Professional Development Schools and Equity: A Critical Analysis of Rhetoric and Research

Valli, Linda; Cooper, D. H.; Frankes, Lisa

doi:10.2307/1167377

Cited by 31 publications

(32 citation statements)

References 24 publications

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“…Nevertheless, future studies may consider conducting longitudinal studies tracing actual changes in student learning by assessing actual performance of students at different junctures of time. However, we anticipate challenges in conducting these kinds of studies, as few education systems have formally adopted such new modes of assessment with greater emphasis upon measuring learning attitude and learning ability in terms of active construction of knowledge and collaborative work (Balanskat et al, 2006;Valli, Cooper & Frankes, 1997).…”

Section: Limitations and Suggestionsmentioning

confidence: 99%

Framing ICT implementation in a context of educational change: A structural equation modelling analysis

Wong¹,

2011

AJET

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Despite the common belief that information and communication technology (ICT) has the potential to support certain fundamental changes in learning, few have examined ICT implementation conceptually within a wider context of educational change. Methodologically, we are by and large limited to building simple models that accommodate only a single dependence relationship among variables. Framing ICT implementation as a process of interactions among pedagogical and organisational factors in bringing about changes in student learning, this article used data collected from 1076 teachers in 130 schools to construct a structural equation model (SEM), from which we are able to examine multiple interrelated dependence relationships in a single model. Results indicated that from teacher perspectives, the collegial capacity of ICT implementation strategies played a central and mediating role in effecting changes in student learning, of moving away from a teacher-centred approach to one that is more student-centred. Specifically, ICT brought about these changes in the context of establishing collegiality in fostering pedagogical innovations in schools. Implications for both researchers and practitioners are discussed.

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Section: Limitations and Suggestionsmentioning

confidence: 99%

Framing ICT implementation in a context of educational change: A structural equation modelling analysis

Wong¹,

2011

AJET

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“…For example, they observed little local teacher participation in the design of the courses and programs which remained the domain of the university faculty. This and other studies suggest that universities and schools have usually remained vastly different organizations, with little actual involvement or collaboration across the settings (see also Valli et al, 1997).…”

Section: Unresolved Challenges and Problems In The Pds Approachmentioning

confidence: 72%

“…Research has shown that, compared to traditional pre-service teacher education, teacher preparation in PDSs is more likely to exhibit desired organizational characteristics (see reviews in Abdal-Haqq, 1998;Darling-Hammond, 1994;Petrie, 1995;Valli et al, 1997). Usually, PDS-based programs extend beyond baccalaureate level and incorporate prolonged clinical experiences, for which student teachers are organized into teams or cohorts.…”

Section: State Of the Reformmentioning

confidence: 99%

Recent Developments in Teacher Education in the United States of America

Hallinan¹,

Khmelkov²

2001

Journal of Education for Teaching

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Two national reports published in 1986 marked the beginning of teacher education reform in the United States of America. Both of these reports proposed a twofold approach to teacher education reform: rst, to enrich the professional education of teachers by eliminating undergraduate teacher certi cation programs and requiring graduate level training; and second, to change the structure of the teaching profession by replacing the existing undifferentiated system in which all teachers have the same rank with a two-tiered system in which lead teachers or career professionals would assume higher level responsibilities and receive higher salaries than regular teachers.A ten-year follow-up report identi ed some progress toward these goals of teacher education reform but criticised schools of education for not making greater efforts to connect their educational programs to elementary and secondary schools. The report argued speci cally for professional development schools to link university schools of education to school systems. Most of the recent efforts to reform teacher education have adopted this approach. A particular focus has been the preparation of new and experienced teachers to educate an increasingly diverse student population.

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“…But the goal of university educators and K-12 teachers working toward common ends in Professional Development Schools has rarely been reached (Valli, Cooper, & Frankes, 1997). Explanations for failing to fulfill the PDS promise included: lack of focus on professional development leadership and policy (Ross, Brownell, Sindelar, & Vandiver, 1999), fragile collaborative relationships (Abdal-Haqq, 1998), lack of resources, and scheduling and organizational problems (Sandholtz & Dadlez, 2000;Teitel, 1994).…”

Section: Professional Development Schoolsmentioning

confidence: 99%