Preservice Teacher Learning in a Professional Development School: Recognizing and Accepting the Complexity of Urban Teaching
Files
Document Type
Book Chapter
Description
Chapter in Investigating University-School Partnerships, edited by Janice L. Nath, Irma N. Guadarrama, John Ramsey.
Book description:
Investigating University-School Partnerships: A Volume in Professional Development School Research, the fourth book in the PDS Research Series developed by the same editors, includes a collection of organized papers that represent the best and latest examples of practitioner thinking, research, and program design and evaluation in the field at the national level. A wide variety of authors from the professional community of PDS researchers, practitioners, and other stakeholders engage the reader in research or case studies that foreground real-life, authentic contexts, which, in turn, are designed to generate and fashion more questions and ideas. The volume’s contents of 26 chapters is divided into five areas: (1) PDS Evaluation (2) Teacher Research and Inquiry, (3) PDS Stakeholders’ Studies, (4) Studies for Thought – Ideas for Development, and (5) Teaching Content Areas in PDSs. As a whole, the volume of papers maintains a consistency within a cohesive undercurrent that illustrates the spirited and visionary purpose of professional development schools to advance educational reform that leads to substantive change.
ISBN
978-1-61735-373-4
Publication Date
2011
Publisher
Information Age Publishing
City
Charlotte, NC
Recommended Citation
Stairs, A.J. (2011). Preservice teacher learning in a professional development school: Recognizing and accepting the complexity of urban teaching. In J. L. Nath, I. N. Guadarrama, & J. Ramsey (Eds.), Investigating university-school partnerships (pp. 95-118). Charlotte, NC: Information Age Publishing.
