A Collaborative Agenda: Linking School and Teacher Education Renewal with Research through Professional Development Schools.

Autor/in	Smith, Charles W.
Titel	A Collaborative Agenda: Linking School and Teacher Education Renewal with Research through Professional Development Schools.
Quelle	(1994), (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	College School Cooperation; Educational Change; Educational Environment; Educational Research; Elementary Secondary Education; Faculty Development; Governance; Higher Education; Partnerships in Education; Preservice Teacher Education; Professional Development Schools; Program Development; Program Implementation; Research Utilization; School Districts; School Restructuring; School Role + Suchen Sie Ihr Suchwort? Bildungsreform; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungsforschung; Pädagogische Forschung; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Hochschulpartnerschaft; Lehramtsstudiengang; Lehrerausbildung; Programmplanung; Forschungsumsetzung; School district; Schulbezirk; Schulreformplan; Schulumwandlung
Abstract	Through professional development schools (PDSs), the College of Education at Texas Tech University has attempted to link school and teacher education renewal with research. In 1990, the university and Lubbock Independent School District initiated PDSs at a junior high school and an elementary school. Three additional PDS sites have been initiated since then, including a rural K-12 school. In addition to discussing steps involved in initiating the professional development school collaborative, this paper describes several specific PDS initiatives. Considerable emphasis has been placed on staff development, which focuses on building the capacity of university- and school-based faculty for educational renewal. Each partner in the collaborative actively participates in planning research and inquiry designed to test ideas, practices, and innovations. At each PDS, a functioning cadre exists to promote the reflective practice, inquiry, and research that are seen as central functions of the PDS. Both process and outcomes data are being collected from individual PDSs, and a description of collection procedures and a list of the research studies underway are included. The university's PDS-related research efforts are linked to other collaboratives: West Texas State University, Wayland Baptist University, Lubbock Christian University, two regional service centers, and multiple school districts in the Panhandle-south Plains of Texas. (Contains 16 references.) (IAH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC