The School-Based Activities Model: A Promising Alternative to Professional Development Schools.

摘要: Introduction Partnerships, especially the Professional Development School (PDS) model, between institutions of higher education (IHE) and public schools (PS), have become, if not commonplace, a successful model for teacher (NCATE, 2001; Sandholtz & Dadlez, 2002). PDS projects in which preservice teachers faculty participate school-based instruction been established as both desirable effective (Sedlak, 1987; Teitel, 2003). However, implementing some settings often fails due to certain insurmountable challenges, most related resources institutional structures (Abdal-Haqq, 1998; Holmes Group, 1990; Leonard Leonard, What we present this account is documentation our attempts, large, institution, overcome challenges associated with while at same time developing stable partnerships local schools. We describe here college/school collaboration that requires significantly less financial investment than model. At heart are series activities require teachers, early their preparation courses, plan implement small group elementary school children. This represents promising practice may particular relevance educators comprehensive colleges like ours, where heavy teaching service loads. also appeal districts quite ready or able commit structure, but wish increase interaction programs. begin by framing description discussion outcomes Benefits Challenges Schools The positive mutually beneficial integrate development, education, curricula, community participation improve learning multiple levels stakeholders Clark, 1999; 1990). Significant gains made using (Herbert, 2004). major benefits include opportunities partners professional renewal IHE PS alike (Bohen Stiles, Additionally, working provides avenues growth novice veteran areas curriculum use new instructional methods, support trying technology classroom (Clark, Hamlin, 1997). Public linked rejuvenate own can consequently provide creative impetus other (Murray Stotko, Similar come faculty, who given contemporary, realistic views children's well insight into communities families (Bondy Ross, 1998). Although general collaborations prepare among themselves somewhat limited (George Davis-Wiley, 2000). While work indicate great growth, more common report lack substantive return terms reward system (Leonard 2003; 1994). For ones, rewards, particularly Retention, Tenure, Promotion (RTP) process university, be confounding factor establishing participating (Gundry LaMantia, 1995; Imig Switzer, 1996). …