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Response to Section II: What’s Needed Now: Professional Development Schools and the Professionalization of Teaching


by A. Lin Goodwin — 2011

All the authors also caution us that the evidence is not always robust, that much more evidence is needed, and that there are many additional related lines of inquiry that require exploration. But, these cautions aside, the three chapters each use the research to go inside PDS settings and classrooms and provide an up-close look at implementation and results in relation to teacher preparation, professional development, and impact on 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. 432-443
http://www.tcrecord.org ID Number: 18411, Date Accessed: 11/18/2017 1:38:24 AM

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About the Author
  • A. Lin Goodwin
    Teachers College, Columbia University
    A. LIN GOODWIN is professor of education and associate dean for teacher education at Teachers College, Columbia University. Her scholarly work focuses on the connections between teachers’ identities and their development, on multicultural understandings and curriculum enactments, and on the particular issues facing Asian and Asian American teachers and students in U.S. schools. Recent publications include: “Curriculum as Colonizer: (Asian) American Education in the Current U.S. Context,” Teachers College Record, and “Globalization and the Preparation of Quality Teachers: Rethinking Knowledge Domains for Teaching,” in Teaching Education. Her latest book is Promoting Social Justice for Children, coedited with Beatrice Fennimore.
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