Sustainability of Reforms, Both School and University Based
Location
Room 212
Proposal Track
Research Project
Session Format
Presentation
Abstract
Further Reform in Teacher Preparation: School and University Based
Abstract
This study grew out of a five-year grant whose purpose was reform of teacher preparation programs. A Professional Development School (PDS) model was designed to support this work thus a university partnered with five elementary schools, a middle school, and a high school. At a transitional phase near the end of the grant, this study was designed to discover what teachers involved in the PDS thought should be kept in the programs and activities, what should be changed, and what should be added.
Anonymous data was then compiled and analyzed to uncover categories and themes. Three main categories emerged in two of prompts (Keep and Add), which were program-based - professional development and activities. The prompt, Change, had only one category, which was also program-based. As the partnership moves forward this information has been vitally important to PDS sustainability.
Keywords
School and University based partnerships, Professional development schools, Teacher preparation program reform, Sustainability
Recommended Citation
Blaver, Angela Dr.; Gregory, Diana Dr.; Kelly-Jackson, Charlease Dr.; and Kelley, Laura, "Sustainability of Reforms, Both School and University Based" (2014). Georgia Educational Research Association Conference. 17.
https://digitalcommons.georgiasouthern.edu/gera/2014/2014/17
Proposal
PDF.pdf (314 kB)
Presentation Power Point
Sustainability of Reforms, Both School and University Based
Room 212
Further Reform in Teacher Preparation: School and University Based
Abstract
This study grew out of a five-year grant whose purpose was reform of teacher preparation programs. A Professional Development School (PDS) model was designed to support this work thus a university partnered with five elementary schools, a middle school, and a high school. At a transitional phase near the end of the grant, this study was designed to discover what teachers involved in the PDS thought should be kept in the programs and activities, what should be changed, and what should be added.
Anonymous data was then compiled and analyzed to uncover categories and themes. Three main categories emerged in two of prompts (Keep and Add), which were program-based - professional development and activities. The prompt, Change, had only one category, which was also program-based. As the partnership moves forward this information has been vitally important to PDS sustainability.
