Description
School-university partnerships have the potential to greatly benefit teaching and learning in PK-12 environments, as well as educator preparation programs. This collaboration is advantageous to teachers, counselors, and administrators.
Endorsed by the National Association for Professional Development Schools (NAPD), Professional Development Schools and Transformative Partnerships provides a comprehensive look at the design, implementation, and impact of educational initiatives between schools and universities. Including cases and research on existing collaborations, this publication addresses barriers and trends in order to provide direction for successful partnerships in the future. This book is an essential reference source for educational leaders in colleges, schools, and departments of education, as well as leaders of PK-12 schools.
Reviews and Testimonials
Education professionals discuss examples of professional development schools as partnerships between university teacher-training programs and pre-kindergarten through 12th grade schools, leveraging them to meet needs of specific populations, designing them around specific pedagogies, and focusing them on specific content areas. Among their topics are creating connections across the network, sharing teacher expertise with pre-service teachers through videos, early childhood programs as professional development schools, leveraging a project to address students' learning in elementary school mathematics, Socrates and the search for meaning at his academy, and nurturing teacher development and promoting academic achievement throgh a reciprocal learning experience.
– ProtoView Book Abstracts (formerly Book News, Inc.)
Author's/Editor's Biography
Drew Polly (Ed.)
Drew Polly is an associate professor in the Department of Reading and Elementary Education at the University of North Carolina at Charlotte. His research agenda focuses on examining how to support the implementation of technology and standards-based pedagogies. More information can be found at: http://drewpolly.org/me.
Tina Heafner (Ed.)
Tina L. Heafner, PhD, is a Professor in the Department of Middle, Secondary, and K-12 Education at the University of North Carolina at Charlotte. She earned her PhD in Curriculum and Instruction from the University of North Carolina at Greensboro. At UNC Charlotte, her administrative responsibilities include Directing the College of Education Prospect for Success, MEd in Secondary Education and the Minor in Secondary Education. Tina maintains an active and longstanding Professional Development School Partnership for over a decade. Tina's teaching and research focus on effective practices in social studies education such as professional development schools, technology integration, content literacy development, and service learning. Publications include four co-authored books and three edited books. She has published numerous articles in peer-reviewed journals such as
Teacher's College Record,
Educational Researcher,
Kappa Delta Phi,
Theory and Research in Social Education,
Journal of Technology and Teacher Education,
Teacher Education and Practice,
Journal of Digital Learning in Teacher Education.
Marvin Chapman (Ed.)
Marvin Chapman, EdD, is a Clinical Assistant professor in the Department of Reading and Elementary Education at the University of North Carolina at Charlotte. He is the Co-Director of the PDS Network at UNC Charlotte and teaches courses on the research and analysis of teaching, assessment, and mentors student teachers.
Melba Spooner (Ed.)
Melba Spooner is the Senior Associate Dean in the College of Education at UNC Charlotte. As part of her many duties, Spooner oversees the Professional Development School network there. Spooner, a former elementary school teacher, is a member of the CAEP (formerly NCATE) Board of Examiners and an active member of the Association for American Colleges of Teacher Education (AACTE).