Literaturnachweis - Detailanzeige
| Sonst. Personen | Ferrara, JoAnne (Hrsg.) |
|---|---|
| Titel | PDS and community schools. The nexus of practice. |
| Quelle | Charlotte, NC: IAP | Information Age Publishing, Inc. (2022), XV, 247 S. |
| Reihe | Research in professional development schools |
| Beigaben | Illustrationen; Literaturangaben |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| ISBN | 9798887300009 (Taschenbuch); 9798887300016 (gebundene Ausgabe); 9798887300023 (E-Book) |
| Schlagwörter | USA; Laboratory schools; United States; Community schools; Community and school; Teachers; Training of; Educational change; Bildungstheorie; Bildungspraxis |
| Abstract | Co-Catalysts for Systems Change: A PK-16 Community Partnership -- Stories of Possibility: A Partnership Creates a Summer Learning Community -- Professional Learning Within A PDS -- Community Teacher Learning and Development: The Promise of University-Assisted Community Schools -- Leveraging the Partnership Between a Community School and a Professional Development School -- The Perfect Marriage: How a PDS Partnership Strengthened a Nascent Community School -- Re-Imagining Teacher Preparation: The Role of Community Schools -- PedsAcademy: A Professional Development Community School - Connecting Preservice Educators and Chronically Ill Children -- Professional Development and Community School Models Meet to Make A Difference -- Advancing School Districts' Policy Readiness for Partnerhips. "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"--Provided by publisher. |
| Erfasst von | Library of Congress, Washington, DC |
| Update | 2022/4/12 |
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