Preservice Teacher Learning in a Professional Development School: Recognizing and Accepting the Complexity of Urban Teaching
Chapter in Investigating University-School Partnerships, edited by Janice L. Nath, Irma N. Guadarrama, John Ramsey.
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.
Information Age Publishing
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.