Professional School Reform and Public School Renewal: Portrait of a Partnership

Boyd, Pamela C.

doi:10.1177/0022487194045002007

Cited by 3 publications

(5 citation statements)

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“…Studies of the various sites suggest that more time and resources are spent on implementing certain categories of reform than others. Although the advocacy lit- Gross, 1993;Jett Simpson et al, 1992;Rosaen & Lindquist, 1992;Stallings, 1991Dr¡scoll et al, 1994Lemlech & Hertzog-Fol¡art, 1993;Shen, 1994;Stanulis, 1995;Teitel, 1992;Woloszyk & Hill, 1994;Yopp et al, 1993Barksdale-Ladd, 1994Boles & Troen, 1994;Boyd, 1994;Gehrke & Sagmiller, 1991;Jett-Simpson et al, 1992;Morris & Nunnery, 1993;Navarro, 1992;Neufeld & Freeman, 1993;Nihlen, 1992;Putnam, 1992;Romerdahl, 1991;Ruscamp & Roehler, 1992;Shack & Overturf, 1994;Stallings, 1991Lewis, 1992Ruscoe et al, 1989;Ruscoe & Whitford, 1991;Theobald, 1991;Wolfe et al, 1994;Woloszyk, 1992Boles & Troen, 1994Rushcamp & Roehler, 1992;Schack & Overturf, 1994Berry & Catoe, 1994Fear et al, 1991;Francis, 1992;Grossman, 1994;Lemlech & Hertzog-Foliart, 1993;Lemlech et al, 1994;…”

Section: Goals and Research Findingsmentioning

confidence: 99%

“…Involvement thus far has primarily been voluntary and has focused on teachers who are active participants (Boles & Troen, 1994;Boyd, 1994;Lemlech et al, 1994;Neufeld & Freeman, 1993;Nihlen, 1992;Putnam, 1992;Rushcamp & Roehler, 1992;Stallings, 1991). In the case of whole school involvement, for example, initial selection processes often permitted uninterested teachers to transfer to other schools.…”

Section: Research Studiesmentioning

confidence: 99%

“…Staff collaboratively developed reforms in one PDS established between the Milwaukee Public Schools and the University of Wisconsin (Jett-Simpson et al, 1992); in other instances, however, university personnel and school administration, at least initially, guide and direct professional development initiatives (Berry & Catoe, 1994;Boyd, 1994;Lemlech et al, 1994;Morris & Nunnery, 1993;Nihlen, 1992;Rushcamp & Roehler, 1992;Schack & Overturf, 1994;Stallings, 1991). Whether they present an agenda or strive to guide school staff to develop their own, university professors easily become identified as organizers and directors rather than as colearners themselves (Navarro, 1992, p. 11).…”

Section: Research Studiesmentioning

confidence: 99%

“…Three teachers on the central planning team gradually became meeting facilitators as the university facilitator relinquished control (p. 21). Boyd (1994), a university professor who guided a group of teachers in implementing teaching practices according to the National Council of Teachers of Mathematics (NCTM) math standards, perceived her role as one of facilitator and leader, stating that "the professor must set the stage for that involvement.. . must facilitate the merging of theory and practice and the idea of teacher as learner and researcher" (p. 138).…”

Section: Research Studiesmentioning

confidence: 99%

“…This emphasis is exemplified in the following sample of questions that have been used to organize professional development activities in PDSs: How can the school move from a skills-based approach to literacy to a more holistic and child-centered approach (Barksdale-Ladd, 1994;Jett-Simpson et al, 1992)? How can teachers be supported in their attempts to implement the NCTM standards (Boyd, 1994)? How can teachers be trained to become self-efficacious and empowered mentors of student teachers (Morris & Nunnery, 1993)?…”

Section: Equity Implicationsmentioning

confidence: 99%

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Chapter 5: Professional Development Schools and Equity: A Critical Analysis of Rhetoric and Research

Valli

Cooper

Frankes

1997

Review of Research in Education

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Tomorrow 's Schools (1990) is the second report in the Holmes Group's trilogy on the reform of education in the United States. Centrally focused on the improved preparation of teachers, the three reports offer a vision of a new institution, the professional development school (PDS). Although the other two volumes, Tomorrow's Teachers (1986) and Tomorrow's Schools of Education (1995), discuss this new institution, the second volume elaborates on principles for its design. Given the growing popularity of the concept, the growing numbers of PDSs and PDS networks, and the work of the National Council for the Accreditation of Teacher Education in developing PDS standards, a close examination of the design principles and related research seems warranted.While other reviews of the research have been conducted, this one differs in three fundamental ways. 1 First, it attempts to match the goals set out by PDS proponents with changes documented through research. Second, it seeks to determine whether those changes are what Cuban (1988) calls first-or second-order change. Finally, it specifically relates these PDS goals and changes to equity goals. Equity has long been a cherished, albeit controversial, goal of American education. It is also a driving force behind the vision for PDSs as articulated in Tomorrow's Schools. Therefore, a question worth asking is, What, if anything, would enable PDSs to accomplish a goal that has thus far eluded most of our nation's schools?To answer that question, we begin with a definition of PDSs, an explanation of first-and second-order changes, and an overview of equity as a concept in educational literature. We then review both the advocacy and research literature on PDSs under six themes we have identified and extract equity implications. The specific questions guiding our research were as follows:1. What does the literature say about aspirations for PDSs? What do proponents hope and claim these new organizational structures can accomplish? Are these first-or second-order change aspirations? 251

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