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Impact of Professional Development School Preparation on Teacher Candidates


by Sharon Castle & Kathleen A. Reilly — 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. 337-371
http://www.tcrecord.org ID Number: 18398, Date Accessed: 9/26/2017 3:59:52 PM

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About the Author
  • Sharon Castle
    George Mason University
    E-mail Author
    SHARON CASTLE is an associate professor of elementary education at George Mason University. She teaches social studies, fine arts, and research courses. She has worked in professional development schools for 14 years. She currently serves as the program chair for the Professional Development School Research Special Interest Group of the American Educational Research Association. Her research interests include PDSs, performance-based assessment, and social studies. Recent publications include Social Studies for the Preschool/Primary Child (8th ed.) and “Does Professional Development School Preparation Make a Difference? A Comparison of Three Teacher Candidate Studies” in School-University Partnerships.
  • Kathleen Reilly
    George Mason University
    E-mail Author
    KATHLEEN A. REILLY is a doctoral candidate and PDS research assistant at George Mason University. She also supervises secondary PDS interns. Previously, she taught secondary English in public, private, and international schools for more than 20 years. Her research interests include teacher preparation and development, urban teacher education, visual literacy, adolescent literacy practices, and secondary English.
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