School-University Partnerships最新文献_第3页

Positioned as pedagogues, finding their teaching personas: critical, project-based clinical experiences in PDS/school-university contexts 定位为教师，找到他们的教学角色:在PDS/学校-大学背景下关键的，基于项目的临床经验

School-University Partnerships Pub Date : 2023-06-20 DOI: 10.1108/sup-02-2023-0005

Kristien Zenkov, Marion Taousakis, Jennifer Goransson, Emily R C Staudt, Marriam Ewaida, Madelyn Stephens, Megan Hostutler, Jasmin Castorena, Matt Kitchen

{"title":"Positioned as pedagogues, finding their teaching personas: critical, project-based clinical experiences in PDS/school-university contexts","authors":"Kristien Zenkov, Marion Taousakis, Jennifer Goransson, Emily R C Staudt, Marriam Ewaida, Madelyn Stephens, Megan Hostutler, Jasmin Castorena, Matt Kitchen","doi":"10.1108/sup-02-2023-0005","DOIUrl":"https://doi.org/10.1108/sup-02-2023-0005","url":null,"abstract":"PurposePolicy makers, professional associations and scholars continue to advocate for the integration of enhanced clinical experiences for future teachers’ preparation. These recommendations reflect the growing recognition that few events in preservice teachers’ education are more significant than their experiences in the classrooms of veteran peers. Aware of the fact that the field of teacher education needs examples of effective clinical experiences, the authors examined the “critical, project-based” (CPB) model, employing Photovoice activities in a dropout prevention course in a secondary education partner school at the beginning of the COVID-19 pandemic. This paper aims to discuss the aforementioned objective.Design/methodology/approachAware that the field of teacher education needs examples of effective clinical experiences, the authors examined the CPB model, employing Photovoice activities in a dropout prevention course in a secondary education partner school at the beginning of the COVID-19 pandemic. In this article they detail a practitioner research examination that explores the experiences of 12 preservice middle/high school teachers, reporting on these individuals’ considerations of general pedagogies, writing instruction strategies and teaching personas.FindingsResults suggest that preservice teachers might best identify pedagogical practices that are consistent with their nascent teaching identities via experiences that occur in school-university partnerships in which future teachers are positioned as pedagogues.Originality/valueThis manuscript explores the use of the “CPB” clinical experience model, identifying the impacts of this approach for preparing future teachers.","PeriodicalId":358031,"journal":{"name":"School-University Partnerships","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124591872","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Dedication to the craft: developing pre-service teachers into social justice advocates through PDS and poetry 致力于这项手艺:通过PDS和诗歌将职前教师培养成社会正义的倡导者

School-University Partnerships Pub Date : 2023-06-13 DOI: 10.1108/sup-02-2023-0011

K. Cormier

{"title":"Dedication to the craft: developing pre-service teachers into social justice advocates through PDS and poetry","authors":"K. Cormier","doi":"10.1108/sup-02-2023-0011","DOIUrl":"https://doi.org/10.1108/sup-02-2023-0011","url":null,"abstract":"PurposeThe purpose of this poetic inquiry was to understand how the professional development school (PDS) model can help pre-service teachers (PSTs) develop an inclusive philosophy of teaching while positioning themselves as social justice advocates. Four clinical interns collaborated in the research process guided by the university professor-in-residence (PIR).Design/methodology/approachTo conduct this poetic inquiry the interns kept journals, participated in individual interviews and weekly book club discussions to help us understand how education is situated within a broader social justice framework. Transcription poems were created from discussion and interview transcripts to capture the interns' perspectives and experiences in developing their philosophies.FindingsThe findings, shared through transcription poems, indicate that the interns established inclusive beliefs, experienced tensions between their beliefs and practices and emphasize the importance of community in developing as social justice advocates.Originality/valueBy sharing the findings through poetry, this study invites a more focused look into the nuances of PST’s emerging beliefs on inclusive education in a PDS.","PeriodicalId":358031,"journal":{"name":"School-University Partnerships","volume":"187 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121061482","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The past is prologue part II: a study of PDS comparison dissertations 过去是序言部分第二部分:PDS比较论文研究

School-University Partnerships Pub Date : 2023-06-12 DOI: 10.1108/sup-02-2023-0008

Diane Yendol‐Hoppey, Eva Garin

{"title":"The past is prologue part II: a study of PDS comparison dissertations","authors":"Diane Yendol‐Hoppey, Eva Garin","doi":"10.1108/sup-02-2023-0008","DOIUrl":"https://doi.org/10.1108/sup-02-2023-0008","url":null,"abstract":"PurposeThe study aims to present a logic map linking the Professional Development School (PDS) Nine Essentials as a PDS theory of action and offer an analysis of dissertations that compare outcomes of learning in PDS and non-PDS contexts.Design/methodology/approachFor this current study, the authors identified 25 of the 210 dissertations from a larger study that used a comparison methodology to provide a window into how learning in PDS and non-PDS settings may differ. In reviewing these comparison studies, the authors identified a set of clustered themes, as well as a variety of comparison constructs and measurements researchers used to determine the impact of PDS.FindingsFive themes emerged including (1) the experience of learning to teach in a PDS setting vs. a non-PDS; (2) the experience of teaching in a PDS vs. non-PDS; (3) teacher candidate quality in a PDS vs. non-PDS; (4) teacher quality in a PDS vs. non-PDS; (5) school leader quality in a PDS vs. non-PDS; and (6) K-12 student learning in PDS vs. non-PDS.Research limitations/implicationsLimitations of this study include the complications related to comparison, logic-related fallacies and the complexity of capturing simultaneous renewal.Originality/valueIn the 30th year of PDS work, the study utilizes a theory of action comprised of linking the PDS Nine Essentials to situate the comparison dissertation analysis of outcomes in PDS and non-PDS contexts suggesting challenges and possibilities and perhaps a direction for new research questions.","PeriodicalId":358031,"journal":{"name":"School-University Partnerships","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114797314","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Creating a culture of learning – mentoring in a PDS 在PDS中创造一种学习的文化——指导

School-University Partnerships Pub Date : 2023-06-07 DOI: 10.1108/sup-01-2023-0004

Nicole Schlaack

{"title":"Creating a culture of learning – mentoring in a PDS","authors":"Nicole Schlaack","doi":"10.1108/sup-01-2023-0004","DOIUrl":"https://doi.org/10.1108/sup-01-2023-0004","url":null,"abstract":"PurposeProfessional development schools (PDSs) advocate links between schools and teacher education programs, but how do mentor teachers in schools experience their role in this? Therefore, this research focuses on mentor teachers to investigate the change brought about by the implementation of a complex-wide PDS.Design/methodology/approachThis qualitative single case study in a newly formed complex-wide PDS is based on surveys and individual interviews with mentor teachers from one school complex area. Activity systems analysis provided the framework to analyze mentor teachers interactions, their role and activities.FindingsMentor teachers expressed a sense of purpose in educating the next generation of teachers, experienced continuous learning in the collaboration with the teacher candidates and recognized opportunities for professional development offered by teacher education programs.Practical implicationsSchools and teacher education institutes rely on mentor teachers in their support to educate the next generation of teachers. Knowing what activities and values mentor teachers place on their mentoring can guide school administrations and teacher education institutes in their support and recruitment for mentor teachers.Originality/valueThis research contributes to the development of teacher education in the State of Hawaii and has identified helpful structures for meaningful teacher education.","PeriodicalId":358031,"journal":{"name":"School-University Partnerships","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114267340","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A call for critical PDS: infusing DisCrit into the nine essentials 呼吁关键的PDS:将DisCrit注入九大要素

School-University Partnerships Pub Date : 2023-06-06 DOI: 10.1108/sup-03-2023-0016

Michelle L. Damiani, B. Elder

{"title":"A call for critical PDS: infusing DisCrit into the nine essentials","authors":"Michelle L. Damiani, B. Elder","doi":"10.1108/sup-03-2023-0016","DOIUrl":"https://doi.org/10.1108/sup-03-2023-0016","url":null,"abstract":"PurposeThe field of Professional Development Schools (PDS) continues to evolve with promising implications. As part of advancing practice, the National Association for Professional Development Schools has updated its nine essential guiding principles, which now includes an explicit expectation for all PDS partners to advance equity, anti-racism and social justice. This article is a call for critical professional development work which infuses Disability Critical Race Theory (DisCrit) practices into achieving the Nine Essentials.Design/methodology/approachIn this call-to-action article, the authors argue that it is imperative for the whole of PDS work to establish a priority for inclusive practice that recognizes and responds to all aspects of diversity in education from the outset, including disability. The authors suggest that PDS work must be guided by an intersectional approach that is operationalized to achieve equity in education by dismantling both racism and ableism in education. The authors use an action-based example from our PDS work to exemplify these elements in practice.FindingsIn this article, the authors put forth two arguments that they urge their PDS colleagues to consider. First, the authors call for practices within PDS to give attention to improving student learning in ways that specifically address disability and intersectional considerations related to disability. Second, the authors urge that PDS work must be conceptually and practically inclusive in order to achieve the social justice impact put forth in the comprehensive mission of the Nine Essentials.Originality/valueThere is a growing body of literature around PDS that addresses theory to practice research and best practices in PDS settings. While some recent publications address inclusive PDS practices, the authors were not able to identify any works related to DisCrit in the PDS literature to date.","PeriodicalId":358031,"journal":{"name":"School-University Partnerships","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115675171","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Secondary preservice teachers' critical reflecting practices: examining perceptions of confidence using a two-part reflection 中学职前教师的批判性反思实践:使用两部分反思来检查信心的感知

School-University Partnerships Pub Date : 2023-06-05 DOI: 10.1108/sup-01-2023-0001

Jess Smith, Ryann N. Shelton, N. Scholten, Madelon McCall

引用次数: 0

What we wonder: an iterative exploration of teachers' perceptions of social-emotional learning 我们想知道的是:教师对社交情感学习的看法的反复探索

School-University Partnerships Pub Date : 2023-06-02 DOI: 10.1108/sup-01-2023-0002

Rachelle Curcio, Rebecca Smith Hill, Kate Ascetta

{"title":"What we wonder: an iterative exploration of teachers' perceptions of social-emotional learning","authors":"Rachelle Curcio, Rebecca Smith Hill, Kate Ascetta","doi":"10.1108/sup-01-2023-0002","DOIUrl":"https://doi.org/10.1108/sup-01-2023-0002","url":null,"abstract":"PurposeThe paper aims to examine how a professional development school-district (PDS-D) partnership, enacting an improvement science stance, collectively explored social-emotional learning (SEL) during collaboratively designed professional learning experiences.Design/methodology/approachThis qualitative study, guided by an improvement science orientation, enacted an iterative research design. Data sources consisted of anecdotal field notes and artifacts from 12 professional learning sessions. Using a constant comparative method, the authors applied an inductive thematic analysis to identify salient themes across data related to teacher wonderings and identified goals.FindingsThe paper illuminates teachers' voices while highlighting information gleaned from participant wonderings, their identified goals and how this information informed the iterative development of future professional learning experiences within a district-university partnership.Research limitations/implicationsDue to the chosen research approaches and limited number of participants, the research results may lack generalizability.Originality/valueThis paper provides original insight into collaborative development of recursive professional learning experiences within partnership spaces.","PeriodicalId":358031,"journal":{"name":"School-University Partnerships","volume":"171 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126388156","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0