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Professional Development Schools and Student Learning and Achievement


by Pia Lindquist Wong & Ronald Davis Glass ó 2011

In this chapter, we review the existing literature with a focus on three key areas: (1) the ways in which PDS models are structured to improve student learning, yielding a rich description of PDS interventions for student achievement; (2) the impact of PDSs on student learning and achievement, with a specific focus on publications that used rigorous research designs and/or captured student achievement with multiple measures; and (3) the extent to which PDSs have a differential impact on the learning of low-income and culturally and racially diverse students.


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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. 403-431
http://www.tcrecord.org ID Number: 18407, Date Accessed: 3/26/2017 2:57:31 PM

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About the Author
  • Pia Lindquist Wong
    California State University, Sacramento
    E-mail Author
    PIA LINDQUIST WONG is a professor in the Department of Bilingual/Multicultural Education at California State University Sacramento. Piaís work focuses on urban teacher preparation and democratic educational reforms in the United States and Latin America, specifically Brazil. She was director of the Equity Network, a large-scale, federally funded teacher preparation reform project that involved 12 urban professional development schools, five university departments, a teachersí association, and a community-based organization. She is currently the principal investigator for a collaborative, cross-college professional development effort for urban middle school mathematics and science teachers. She has written several articles and coedited one book with Ronald David Glass, all focusing on projects undertaken by the Equity Network.
  • Ronald Davis Glass
    University of California, Santa Cruz
    E-mail Author
    RONALD DAVID GLASS is an associate professor of philosophy of education at the University of California, Santa Cruz, and director of the U.C. Center for Collaborative Research for an Equitable California. Ronís work focuses on education as a practice of freedom, school reform in low-income racially, culturally, and linguistically diverse communities, and the role of education in the struggle for a just democracy. His recent book with Pia Lindquist Wong, Prioritizing Urban Children, Teachers, and Schools through Professional Development Schools, examines a 6-year project (The Equity Network) to integrate teacher education, professional development, and community-engaged educational reform. He is the recipient of numerous honors, including the Phoenix, Arizona, Human Relations Commissionís Martin Luther King, Jr., Living the Dream Award.
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