PDS Partners Bridging Research to Practice最新文献

Collaboration and cross-pollination: teaching garden-based learning through PDS partnerships 合作和交叉授粉:通过PDS伙伴关系教授花园学习

PDS Partners Bridging Research to Practice Pub Date : 2023-10-24 DOI: 10.1108/pdsp-06-2023-0023

Sarah Cramer, Mercedes Tichenor

{"title":"Collaboration and cross-pollination: teaching garden-based learning through PDS partnerships","authors":"Sarah Cramer, Mercedes Tichenor","doi":"10.1108/pdsp-06-2023-0023","DOIUrl":"https://doi.org/10.1108/pdsp-06-2023-0023","url":null,"abstract":"Purpose School gardening and garden-based learning (GBL) have gained great popularity in recent years, and the COVID-19 pandemic forced many educators to think creatively about safe, outdoor education. Scholarship from diverse disciplines has demonstrated the positive impact of GBL on student learning, attitudes toward school and various health outcomes. Despite widespread interest in school gardening, GBL remains absent from most teacher education programs. This is a critical disconnect, as teacher education programs deeply inform the pedagogy of future teachers. In this article, the authors discuss an independent study course for pre-service teachers designed to bridge this gap and share the perspectives of the future teachers who completed the course. Design/methodology/approach To understand and evaluate the experiences of the preservice teachers engaged in the GBL independent study course, the authors conducted an exploratory qualitative case study. Findings The authors argue that GBL curriculum integration in teacher education programs, along with garden-focused PDS partnerships, can be powerful levers in expanding gardening initiatives and preparing pre-service teachers to garden with their future students. Originality/value The authors also provide GBL suggestions for universities and partnership schools.","PeriodicalId":498026,"journal":{"name":"PDS Partners Bridging Research to Practice","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135220085","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

Revised Essential 8: the importance of boundary spanning roles 修订要点8:跨界角色的重要性

PDS Partners Bridging Research to Practice Pub Date : 2023-09-21 DOI: 10.1108/pdsp-06-2023-0015

Michael Cosenza, Rebecca West Burns, Bernard Badiali, Cynthia Coler, Krystal Goree, Drew Polly, Donnan Stoicovy, Kristien Zenkov

引用次数: 1

What is means to be a professional development school: the nine essentials 成为一所专业发展学校意味着什么:九个要素

PDS Partners Bridging Research to Practice Pub Date : 2023-09-21 DOI: 10.1108/pdsp-06-2023-0016

Michael Cosenza, Bernard Badiali, Rebecca West Burns, Cynthia Coler, Krystal Goree, Drew Polly, Donnan Stoicovy, Kristien Zenkov

{"title":"What is means to be a professional development school: the nine essentials","authors":"Michael Cosenza, Bernard Badiali, Rebecca West Burns, Cynthia Coler, Krystal Goree, Drew Polly, Donnan Stoicovy, Kristien Zenkov","doi":"10.1108/pdsp-06-2023-0016","DOIUrl":"https://doi.org/10.1108/pdsp-06-2023-0016","url":null,"abstract":"Purpose The National Association for Professional Development Schools (NAPDS) recognizes that there is a tendency for the term “PDS” (Professional Development School) to be used as a catch-all for various relationships that constitute school–university partnership work. The intent of this NAPDS statement is to assert the essentials, or fundamental qualities, of a PDS. NAPDS encourages all those working in school–university relationships to embrace the Nine Essentials of PDSs communicated in this statement. The Essentials are written in tangible, rather than abstract, language and represent practical goals toward which work in a PDS should be directed. Design/methodology/approach Policy statement. Findings NAPDS maintains that these Nine Essentials need to be present for a school-university relationship to be called a PDS. Without having all nine, the relationship that exists between a school/district and college/university, albeit however strong, would not be a PDS. How individual PDSs meet these essentials will vary from location to location, but they all need to be in place to justify the use of the term “PDS.” Practical implications For those in established PDSs, some aspects of this document will be confirmed, while other aspects may be identified as needing attention. For those aspiring to establish PDSs, the authors offer this statement as a useful guide for their work. NAPDS invites individuals involved in school–university partnerships to share this statement with colleagues in the spirit of continuous improvement. By coming to terms with the challenges and opportunities inherent in this statement, the study can collectively fulfill the vision of this remarkable and distinct partnership called PDS. Originality/value This policy statement articulates how the Nine Essentials are the foundation of PDS work.","PeriodicalId":498026,"journal":{"name":"PDS Partners Bridging Research to Practice","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136129216","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: 10

Essential 2: “clinical practice” is what professional development schools do 要点2:“临床实践”是专业发展学校所做的

PDS Partners Bridging Research to Practice Pub Date : 2023-09-19 DOI: 10.1108/pdsp-06-2023-0014

Rebecca West Burns, Bernard Badiali, Cynthia Coler, Michael Cosenza, Krystal Goree, Drew Polly, Donnan Stoicovy, Kristien Zenkov

引用次数: 2

Parents’ perceptions of STEM: the use of STEM materials for preschoolers in the home environment 家长对STEM的认知:学前儿童在家庭环境中使用STEM材料

PDS Partners Bridging Research to Practice Pub Date : 2023-09-12 DOI: 10.1108/pdsp-01-2023-0006

Jane Strawhecker, Christopher Knoell, Paula Thompson, Nicole Shundoff, Angela Bardell

{"title":"Parents’ perceptions of STEM: the use of STEM materials for preschoolers in the home environment","authors":"Jane Strawhecker, Christopher Knoell, Paula Thompson, Nicole Shundoff, Angela Bardell","doi":"10.1108/pdsp-01-2023-0006","DOIUrl":"https://doi.org/10.1108/pdsp-01-2023-0006","url":null,"abstract":"Purpose This mixed-method, collaborative study investigated parents’ perceptions of STEM (Science, Technology, Engineering and Mathematics) learning through use of STEM kits specifically designed for in-home use by parents and preschool-age children. Design/methodology/approach Parents with a child attending a community-based childhood development center and ranging in age from three to four were invited to participate. Data were analyzed for the participants’ surveys, which were completed at two different times (pre and post) for this study. Findings After utilizing the STEM materials with their child over a two-week period, the parents’ perceptions of STEM content changed. The results indicate that regardless of the at-home STEM materials, positive outcomes for their child occurred, including the likelihood that their child would pursue additional STEM opportunities. Research limitations/implications With a small sample size and a short timeframe for conducting the study, the results lack generalizability. The findings add information about the effectiveness of STEM materials for preschoolers while providing insight into educational opportunities in home environments. Originality/value As the nation addresses workforce shortages in many areas, including STEM, rethinking STEM education during the first five years is important. The more opportunities for young children to engage in meaningful STEM, the greater the potential to pique interest and develop critical thinking skills.","PeriodicalId":498026,"journal":{"name":"PDS Partners Bridging Research to Practice","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135825467","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

Working together: what we’ve learned from building a school–university partnership 合作:我们从建立学校-大学伙伴关系中学到了什么

PDS Partners Bridging Research to Practice Pub Date : 2023-08-29 DOI: 10.1108/pdsp-03-2023-0010

Michael DiCicco, Shawn A. Faulkner, Mac Cooley

{"title":"Working together: what we’ve learned from building a school–university partnership","authors":"Michael DiCicco, Shawn A. Faulkner, Mac Cooley","doi":"10.1108/pdsp-03-2023-0010","DOIUrl":"https://doi.org/10.1108/pdsp-03-2023-0010","url":null,"abstract":"Purpose The purpose of this viewpoint article is to share the reflections of school and university leaders on the success of their emerging school–university partnership for the preparation of middle school teachers. Design/methodology/approach The article is a reflective paper in which the leaders of the school–university partnership discuss the benefits of establishing the initial school–university partnership and reflect on what has helped the partnership experience success in the partnership's first five years of existence. Findings While the authors describe their school-university partnership as emerging, both the school and the university have experienced successes. Upon reflection, the authors discuss four specific essential elements to their initial partnership success. Communication and collaboration among all stakeholders ensure all voices are heard and valued. Allowing the university to have a physical presence in the middle school encourages the building of trusting relationships. For partnerships to succeed, partners must allow time for the partnership to mature and grow. Finally, when the middle school hires graduates from the partnering university, this benefits both the school and university partners. Originality/value As teacher preparation moves further away from the university campus to engage more closely with schools, there are lessons to be learned. Reflection is an essential component of growth. The partners in this school–university partnership believe sharing the partners' experiences will enhance the effectiveness of the partners' own partnership and encourage others that choose to begin this journey.","PeriodicalId":498026,"journal":{"name":"PDS Partners Bridging Research to Practice","volume":"118 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136244054","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