Description
Book SynopsisThe purpose of the book is to provide Professional Development School (PDS) workers with a framework for conducting research in a PDS. The book examines the history of these schools as a phenomenon, analyzes PDS research since its inception in 1986, outlines the National Council for Accreditation of Teacher Education''s (NCATE) PDS standards, and the American Education Research Association''s (AERA) recommended research methods. The result of this examination creates a framework within which researchers in schools, universities, districts, and national groups consider their developmental level. The book includes hypothetical examples of research in these schools that are approved by the AERA. In four chapters the authors investigate the active language of the NCATE / PDS standards that refer to inquiry. A summary of the standards guides the recommended research choices and the hypothetical research projects presented by Professors Jeanne Tunks and Jane Neapolitan. Articles on the PDS
Table of ContentsChapter 1 Introduction Chapter 2 The Need for a Developmental Approach for PDS Research Chapter 3 The Holmes Group: A Vision for PDS Research Chapter 4 The NCATE PDS Standard: Inquiry as Part of the Interwoven Fabric Chapter 5 Analyses of PDS Research: Trends and Implications Chapter 6 A Framework Using AERA Research Methods and NCATE PDS Standards Chapter 7 PDS Research at the Beginning Stage Chapter 8 PDS Research at the Developing Stage Chapter 9 PDS Research at the At Standard Stage Chapter 10 PDS Research at the Leading Stage Chapter 11 Summary Part 12 Appendix Part 13 Index
