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Professional development schools: Cataylsts for teacher and school change
ARTICLE

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TATE Volume 13, Number 2 ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

Drawing on data from questionnaires and 49 interviews with teachers and principals, the impact of involvement in Professional Development Schools on teacher professional growth and school change at seven Professional Development School sites is explored through a cross-case analysis. Each of the seven sites, four elementary and three secondary, served five or more years as a PDS site. Program results were mixed, underscoring the importance of a range of context variables to program success, including school district support, principal, staff and University faculty stability, student body composition, school and faculty size, as well as the nature of teachers' program involvement. Implications for PDS program development and research are discussed and a range of policy issues explored, including those associated with tensions between university faculty roles and PDS responsibilities.

Citation

Bullough, R.V., Kauchak, D., Crow, N.A., Hobbs, S. & Stokes, D. Professional development schools: Cataylsts for teacher and school change. Teaching and Teacher Education: An International Journal of Research and Studies, 13(2), 153-169. Elsevier Ltd. Retrieved September 16, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 28, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/S0742-051X(96)00017-0