Advancing School-University Partnerships and Professional Development Schools through National Research

Revitalized Perspectives for Social Justice, Equity, Growth and Inclusivity
1. Auflage 2024
ISBN: 978-1-032-76932-5
Verlag: Routledge

Buch, Englisch, 248 Seiten, Format (B × H): 157 mm x 235 mm, Gewicht: 515 g

Reihe: Routledge Research in Higher Education

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, this collaborative effort presents a vision aimed at promoting inclusive, equity-focused research within PDSs-SUPs and delves 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.

Zielgruppe

Academic and Postgraduate

Autoren/Hrsg.

R. Feinberg, Joseph

L. Ogletree, Susan

Fachgebiete

• Sozialwissenschaften Pädagogik Schulen, Schulleitung Universitäten, Hochschulen

Inhaltsverzeichnis

1. Introduction 2. A National Collaborative Research Agenda for Professional Development Schools and Similar School–University Partnerships 3. In Pursuit of Responsible Professional Development School Research 4. The Perils of Tokenism: Conducting Antiracist Research in School–University 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)

Über Autor(innen)

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 School–University 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.