Professional development schools and social justice : schools and universities partnering to make a difference
- Lanham, Maryland : Lexington Books, 
- Physical description
- xii, 362 pages ; 24 cm
LB2154 .A3 P725 2013
- Unknown LB2154 .A3 P725 2013
- Zenkov, Kristien.
- Includes bibliographical references and index.
- Foreword Beverly Cross, University of Memphis Section I. PDSs, Social Justice, and a Case in Point Chapter 1: Professional Development Schools (PDSs) and Social Justice Education Kristien Zenkov, George Mason University-- Diane Corrigan, Cleveland State University-- Ronald S. Beebe, University of Houston-Downtown Chapter 2: The Master of Urban Secondary Teaching (MUST) Program: A Case Study Kristien Zenkov, George Mason University-- Diane Corrigan, Cleveland State University-- Ronald S. Beebe, University of Houston-Downtown-- Corey R. Sell, George Mason University-- Anthony Pellegrino, George Mason University-- Sarah Sells, Cleveland School of Science and Medicine Section II. Pre-Service Teacher Education & Social Justice Chapter 3: A PDS Model for Democratic Teaching and Social Justice Model for Civic Engagement, Equality and Social Justice Tina Heafner, University of North Carolina at Charlotte-- Paul Fitchett, University of North Carolina at Charlotte-- Catherine Averell, Central Cabarrus High School Chapter 4: Social Justice: A Standard Worth Promoting Jean Ann Foley, Northern Arizona University-- Emilie Burruezo Rodger, Northern Arizona University Chapter 5: The Danger of a Single Story: Preparing Pre-Service Teachers to Teach for Social Justice Rene Roselle, University of Connecticut-- Robin Hands, University of Connecticut-- Susan Payne, University of Connecticut Section III. Professional Development and Social Justice Chapter 6: Equity, Social Justice, and a Canadian Professional Development School Donna Forsyth, Brandon University-- Matthew Gustafson, Vincent Massey High School Chapter 7: Professional Learning Communities and Professional Development Schools: The Metamorphosis of Schools through an Understanding of Equity and Social Justice Patricia Hoffman, Minnesota State University, Mankato-- Anne Dahlman, Minnesota State University, Mankato Chapter 8: Visual Art as Transformational Activism in a PDS School Melody Milbrandt, Georgia State University Chapter 9: Challenging Biases: How the PDS Model Can Support Collaboration and Reflective Practice to Shift Stakeholders' Social Justice Perspectives Elizabeth Levine Brown, George Mason University-- Debra Sprague, George Mason University-- Kathy Leith, Fairfax County Public Schools-- Julie Ross, Fairfax County Public Schools-- Erin Byun, Fairfax County Public Schools-- Hayley Wood, Fairfax County Public Schools Section IV. P-12 Student Learning and Social Justice Chapter 10: Urban PDS Partnership: Preparing Teachers for Social Justice Connie Bowman, University of Dayton-- Rachel Collopy, University of Dayton-- Jamie Bentley, DECA teacher-- Elizabeth L. Cameron, DECA teacher-- David A. Taylor, DECA teacher Chapter 11: PDS, Latinos, and Math Achievement: The Results of Noche do la Fiesta de Matematica Jeanne Tunks, University of North Texas Chapter 12: Researching PDS Initiatives to Promote Social Justice across the Educational System M. Gail Shroyer, Kansas State University-- Amanda Morales, Kansas State University-- Sally Yahnke, Kansas State University-- Lisa A. Bietau, Manhattan-Ogden Schools Section V. Research and Social Justice Chapter 13: Promoting Equity and Social Justice in Professional Development School Partnerships through Action Research and Inquiry Groups Eva Garin, Bowie State University-- Susan McBride, Northview Elementary School-- Amy Glass, Bowie State University Chapter 14: Home Visits Supporting Social Justice at a Title I Professional Development School Seth A. Parsons, George Mason University-- Sarah Cohen Burrowbridge, Lynbrook Elementary-- Katy Swalwell, George Mason University-- Margaret Close, Buckland Mills Elementary-- Mary McNamee, Lynbrook Elementary-- Wendy Pascual, Lynbrook Elementary Chapter 15: Gaining Reading Success: The Story of One PDS Project to Help Struggling Readers Find Success Amy Wooten Thornburg, Queens University of Charlotte-- Suzanne Horn, Queens University of Charlotte-- Patrice D. Petroff, Queens University of Charlotte-- Tosha Arriola, Myers Park Traditional School Chapter 16: Recognizing Choices: Working for Social Justice with Action Research Stephanie L. Dodman, George Mason University-- Kerri Fulginiti, Westlawn Elementary School-- Melissa Campet, George Mason University-- Renee Cavallero, George Mason University-- Aaron Hopkins, George Mason University-- Christine Onidi, George Mason University.
- (source: Nielsen Book Data)
- Publisher's Summary
- This book extends the national discussion about the Professional Development School (PDS) movement of the past three decades. The volume highlights school/university partnerships' focus on collaborative activities that endeavor to promote social justice in and across P-12 and university classrooms, educational institutions, and communities. Professional Development Schools and Social Justice: Schools and Universities Partnering to Make a Difference guides veteran teachers, undergraduate and graduate pre-service teachers, and university faculty to understand how the PDS model might be oriented toward social justice ideals. Co-authored by school- and university-based educators, each chapter details the social justice work of specific partnerships and provides concrete instructional and curricular methods for application within both teacher education and PK-12 settings. Readers are provided insight into a range of elements of Professional Development Schools, including the development of PK-12 and teacher education curricula, processes of program implementation, and research and data collection.
(source: Nielsen Book Data)
- Publication date
- editors, Kristien Zenkov, Diane Corrigan, Ronald S. Beebe, Corey R. Sell.