A PDS Partnership Goes International: Phase I of an American-Slovenian Collaborative Research Project

Autor/inn/en	Catelli, Linda; Carlino, Joan; Jackson, Valerie; Petraglia, GinaMarie
Titel	A PDS Partnership Goes International: Phase I of an American-Slovenian Collaborative Research Project
Quelle	In: Scholar-Practitioner Quarterly, 5 (2011) 4, S.394-411 (18 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1540-9392
Schlagwörter	Video Technology; Student Teachers; Professional Development Schools; Teacher Education Programs; Research Projects; Action Research; College School Cooperation; Teaching Methods; Learning Processes; Educational Strategies; Classroom Techniques; Effective Schools Research; Partnerships in Education; Intercollegiate Cooperation; Student Teaching; Protocol Materials; Foreign Countries; International Education; Time Factors (Learning); Time on Task; Program Descriptions; Teacher Role; Instructional Development; Classroom Observation Techniques; Slovenia; United States + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Forschungsvorhaben; Projektforschung; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Lehrstrategie; Klassenführung; Schulforschung; Hochschulpartnerschaft; Hochschulkooperation; Teaching practice; Unterrichtspraxis; Unterrichtsprotokoll; Ausland; Internationale Erziehung; Zeitaufwand; Lehrerrolle; Teaching improvement; Unterrichtsentwicklung; Slowenien; USA
Abstract	The focus of the article is on Phase I of an American-Slovenian collaborative research project that was aimed at investigating effective classroom teaching-learning performances. The international project involved Dowling College and its first Professional Development School (PDS)--the Belmont Elementary PDS--and the University of Primorska at Koper and its partnering elementary school, the Dr. Ales Bebler School. As part of the first phase of the project, a video-based action research study was conducted to analyze and assess videotaped lessons taught by American PDS teacher candidates and Slovenian student teachers. Based on the findings changes were made to aspects of the teacher education programs and their respective school-university/college partnerships. For purposes of this article the authors present an overview of Phase I of the project, a working conceptual framework for the project, and selected findings of the Phase I video-based action research study. (Contains 5 figures and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10