for cross-national dialogue and research within the Zone of Uncertainty Use this ideal source to guide school leadership teams in creating productive schools that continually grow!
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 836
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Book Description
