Inquiring Minds Want To Know
Action Research At A New York City Professional Development School
Datos Bibliográficos
| ID | 4308550 |
|---|---|
| Autores | Margaret Smith Crocco, Bayard Faithfull (Teachers College, Columbia University), Sherry Schwartz (0000-0002-2460-9676, SUNY Geneseo) |
| Año | 2003 |
| Volumen | 54 |
| Número | 1 |
| Páginas | 19-30 |
| Fecha de publicación | 2003-01-01 |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Journal of Teacher Education (JOURNAL) |
| Identificadores de la revista | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Editorial | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/0022487102238655 |
| OpenAlex | W1996503751 |
| Idioma | EN |
| Citas recibidas | 1 |
| Referencias citadas | 1 |
This article describes a professional development school (PDS) relationship between Teachers College, Columbia University, and the Beacon School in New York City. In examining this case of an urban high school with a diverse student population working with a college of education, the authors add to the literature on PDS partnerships, which has dealt mostly with elementary school partnerships with colleges of education. The authors focus on the action research projects conducted by teaching interns at Beacon who are also master's students in secondary education programs, chiefly social studies and English, at Teachers College. The authors analyze the impact of this collaboration on participants and institutions, while acknowledging the areas of strain in maintaining the professional development relationship over time
Action (physics) · Mathematics education · Medical education · Pedagogy · Population · Professional development · Sociology · Collaborative Teaching and Inclusion · Medicine · Parental Involvement in Education · Psychology · Teacher Education and Leadership Studies
| Citas por año | 0,05 |
|---|---|
| Intervalo de citas | 2004 - 2004 (1) |
| Altamente citado | No |