This item is printed on demand - it takes 3-4 days longer - Neuware -The Professional Development School (PDS) movement has been a major vehicle for the simultaneous renewal of Pre-K-12 education and the teaching profession for nearly twenty years. This second volume in a series created by Towson University goes beyond 'start up' stories and presents data-based discussions on a variety of topics about PDS implementation and assessment, including PDSs in specialty areas, such as music and physical education, mentoring, teacher development, standards, accountability, and sustainability. Chapters are written by researchers who presented their work at the Second National Professional Development School Conference sponsored by the Maryland State Department of Education's Professional Development School Network, and who represent public and private colleges and universities and school districts in Maine, New York, New Jersey, Maryland, Georgia, Kansas, and Missouri, and the National Council for Accreditation of Teacher Education (NCATE). 202 pp. Englisch.

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T�tulo: Staying the Course with Professional Development Schools
Editor: Peter Lang Ltd. International Academic Publishers Mai 2005
Fecha de publicaci�n: 2005
Idioma: Ingl�s
ISBN 10: 0820476013
ISBN 13: 9780820476018
Encuadernaci�n: Taschenbuch
Estado: Neu
Dimensiones: 230�mil�metros de ancho por 160 de alto por 34 de largo
Peso: 300 gramos

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Sinopsis

The Professional Development School (PDS) movement has been a major vehicle for the simultaneous renewal of Pre-K-12 education and the teaching profession for nearly twenty years. This second volume in a series created by Towson University goes beyond "start up" stories and presents data-based discussions on a variety of topics about PDS implementation and assessment, including PDSs in specialty areas, such as music and physical education, mentoring, teacher development, standards, accountability, and sustainability. Chapters are written by researchers who presented their work at the Second National Professional Development School Conference sponsored by the Maryland State Department of Education's Professional Development School Network, and who represent public and private colleges and universities and school districts in Maine, New York, New Jersey, Maryland, Georgia, Kansas, and Missouri, and the National Council for Accreditation of Teacher Education (NCATE).

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The Editors: Jane E. Neapolitan is Associate Professor in the Department of Elementary Education at Towson University, Maryland. She earned an Ed.D. in curriculum and teaching from Teachers College, Columbia University.
Terry R. Berkeley is Professor and Chair of the Department of Early Childhood Education at Towson University, Maryland.

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