Do Professional Development Schools (PDSs) Make a Difference? A Comparative Study of PDS and Non-PDS Teacher Candidates

Autor/inn/en	Castle, Sharon; Fox, Rebecca K.; Souder, Kathleen O'Hanlan
Titel	Do Professional Development Schools (PDSs) Make a Difference? A Comparative Study of PDS and Non-PDS Teacher Candidates
Quelle	In: Journal of Teacher Education, 57 (2006) 1, S.65-80 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/0022487105284211
Schlagwörter	Portfolios (Background Materials); Beginning Teachers; Student Teachers; Professional Development Schools; Teacher Competencies; Preservice Teacher Education; Student Teacher Evaluation; Program Effectiveness; Academic Standards; Reflective Teaching + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Lehrkunst; Lehramtsstudiengang; Lehrerausbildung
Abstract	This study assesses the impact of professional development schools (PDSs) on preservice teachers, comparing PDS and non-PDS candidates at the point of licensure. Data sources include student teaching evaluations and portfolio presentations. Statistical analyses reveal PDS candidates scored significantly higher than non-PDS candidates on aspects of planning, instruction, management, and assessment. Qualitative analysis of portfolio presentations reveals PDS candidates showed greater ownership of their school and classroom and more sophistication in applying and integrating Interstate New Teacher Assessment and Support Consortium standards. Five differences are discussed: how and why versus what, standards connected versus standards isolated, assessment as driving instruction versus assessment as tools, reflection connected to practice versus reflection not connected to practice, and student focus versus self-focus. Contextual and programmatic differences are used to explain the differences. The case is made that PDS graduates may affect student learning sooner than traditionally trained beginning teachers. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10