Staying the Course with Professional Development Schools

Terry R. Berkeley

ISBN 10: 0820476013 / ISBN 13: 9780820476018

Verlag: Peter Lang, Peter Lang, 2005

Beschreibung

Druck auf Anfrage Neuware - Printed after ordering - The Professional Development School (PDS) movement has been a major vehicle for the simultaneous renewal of Pre-K-12 education and the teaching profession for nearly twenty years. This second volume in a series created by Towson University goes beyond 'start up' stories and presents data-based discussions on a variety of topics about PDS implementation and assessment, including PDSs in specialty areas, such as music and physical education, mentoring, teacher development, standards, accountability, and sustainability. Chapters are written by researchers who presented their work at the Second National Professional Development School Conference sponsored by the Maryland State Department of Education's Professional Development School Network, and who represent public and private colleges and universities and school districts in Maine, New York, New Jersey, Maryland, Georgia, Kansas, and Missouri, and the National Council for Accreditation of Teacher Education (NCATE).

Bestandsnummer des Verkäufers 9780820476018

Bibliografische Details

• Titel: Staying the Course with Professional Development Schools
• Verlag: Peter Lang, Peter Lang
• Erscheinungsjahr: 2005
• Sprache: Englisch
• ISBN-10: 0820476013
• ISBN-13: 9780820476018
• Einband: Taschenbuch
• Zustand: Neu
• Abmessungen: 230B x 160 H x 12 T Millimeter Breite: 230 mm, Höhe: 160 mm, Tiefe: 12 mm
• Gewicht: 339 Gramm

Über diesen Titel

Inhaltsangabe

The Professional Development School (PDS) movement has been a major vehicle for the simultaneous renewal of Pre-K-12 education and the teaching profession for nearly twenty years. This second volume in a series created by Towson University goes beyond "start up" stories and presents data-based discussions on a variety of topics about PDS implementation and assessment, including PDSs in specialty areas, such as music and physical education, mentoring, teacher development, standards, accountability, and sustainability. Chapters are written by researchers who presented their work at the Second National Professional Development School Conference sponsored by the Maryland State Department of Education's Professional Development School Network, and who represent public and private colleges and universities and school districts in Maine, New York, New Jersey, Maryland, Georgia, Kansas, and Missouri, and the National Council for Accreditation of Teacher Education (NCATE).

Über die Autorin bzw. den Autor

The Editors: Jane E. Neapolitan is Associate Professor in the Department of Elementary Education at Towson University, Maryland. She earned an Ed.D. in curriculum and teaching from Teachers College, Columbia University.
Terry R. Berkeley is Professor and Chair of the Department of Early Childhood Education at Towson University, Maryland.