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Propelling Professional Development Schools Forward: Collaborative Relationships to Revise Teacher Education Programs and Assessment Structures

Propelling Professional Development Schools Forward: Collaborative Relationships to Revise Teacher Education Programs and Assessment Structures
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Author(s): Cynthia Benton (SUNY – Cortland, USA) and Stephanie Falls (Homer Intermediate School, USA)
Copyright: 2018
Pages: 17
Source title: Handbook of Research on Program Development and Assessment Methodologies in K-20 Education
Source Author(s)/Editor(s): Viktor Wang (Grand Canyon University, USA)
DOI: 10.4018/978-1-5225-3132-6.ch014

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Abstract

This program study used faculty, administrator and teacher candidate participant interviews to examine expanded field experiences and action research effects on a Professional Development School (PDS) partnership. Specifically, the roles and relationships between public school and higher education members were examined in light of the effectiveness of the program and teacher candidate performance. Implications for higher education practices in PDS development, program design, faculty development and student learning are described. The PDS model has been embraced as a means to collaboratively develop teacher education programs that benefit student learning as well as to effectively meet licensure and academic requirements.

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