This book offers a comprehensive guide to the impact of Professional Development Schools and School-University Partnerships (PDSs-SUPs), articulating both the major issues that confront PDSs-SUPs and the various research methods shaping the field.
Stemming from a national PDS research conference and project funded by the American Educational Research Association (AERA), this collaborative effort presents a vision aimed at promoting inclusive, equity-focused research within PDSs-SUPs. Delve into the insights of researchers as they examine revitalized perspectives, persistent challenges, and emerging areas of study.
This volume will appeal to scholars, teachers, teacher educators, university students, and education policymakers with interest in social justice in research, teacher education, and P-12 partnerships.
This book offers a comprehensive guide to the impact of Professional Development Schools and School-University Partnerships (PDSs-SUPs), articulating both the major issues that confront PDSs-SUPs and the various research methods shaping the field.
1. Introduction
2. A National Collaborative Research Agenda for
Professional Development Schools and Similar SchoolUniversity Partnerships
3. In Pursuit of Responsible Professional Development School Research
4. The
Perils of Tokenism: Conducting Antiracist Research in SchoolUniversity
Partnerships
5. Leveraging Clinical Practice Experiences to Advance
Equity-Based Mathematics Teaching
6. Developing as Equity-Centered Teacher
Leaders through Job-Embedded Professional Learning within a Professional
Development School Network
7. More Than Formalized Structures: Toward Shared
Understanding and a Comprehensive Mission of Promoting Social Justice in
Professional Development Schools
8. Boundary-Spanners in Literacy
Education: Roles, Activities, Supports, Constraints, and Futures
9. The Power
of School-University Partnerships During a Pandemic
10. Interprofessional
Education Research: Improving Collaboration between Teachers and Health
Professionals in Support of Students and Families
11. Establishing the
Southeastern Professional Development School Research Consortium
12. An
Approach to Help Link Universities/Colleges to K-12 Schools: The
Collaboration Report and Rating Inventory (CoRR-I)
Joseph R. Feinberg is Associate Professor of social studies education at Georgia State University in Atlanta, Georgia. He serves as a founding board member and treasurer for Professional Development Schools (PDS) SERVE/Southeastern Association of SchoolUniversity Partnerships. Previously, he served as the president (2023) of the Georgia Council for Social Studies and chair (2021) of the American Educational Research Association PDS Research Special Interest Group (SIG). He received over $50 million in grants as a principal investigator (PI) and co-PI for partnership work from various federal and private funding agencies.
Susan L. Ogletree served as the director for the Educational Research Bureau and the Center for Evaluation and Research Services at Georgia State University for 20 years and worked in both K-12 and university teacher education programs. She also served as a co-PI for four U.S. Department of Education grants focused on the improvement of preservice and in-service teachers with a total of over $30 million in funding.
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