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Approaches to Professional Development Schools


by Jane E. Neapolitan & Marsha Levine — 2011

In this chapter, we build on the discussion of the history, trends, and issues of the PDS effort described in Chapter 1 (Rutter, 2011) while examining the approaches for PDS implementation set forth by organizations that have had a major influence on PDS development.


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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. 306-324
http://www.tcrecord.org ID Number: 18391, Date Accessed: 6/23/2017 2:46:27 AM

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About the Author
  • Jane Neapolitan
    Towson University
    E-mail Author
    JANE E. NEAPOLITAN is professor and chair of the Department of Instructional Leadership & Professional Development at Towson University, where she has served as chair of the Institute for PDS Studies. Her scholarly work focuses on issues concerning the quality and sustainability of the research and evaluation of the PDS effort.
  • Marsha Levine
    National Council for Accreditation of Teacher Education
    E-mail Author
    MARSHA LEVINE does research and development focused at the nexus of school reform and teacher education. Most recently, as a senior consultant to the National Council for Accreditation of Teacher Education, she directed the work of the Blue Ribbon Panel, which produced the influential report, Transforming Teacher Education Through Clinical Practice: A National Strategy to Prepare Effective Teachers (2010). Prior to that, she led the development of the NCATE PDS standards. Her publications include Professional Practice Schools: Linking Teacher Education and School Reform and Making Professional Development Schools Work: Politics, Practice, and Policy, both published by Teachers College Press.
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