Power and perspective: the discourse of professional development school literature

Breault, Rick A.

doi:10.1080/1359866x.2013.869547

Cited by 10 publications

(7 citation statements)

References 18 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…When students made course connections to their work in the field or shared concerns about how what they observed differed from what was discussed in class, instructors would capitalize on the teachable moments by challenging students to deconstruct the scenarios presented. Although such discussions have value, they are subject to chance connections and even then, the cooperating teacher controls what is considered “practice” and this usually supersedes the teacher education coursework, framing the coursework as disconnected “theory” (Breault, 2014). In fact, the disconnect between practice in the field and theory taught in coursework can limit the quality of course assignments.…”

Section: Partnership Frameworkmentioning

confidence: 99%

From Mediated Fieldwork to Co-Constructed Partnerships: A Framework for Guiding and Reflecting on P-12 School–University Partnerships

Burroughs

Lewis

Battey

et al. 2019

Journal of Teacher Education

View full text Add to dashboard Cite

An essential component of teacher preparation is clinical practice that allows teacher candidates (TCs) to observe, reflect upon, test their ideas, and adjust and improve their methods in classrooms. Weaknesses in the structure and organization between coursework and clinical practice in teacher preparation programs often present barriers from fully achieving these goals. University–school partnerships have the potential to overcome these challenges and create spaces for mutually beneficial learning opportunities for all stakeholders. In this article, we identify six levels to illustrate the continua of work with schools in the preparation of TCs that describe how a program might move from current partnership practice to the kinds of partnership practice described by McDonald and colleagues and the Council for the Accreditation of Educator Preparation (CAEP). While developing partnerships with schools is work that has inherent challenges, the potential of this work to meaningfully transform the preparation of teachers is crucial.

show abstract

Section: Partnership Frameworkmentioning

confidence: 99%

From Mediated Fieldwork to Co-Constructed Partnerships: A Framework for Guiding and Reflecting on P-12 School–University Partnerships

Burroughs

Lewis

Battey

et al. 2019

Journal of Teacher Education

View full text Add to dashboard Cite

show abstract

“…Minimal research exists on the importance of UBAs in forming, implementing, and sustaining PDSs so that their schools and colleges can benefit from such relationships (Breault, 2014;Stroble & Luka, 2011;Trachtman & Levine, 1997). Yet, UBAs are critical for the existence of partnerships.…”

Section: Ubas' Leadership With Partnershipsmentioning

confidence: 99%

University Leadership of Professional Development Schools

Gómez

Wepner

2018

Excelsior: Leadership in Teaching and Learning

View full text Add to dashboard Cite

This study investigated the roles and responsibilities of University-Based Administrators (UBAs) in relation to their oversight of Professional Development Schools PDSs. UBAs refer to college administrators such as department chairs, program coordinators, directors, assistant deans, associate deans, and deans. The participants were 36 UBAs ranging from mid-level administrators to faculty chairpersons. They represented universities of various sizes and Carnegie classifications from across the United States. The UBAs responded through email or by telephone to nine semi-structured interview questions related to their PDS work. The majority of UBAs were tenure-track or clinical faculty, who spent less than 50% of their time on PDS work. Forty-six percent of the UBAs’ Institutions of Higher Education (IHEs) partnered with between one to ten PDSs. The majority of the IHEs had been doing PDS work for 11-19 years. Findings revealed significant variation in UBA’s roles and responsibilities. There is no standardized leadership title, set of responsibilities or qualifications, or structure for the oversight of PDS activities and networks. Three major administrative responsibilities related to PDS work emerged: personnel, programs, and documents. UBAs reported the greatest challenges were time, sustainability, resources/support.

show abstract

“…PDS and other school–university partnerships should be primed to acknowledge the panoply of contributions from diverse community members that make such educational spaces unique, yet a study of PDS scholarship suggests room for representational growth. Examining a sample of 300 articles, Breault (2014) argued that although P–12 educators appear to be “the dominant partners in PDS research… no voice really comes through the literature unmediated by a university perspective” (p. 23). Further, despite the ostensible impact of various initiatives on student learning, children’s perspectives are seldom salient in the field at large (Hartman et al , 2021).…”

mentioning

confidence: 99%

Editorial: Editors’ introduction

Currin,

Morrison,

Knotts

2023

PDSP

View full text Add to dashboard Cite

Welcome to this issue of PDS Partners: Bridging Research to Practice (PDSP), the first to feature an entire set of articles accepted by the new editorial team. Fittingly, it opens with an important message from a former editor. In her new role as our organization's president, Garin shares some exciting changes on the horizon. Further commemorating the occasion, the next piece is the inaugural contribution to our new "Thank You for Your Service" column, in which L opez-Robertson highlights an elementary school principal's decades-long "commitment to her community, schools, teachers, and families," evident in "an atmosphere where all ideas are welcome, and where all people feel a sense of belonging." L opez-Robertson's emphasis on Ms Satterwhite's capacity for building community and engaging others in that active process ably illustrates key principles of professional development school (PDS) models, as explained in Volume 18, Issue 2 of PDSP, which centered on the Nine Essentials. Because one of those principles is "recognition of accomplishments" with an eye toward "long-term sustainability" (Cosenza et al., 2023, p. 87), we encourage you to consider writing about one or more members of your own schooluniversity partnership for a future installment of "Thank You for Your Service." As our organization adopts a more inclusive scope, encompassing school-university partnership models beyond the PDS framework, we hope the column can highlight a similarly expansive view of service and those who serve.Indeed, recent shifts in teacher education have included a preference for teacher candidate terminology rather than the arguable misnomer of preservice, thus recognizing aspiring educators as learners and laborers (Basile, 2023), much like their supervisory counterparts. Related calls for "PK-12 mentor teachers to serve as boundary-spanning, school-based teacher educators" (Parker, Zenkov, & Glaser, 2021, p. 66) have likewise steered scholars' attention to their crucial, multifaceted roles. PDS and other school-university partnerships should be primed to acknowledge the panoply of contributions from diverse community members that make such educational spaces unique, yet a study of PDS scholarship suggests room for representational growth. Examining a sample of 300 articles, Breault (2014) argued that although P-12 educators appear to be "the dominant partners in PDS research. . . no voice really comes through the literature unmediated by a university perspective" (p. 23). Further, despite the ostensible impact of various initiatives on student learning, children's perspectives are seldom salient in the field at large (Hartman et al., 2021).Therefore, like Breault (2014), we see the need to "deliberately and fairly represent the voices of all PDS partners" (p. 33). With PDSP serving as an ideal venue for achieving that aim, we are delighted to share the articles in this issue. The very authorship of DiCicco et al.'s piece exemplifies the boundary-spanning nature of PDS work, linking school and university leaders in the act ...

show abstract

Power and perspective: the discourse of professional development school literature

Cited by 10 publications

References 18 publications

From Mediated Fieldwork to Co-Constructed Partnerships: A Framework for Guiding and Reflecting on P-12 School–University Partnerships

From Mediated Fieldwork to Co-Constructed Partnerships: A Framework for Guiding and Reflecting on P-12 School–University Partnerships

University Leadership of Professional Development Schools

Editorial: Editors’ introduction

Contact Info

Product

Resources

About