PDS Partners: Bridging Research to Practice最新文献

{"title":"Essential 4: a shared commitment to reflection, innovation and generative knowledge","authors":"Donnan Stoicovy, B. Badiali, R. Burns, C. Coler, Michael N. Cosenza, Krystal K. Goree, Drew Polly, Kristien Zenkov","doi":"10.1108/pdsp-06-2023-0022","DOIUrl":"https://doi.org/10.1108/pdsp-06-2023-0022","url":null,"abstract":"PurposeThe purpose of this paper is to describe the key aspects and give examples of Essential 4 of the Second Edition of the National Association for Professional Development Schools (NAPDS) Nine Essentials.","PeriodicalId":434820,"journal":{"name":"PDS Partners: Bridging Research to Practice","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126048971","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}

{"title":"Editorial: Editors' introduction","authors":"Jennifer D. Morrison, Elizabeth Currin, Shalonya Knotts","doi":"10.1108/pdsp-05-2023-009","DOIUrl":"https://doi.org/10.1108/pdsp-05-2023-009","url":null,"abstract":"","PeriodicalId":434820,"journal":{"name":"PDS Partners: Bridging Research to Practice","volume":"22 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":"121067035","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}

{"title":"Preparing culturally competent teachers through clinical practices abroad","authors":"Tracy Mulvaney, Kathryn L. Lubniewski, W. Morales","doi":"10.1108/pdsp-01-2023-0001","DOIUrl":"https://doi.org/10.1108/pdsp-01-2023-0001","url":null,"abstract":"PurposeClinical practice provides teacher candidates with opportunities to link teaching and learning theory to practice in a supported environment with strong mentorship through their initial phases of teaching. Teacher candidates wait in anticipation for the opportunity to get into classrooms to work alongside veteran teachers to promote student learning and achievement. This article presents one educator preparation program’s (EPP’s) innovative program that spans the boundaries of the USA to provide teacher candidates with a two-week intensive full-time clinical placement in schools located in the Cotswold Region of England.Design/methodology/approachHighlighted in this piece is the program’s partnership history, design, structure, connection to the nine essentials, assessment of program goals, and a synthesis of the literature on global education and its value in educator preparation.FindingsHighlighted in this piece is the program’s partnership history, design, structure, connection to the nine essentials, assessment of program goals and a synthesis of the literature on global education and its value in educator preparation.Originality/valueThis article highlights one university’s innovation that places teacher candidates in the classroom for a two-week full-time immersive clinical experience in various schools in England. As early as their sophomore year, teacher candidates can participate in this study abroad program and do so while developing their own cultural competence and global citizenship.","PeriodicalId":434820,"journal":{"name":"PDS Partners: Bridging Research to Practice","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114842535","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}

{"title":"Collaborative partnership: helping adolescents to develop a STEM mindset","authors":"Angelia Reid-Griffin, Jessica Croson, Samantha Fisher, N. Lopez","doi":"10.1108/pdsp-01-2023-0002","DOIUrl":"https://doi.org/10.1108/pdsp-01-2023-0002","url":null,"abstract":"PurposeStudies have shown that science, technology, engineering and mathematics (STEM) careers remain to be one of the areas where there is considerable job growth (Lacey & Wright, 2009; National Science Board, 2010; Singh et al., 2002). However, in many rural regions, science teachers still find it challenging to motivate adolescents to develop an interest in these fields or pursue opportunities in STEM at their schools or in their communities. In exploring a distinctive way to motivate students from rural regions to develop and maintain a STEM mindset, the authors provided students opportunities to participate in programs within their communities to increase their interests in STEM. The authentic STEM learning experiences, “at no cost” for the high school students, helped them focus on cognitive and social abilities as they engaged in experiences developing identities as pre-STEM professionals. This paper reports on how the authors were able to develop research through the support of the professional development system at the university.Design/methodology/approachThe authors explored the experiences of the high school students and parents as they engaged in the Science Olympiad events, community volunteering and mentoring projects over three years in the southeastern United States. A total of 50 high school students participated from the Science Olympiad team from ethnic backgrounds: Hispanic/Latino Americans (55%), African Americans (10%) and White Americans/Caucasians (35%) participated. The high school students and parents were asked to participate by completing required permissions and also completing pre- and post-surveys to help understand their reasons for participating in the activities. At the end of the semester, an interview was conducted with participants to better understand their experiences with working on the team and their STEM perspectives. Parents and guardians of the high school students were also asked to share their thoughts about their children participating in these activities through indirect conversations. The school partnership teacher, also Science Olympiad co-coach, invited high school students to participate in additional STEM activities throughout the school year through the university partnership.FindingsThe pre- and post-survey responses provided insight to researchers about the “lived experiences” of the students as they developed a STEM mindset. Analysis of data indicates students’ interests in STEM and working with youth increased as a result of the STEM opportunities. To help in increasing their interests, additional opportunities are needed for these youth to engage in STEM tasks and mentoring. The professional development system (PDS) creates the space for these opportunities to take place, leading to new knowledge for learning and “boundary-spanning roles” for school-university faculty to discover and experiment new ideas that “transcend institutional settings” (National Association for Professional Devel","PeriodicalId":434820,"journal":{"name":"PDS Partners: Bridging Research to Practice","volume":"147 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114627981","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}

{"title":"Accelerating teacher effectiveness: the power of partnerships","authors":"Jodi Eirich, Jane Wildesen","doi":"10.1108/pdsp-01-2023-0005","DOIUrl":"https://doi.org/10.1108/pdsp-01-2023-0005","url":null,"abstract":"PurposeThe purpose of this paper is to describe a thriving partnership between Frostburg State University and the Garrett County Public Schools that aims to improve teacher effectiveness and retention through the implementation of a robust induction program. The initiative includes sustained, strategic mentoring; extensive professional development; and validated, competency-based microcredentials aligned to high-leverage practices.Design/methodology/approachThe study included surveys and structured interviews with teaching fellows and their instructional coaches.FindingsHaving ample support and mentoring can make a significant difference for novice teachers. Partnerships between universities and local school districts can provide this critical support.Research limitations/implicationsA limitation that cannot be ignored is the small number of participants in this program, all of whom are teaching in a rural school system. However, researchers working with larger school districts would add valuable knowledge to the field of study.Practical implicationsThis paper includes implications for designing new induction programs or improving existing ones.Social implicationsMentoring, a major component of high-quality induction programs, has the potential of providing important benefits to beginning teachers including increased motivation, self-confidence, growth in professional identity, and reduced stress and anxiety.Originality/valueAs school systems are struggling to retain qualified teachers, high-quality induction programs are necessary.","PeriodicalId":434820,"journal":{"name":"PDS Partners: Bridging Research to Practice","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127490782","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}

{"title":"A systematic review of articles in PDS Partners: Bridging Research to Practice (2017–2022)","authors":"Drew Polly","doi":"10.1108/pdsp-01-2023-0004","DOIUrl":"https://doi.org/10.1108/pdsp-01-2023-0004","url":null,"abstract":"PurposeThe purpose of this study is to provide a systematic review of articles published in PDS Partners: Bridging Research to Practice between 2017 and 2022.Design/methodology/approachThis study uses a systematic review of published articles.FindingsFindings indicate that keywords in published articles focused on partnerships, professional development, teacher education and teaching. Findings related to authorship indicated that the journal published a combination of articles authored by only individuals in postsecondary institutions, or author teams that included individuals from both postsecondary institutions and PK-12 settings. Findings also indicate that the most common NAPDS Nine Essentials in articles were Essential 4: Reflection and Innovation and Essential 2: Clinical Practice.Research limitations/implicationsImplications for this study include a need for more scholarly writing about specific NAPDS Nine Essentials as well as a potential need for more studies on student learning within PDS partnerships.Originality/valueThis is the first systematic review published about articles published in PDS Partners, which transitioned from a magazine to a peer-reviewed journal in 2018.","PeriodicalId":434820,"journal":{"name":"PDS Partners: Bridging Research to Practice","volume":"114 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132861459","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}

{"title":"Preparing teacher candidates to address anti-blackness and see the assets of black students in clinical practice","authors":"Shamaine K. Bertrand","doi":"10.1108/pdsp-02-2023-0008","DOIUrl":"https://doi.org/10.1108/pdsp-02-2023-0008","url":null,"abstract":"PurposeThis article shares how providing teacher candidates with experiences in a predominantly black elementary school for their clinical experiences highlighted a need to recognize, acknowledge and address anti-blackness in teacher candidates’ clinical courses. As well as, a need to emphasize the brilliance and assets of black students. Additionally, this article shares ways in which those involved in the work of school-university or professional development school (PDS) partnerships can incorporate practices that address anti-blackness in clinical practice.Design/methodology/approachConceptual paper sharing experiences addressing anti-blackness in school-university partnerships.FindingsNational Association of Professional Development Schools (NAPDS) recently revised their Nine Essentials to include this revised version of Essential 1: A comprehensive mission which calls for the advancement of equity, antiracism and social justice within and among schools, colleges/universities and their respective community and professional partners. The work that the author presents in this article around preparing teacher candidates to address anti-blackness fits into the call of Essential 1 because when anti-blackness is addressed equity, antiracism and social justice can be part of the educational experiences of black children. This article shares how providing teacher candidates experiences in a predominantly black elementary school for their clinical experiences highlighted a need to recognize, acknowledge and address anti-blackness in teacher candidates’ clinical practice. As well as, a need to emphasize the brilliance and assets of black students. Additionally, this article shares ways in which those involved in the work of school-university or PDS partnerships can incorporate practices that address anti-blackness in clinical courses.Originality/valueThe author believes that this manuscript is appropriate for publication because it addresses a necessary shift that must happen in clinical practice by recognizing, acknowledging and addressing anti-blackness, as well as making sure teacher candidates are prepared to teach black students. This manuscript has not been published and is not under consideration for publication elsewhere. The author has no conflicts of interest to disclose.","PeriodicalId":434820,"journal":{"name":"PDS Partners: Bridging Research to Practice","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130655345","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}

{"title":"The four studio structures and deep learning","authors":"Sarah Barnett, Heather Drew Francis","doi":"10.1108/pdsp-01-2023-0007","DOIUrl":"https://doi.org/10.1108/pdsp-01-2023-0007","url":null,"abstract":"PurposeThis paper describes how a pre-service teacher’s knowledge and pedagogy changed as she documented her reflective practice while teaching arts-integrated lessons in a fifth-grade classroom during her pre-service teacher preparation program. The pre-service teacher spent three-months conducting an action research project in collaboration with a university mentor.Design/methodology/approachThis paper explores what she and her mentor learned as she prepared arts-integrated lesson plans based on the four studio structures for learning and analyzed them along with identifying and documenting evidence of deep learning through field notes and video recordings.FindingsAnalysis of field notes, video recordings and lesson plans led the authors to take a deeper look at where the four studio structures for learning overlapped in the teaching event. In the data the intersections of the four studio structures shared a pattern of increased evidence of deep learning for the students. This paper describes the phenomenon in the classroom at various points of intersection.Research limitations/implicationsThis action research study is preliminary, and the findings are suggestive of further research that would require indexing what deep learning looks like and gathering and analyzing student data.Practical implicationsIt is recommended that teachers use the four studio structures to integrate the arts in their classrooms and to enhance and encourage creativity, communication, critical thinking, collaboration, character and culture and as teachers work toward deep learning for students.Originality/valueThis case shows how a university partnership provides fertile ground for educators of all skills and experience to participate in the expansion of the field of education as well as personal and professional development.","PeriodicalId":434820,"journal":{"name":"PDS Partners: Bridging Research to Practice","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117195936","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}

{"title":"Engaging families after Covid: reconnecting in the classroom","authors":"Natalie Tye","doi":"10.1108/pdsp-01-2023-0003","DOIUrl":"https://doi.org/10.1108/pdsp-01-2023-0003","url":null,"abstract":"PurposePrior to Covid, family involvement was on a forward movement of becoming a more involved, collaborative relationship between teachers and families of students. Just as family involvement was beginning to gain momentum with student-led conferences, in and out of school volunteer opportunities and families being seen as a valued perspective regarding student learning, Covid happened. This one event changed how families were seen within the school system. Through reflection with clinical candidates experiencing the effects of Covid and engagement experiences with families in the classroom, two different themes emerged regarding how schools have moved forward since Covid. Some schools found families to be a valued partner in student learning where other districts chose to use Covid as a reason for shutting the doors to family involvement. This article aims to address the family engagement timeline beginning prior to Covid, the perceptions of clinical candidates based on their experiences in classrooms, and innovative strategies for supporting future engagement with families. Design/methodology/approach The work provides a summary of family involvement pre-existent to Covid, during the pandemic and post-Covid through a review of the literature and emerging from teacher candidate experiences in the school setting.FindingsAfter a careful review of literature and reflection of current teacher candidate experiences in the school system, two clear movements have emerged as Covid restrictions have been lowered. Where some districts are relieved by a lowering of visitor restrictions with the increased involvement of families in the building, other schools have tightened restrictions on families, causing increased tension on parent-teacher relationships. These schools are left caught in the pandemic, unaware or unsure of how to proceed in a post-pandemic world. This article provides key aspects to include in creating a plan for engaging with families and creating strong reciprocal relationships.Originality/valueValuing families in the school setting is crucial for developing strong relationships among teachers, students, student supports and the families who are raising these children. With increased social emotional needs in students, post-Covid, allowing families to contribute to discussion and planning regarding their children is mutually beneficial. Including families in school learning, planning and opportunities leads to positive family engagement and overall increased success in students, extending to the value educators place on involving these families. In addition, modeling how to postively engage families in school learning supports clinical partnerships with area universities. Where schools and classrooms are developing intergrated plans to include families in school learning experiences, future educators are able to better see and value the role of the family in education. When clinical candidates are not able to observe positive interacti","PeriodicalId":434820,"journal":{"name":"PDS Partners: Bridging Research to Practice","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116061279","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}