PDS Partners: Bridging Research to Practice , Open Access
Issue(s) available: 3 – From Volume: 18 Issue: 1, to Volume: 18 Issue: 3
Pivoting a PDS program to working with employed interns: a case study in continuing organizational change
Angelo Joseph LetiziaThe methods and procedures in which teachers are trained and supported are rapidly changing. While the COVID-19 pandemic undoubtedly disrupted education and exacerbated a growing…
Advocacy is contagious: the PDS effect
Jennifer CárdenasThis article, written by a multilingual learner program (MLP) specialist, provides a first-hand account of how a professional development school (PDS) (school–university…
The optimization of school-university resources in an effort to recruit teachers of mathematics
Jean A. Guillaume, Robin E. HandsThe purpose of this article is to debut a novel initiative that could potentially optimize resources that are currently constrained but, if unleashed, could help ameliorate the…
The Smart Cookie Project
Kerry Cormier, Trudi FigueroaThis practitioner-focused article highlights a collaborative, school-wide project at a PDS that showcased elementary students’ strengths and talents. Based on the children’s book…
Toward teacher residency program implementation: navigating the complexities
Doreen L. Mazzye, Joan GujaratiResearch in this field is becoming increasingly clear that a teacher residency program (TRP) has a strong potential for developing effective teachers in a teacher preparation…
Taking the LEAP: a district-university partnership to address shortages in special education
Laura Hedin, Lydia Gerzel-Short, Lisa Liberty, Jason PopeDistrict-university partners increasingly rely on “grow-your-own” licensure programs to address teacher shortages. Because vacancies in special education represent a chronic…
Emphasizing the professional in PDS
Elizabeth A. SkinnerThis article describes an effort to ease the tension between boundary spanning roles for interns participating in a yearlong Professional Development School (PDS) program. In…
Father involvement in a comprehensive elementary school: building capacity and understanding
Amy K. Noggle, Sara D. HooksAs part of a larger grant-funded project, a professional development (PD) series was conducted within the framework of a school–university partnership to improve teachers’…
ISSN:
2833-2040e-ISSN:
2833-2059Online date, start – end:
2022Journal’s owner:
National Association for School-University PartnershipsOpen Access:
open accessEditors:
- Dr Jennifer D. Morrison
- Dr Elizabeth Currin
- Dr Shalonya Knotts