A Professional Development School Partnership: Conflict and Collaboration

By Renee W. Campoy | Go to book overview

the school faculty. At the beginning of the partnership, these programs were traditional after-school workshops with topics requested by the teachers. Examples of some topics presented included the metric system, story mapping, and developing writing rubrics. As the PDS progressed and the workshop approach did not seem to lead to changes in teacher's classroom behavior, the university faculty attempted a variety of other professional development formats. These included demonstration lessons, after-school study groups, action research, and team teaching. For two summers, a summer school program was implemented that provided remedial help for children with innovative curricula developed by the teachers. The university faculty assisted the teachers in the development of the curricula, and undergraduate students and classroom teachers teamed up to teach the innovative lesson units. The university faculty also worked with the teachers to evaluate the curricula in terms of its efficacy with the remedial children and its appropriateness for the regular classroom in the following school year.


THE UNIVERSITY STUDENTS

The university students enrolled in PDS courses were undergraduate education majors at various stages in their programs. Some were ready to begin their student teaching, whereas others were just beginning their professional program. They varied greatly in age and teaching experience, and the majority were white females of middle-class background. The students met at the school site for instruction and completed classroom assignments by working with the Jackson School children and teachers. Some of the course assignments consisted of testing and then tutoring the children on specific math and reading topics. Other activities included observing classrooms and helping the teachers grade papers and duplicate materials. Still other students wrote books on the computer with the children, acted as pen pals, and taught lessons.

From the university students' perspective, the PDS courses were regarded as highly rewarding and successful. In surveys, interviews, and focus group sessions over a six-year period, university students reported feeling most satisfied by course assignments that involved working with the children and requested more contact with the children and teachers in the school. Even taking into account criticism about problems with organization and communication in the program, the vast majority of university students reported that they learned more from their PDS methods courses than similar methods courses held on campus.


SUMMARY

The context of the Jackson School-Midwest University PDS provides one view of partnership development and anticipates possible explana-

-34-

Notes for this page

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items
Notes
Cite this page

Cited page

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Note: primary sources have slightly different requirements for citation. Please see these guidelines for more information.

Cited page

Bookmark this page
A Professional Development School Partnership: Conflict and Collaboration
Table of contents

Table of contents

  • Title Page iii
  • Contents v
  • Introduction vii
  • Part I Context 1
  • Chapter 1 Introduction and PDS as a Reform Initiative 12
  • Chapter 2 Methodology of the Case Study 15
  • Note 24
  • Chapter 3 Context of the PDS 34
  • Part II Foreshadowed Problems, Findings, and Conclusions 37
  • Chapter 4 Partnership Development 51
  • Chapter 5 University Student Benefits 66
  • Chapter 6 Elementary Student Benefits 78
  • Chapter 7 Teacher Development Issues 92
  • Chapter 8 University Faculty Development Issues 107
  • Chapter 9 Institutionalization of the Partnership 122
  • Chapter 10 Summaries, Generalizations, and Lessons Learned 138
  • Afterword 139
  • Bibliography 141
  • Index 147
  • About the Author 151
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this book

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen
Items saved from this book
  • Bookmarks
  • Highlights & Notes
  • Citations
/ 154

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Search by... Author
    Show... All Results Primary Sources Peer-reviewed

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.