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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.

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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. 531-566
https://www.tcrecord.org ID Number: 18425, Date Accessed: 10/23/2021 10:10:13 AM

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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.
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