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Descriptors:
Principals; College Faculty; Experienced Teachers; Parents; Community Benefits; Literature Reviews; Journal Articles; Doctoral Dissertations; Textbook Content; Conference Papers; Program Effectiveness; Program Evaluation; Professional Development; Learner Engagement; Participation; Teacher Role; Educational Practices; Educational Benefits; Educational Quality; Research Needs; Research Problems

Abstract:
The focus of this chapter is on the evidence to date that documents the impact of PDS engagement on four specific groups of participants: veteran P-12 teachers, university faculty, P-12 school principals, and parents and community members. In reviewing the literature concerning the impact of PDS engagement on these four groups, the authors' primary emphasis was on reviewing studies published in peer-reviewed journals, but their review also included doctoral dissertations, book chapters, and papers presented at national and regional conferences when they could be obtained. Expanding the review beyond peer-reviewed journals allowed them to obtain a more comprehensive picture of the scholarship in these important areas. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
College School Cooperation; Curriculum Development; Elementary Secondary Education; Higher Education; Inquiry; Partnerships in Education; Preservice Teacher Education; Professional Development Schools; Program Development; Program Implementation; Teacher Collaboration; Trust (Psychology)

Abstract:
Demonstrates how analyzing the evolution of long-term Professional Development School (PDS) problems can serve as indicators of PDS growth, identifying three persistent problems (building trust and relationships between university and school personnel, reconceptualizing existing coursework to fit in the PDS context, and making inquiry a central feature). Traces the evolution of these problems through PDS planning, implementation, and institutionalization. (SM) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Block Scheduling; Curriculum Development; Interdisciplinary Approach; Secondary Education; Secondary School Teachers; Teacher Attitudes; Teacher Collaboration; Team Teaching; Teamwork

Abstract:
Examined how high school teachers made meaning of a change process involving teamwork, interdisciplinary teaching, and block scheduling. Document analysis, observation, and interview data indicated that uncertainty and doubt were the pervading themes and had a critical effect on the teaching team's ability to move to interdisciplinary teaching. The project lacked teacher input, professional development, written curriculum, and administrator leadership. (SM) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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