Home Articles Reader Opinion Editorial Book Reviews Discussion Writers Guide About TCRecord
transparent 13
Topics
Discussion
Announcements

What Do We Know About Accountability and Resources in Professional Development Schools?


by Diane Yendol-Hoppey & Jason Jude Smith — 2011

The rapid proliferation of newly established professional development schools (PDS) partnerships accentuated concern associated with the lack of conceptual clarity of the PDS concept itself. Levine and Churins (1999) warned the PDS community that this innovative institution needed standards to ensure the necessary rigor, accountability, and sustainability.


To view the full-text for this article you must be signed-in with the appropropriate membership. Please review your options below:

Sign-in
Email:
Password:
Store a cookie on my computer that will allow me to skip this sign-in in the future.
Send me my password -- I can't remember it
 
Purchase this Article
Purchase What Do We Know About Accountability and Resources in Professional Development Schools?
Individual-Resource passes allow you to purchase access to resources one resource at a time. There are no recurring fees.
$12
Become a Member
Online Access
With this membership you receive online access to all of TCRecord's content. The introductory rate of $25 is available for a limited time.
$25
Print and Online Access
With this membership you receive the print journal and free online access to all of TCRecord's content.
$210


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


Cite This Article as: Teachers College Record Volume 113 Number 14, 2011, p. 531-566
http://www.tcrecord.org ID Number: 18425, Date Accessed: 9/24/2017 7:04:07 PM

Purchase Reprint Rights for this article or review
Article Tools
Related Articles

Related Discussion
 
Post a Comment | Read All

About the Author
  • Diane Yendol-Hoppey
    University of South Florida
    E-mail Author
    DIANE YENDOL-HOPPEY is a professor at the University of South Florida. During her career, Yendol-Hoppey has collaborated to create, sustain, and strengthen both teacher preparation and school improvement within four different professional development school networks. Yendol-Hoppey’s research specifically focuses on facilitating student learning through enhanced job-embedded teacher professional development and preservice teacher education. Yendol-Hoppey has coauthored four books and published over 50 research studies, which have appeared in such journals as Teachers College Record, Journal of Teacher Education, and Educational Researcher. Yendol-Hoppey also has served as the chair of the AERA Professional Development School Research Special Interest Group and serves as an associate editor for the School-University Partnerships journal.
  • Jason Smith
    West Virginia University
    E-mail Author
    JASON JUDE SMITH is the Benedum Collaborative Research Fellow at West Virginia University. He teaches courses in curriculum design, action research, and teacher leadership, and also supervises preservice teachers and leads data collection efforts for one of the largest PDS networks in the nation. His research interests include teacher professionalism, teacher research, and teachers as actors in the policy process. Recent publications include Reflection Through Action Research by Preservice Teachers and “Constructing Epistemologically Consistent Qualitative Research Designs” in Educational Researcher.
Member Center
In Print
This Month's Issue

Submit
EMAIL

Twitter

RSS