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Professional Development Schools: Schools for Developing a Profession


reviewed by Patricia Bonner 2006

coverTitle: Professional Development Schools: Schools for Developing a Profession
Author(s): Linda Darling-Hammond(Ed.)
Publisher: Teachers College Press, New York
ISBN: 0807745928, Pages: 240, Year: 2005
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The reissue of Professional Development Schools edited by Linda Darling-Hammond provides a helpful history of the early emergence of Professional Development Schools during the 1980s and 1990s.  A realistic portrayal of the problems, conflicts, and successes of what requires an intense collaborative effort between university teacher educators and K-12 teachers and administrators is transparently and convincingly portrayed through case studies of seven professional development school efforts at elementary, middle, and high schools in locales ranging from California and Washington state to New York, South Carolina, and Maine. The Introduction by Darling-Hammond and the stories of schools, teachers, administrators, and university faculty in the throes of implementing Professional Development School endeavors make a convincing but unvarnished case for a PDS approach, not only for the preparation of pre-service teachers but also for the effective, ongoing professional development and improvement of practice for early, mid-, and late-career classroom teachers. An underlying theme of... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record Volume 108 Number 8, 2006, p. 1688-1691
http://www.tcrecord.org ID Number: 12256, Date Accessed: 10/22/2017 3:12:00 PM

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About the Author
  • Patricia Bonner
    Azusa Pacific University
    E-mail Author
    PATRICIA BONNER is Professor and Chair of the Department of Doctoral Studies in Education at Azusa Pacific University. She has also served as Dean of the School of Education and Behavioral Studies and as Director of Teacher Education at Azusa Pacific. Her interests and research include the professional development of teachers, resiliency and coping in school superintendents, and achievement motivation. She regularly reviews manuscripts for Teachers College Record and has served on the Editorial Review Boards of Educational Leadership and Administration and Teachers in Focus.
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