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Purpose and Vision of Professional Development Schools


by Alison L. Rutter — 2011

As a result of the government’s criticism, a plethora of reform agendas and reports were commissioned, trying to make sense of the issues and find long-term solutions. Among these are four key efforts that laid the groundwork for the professional development schools (PDS) movement.


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This article originally appeared as NSSE Yearbook Vol 110, No. 2.


Cite This Article as: Teachers College Record Volume 113 Number 14, 2011, p. 289-305
http://www.tcrecord.org ID Number: 18388, Date Accessed: 5/26/2017 8:24:34 PM

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About the Author
  • Alison Rutter
    East Stroudsburg University of Pennsylvania
    E-mail Author
    ALISON L. RUTTER is an associate professor of education at East Stroudsburg University of Pennsylvania. She is past president of the National Association for Professional Development Schools (NAPDS) and serves on the steering committee for the Pennsylvania Network for Professional Development Schools (PANPDS). She received a BA in psychology from Vassar College, followed by an MA, MEd, and EdD from Teachers College, Columbia University in curriculum and instruction. Her work in PDS includes teaching cohorts of preservice teachers, collaborating with faculty, and acting as a liaison to PDS sites. She has presented frequently and contributed a number of book chapters about PDS.
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